FINDINGS

Research Question 1: What is your Lecturers’ Teaching Style?

In relation to this study, students respond to a survey questionnaire regarding the
five lecturer’s teaching style. The five teaching style according to Grasha (2006)
includes (a) Expert style, (b) Formal Authority style, (c) Personal Model style, (d)
Delagator style, (e) Facilitator style. Based on the results shown in Table 1, Expert and
Personal Model style got have the highest mean of 4.12, followed by the Facilitator style
with a mean of 4.03. Formal Authority style has a higher mean of 4 than Delegator
which has the lowest mean score of 3.78. The results show that among FEU-Cavite,
DLSU-Dasmarinas, CVSU-Silang, and LPU-Cavite most of its lecturers are using the
Expert style and Personal Model style of teaching. Their lecturers are using the Formal
Authority, Delegator, and Facilitator approach of teaching as well.
Type of Style Mean Standard Deviation
Expert 4.12 .61
Formal Authority 4 .71
Personal Model 4.12 .80
Delegator 3.78 .78
Facilitator 4.03 .76
Table 1. Domain item distribution of Lecturers’ Teaching Style

Research Question 2: What is your Student Engagement Level in Teaching and

Learning?
The students answered a total of 31 items of the given questionnaire to measure
their participation and academic engagement level. According to the results shown in
Table 2, only less than half of the respondents (40%) give their opinion in class but
more than half of them (58.33%) had already experienced presenting their assignments
in front of the class. Almost all of the surveyed students (88.34%) give their full
cooperation with their other classmates when they have assigned tasks to complete.
Furthermore, 75% of the respondents are not shy about asking questions to their
lecturers if something is unclear for them.
Item Item Strongly Disagree Neutral Agree Strongly
No. Disagree Agree
1. I always give an 1 5 30 20 4 (6.67%)
opinion in class (1.67%) (8.33%) (50%) (33.33%)
2. I have presented 1 4 20 24 11
the assignments (1.67%) (6.67%) (33.33%) (40%) (18.33%)
in front of a
class
3. I always follow 0 2 5 29 24
teachers’ (3.33%) (8.33%) (48.33%) (40%)
instructions and
do all the
 homework
4. I always give my 0 1 9 32 18
full attention to (1.67%) (15%) (53.33%) (30%)
get the job done
5. I was able to 0 2 7 34 17
learn and (3.33%) (11.67%) (56.67%) (28.33%)
complete the
work assigned
6. I go to class 5 18 19 13 5
without being (8.33%) (30%) (31.67%) (21.67%) (8.33%)
completing the
assigned task
7. I always 0 1 6 31 22
cooperated with (1.67%) (10%) (51.67%) (36.67%)
other students to
complete tasks
assigned
8. I, along with the 3 5 15 28 9
other students, (5%) (8.33%) (25%) (46.67%) (15%)
we do our
homework after
school hours
9. I take immediate 0 2 17 29 12
action when task (3.33%) (28.33%) (48.33%) (20%)
is assigned
10. If I have a 0 2 5 35 18
problem, I’ll try (3.33%) (8.33%) (58.33%) (30%)
to solve it
11. I am not easily 3 4 23 27 3
felt disappointed (5%) (6.67%) (38.33%) (45%) (5%)
when difficulties
occur at the
early phase of
my work
12. I’ll try to get help 0 2 13 34 11
from people (3.33%) (21.67%) (56.67%) (18.33%)
when I’m in
trouble
13. I enjoy doing 0 3 29 21 7
work that is (5%) (48.33%) (35%) (11.67%)
challenging
14. I am committed 1 3 16 32 8
in completing (1.67%) (5%) (26.67%) (53.33%) (13.33%)
tasks even no
points are
awarded
15. I work with high 0 3 24 27 6
concentrations (5%) (40%) (45%) (10%)
16. I like to ask 0 0 12 37 11
questions to (20%) (61.67%) (18.33%)
gain knowledge
17. I am used to be 0 1 16 33 10
independent (1.67%) (26.67%) (55%) (16.67%)
18. I like to do task 0 0 16 29 15
where students (26.67%) (48.33%) (25%)
can choose the
topic than those
not allowed
19. I like to learn 0 1 11 32 16
new things and (1.67%) (18.33%) (53.33%) (26.67%)
involve in
meaningful
learning even
without a
teacher
20. I will try to avoid 0 9 29 20 2
the difficult work (15%) (48.33%) (33.33%) (3.33%)
21. I continue 0 1 14 36 9
learning even if (1.67%) (23.33%) (60%) (15%)
all tasks have
been completed
22. I used to work 0 3 22 28 7
without (5%) (36.67%) (46.67%) (11.67%)
supervision
23. I always 0 1 13 36 10
completed the (1.67%) (21.67%) (60%) (16.67%)
task within the
stipulated time
by the lecturer
24. I am not 2 2 22 28 6
satisfied with my (3.33%) (3.33%) (36.67%) (46.67%) (10%)
homework due
to the lack of
understanding
and not because
I’m not working
on it
25. I completed my 0 0 3 37 20
work with the (5%) (61.67%) (33.33%)
intention of
obtaining good
results
 26. I studied with the 0 0 3 36 21
aim to have (5%) (60%) (35%)
more knowledge
in all subjects
27. My interest in a 0 0 2 32 26
course will (3.33%) (53.33%) (43.33%)
increase if I
perform well in
the course
28. I can improve 0 0 5 36 19
my performance (8.33%) (60%) (31.67%)
in a course
29. I would be 0 0 7 33 20
happy if I can (11.67%) (55%) (33.33%)
finish the
challenging
chore
30. I will study hard 0 1 18 29 12
if my ability is (1.67%) (30%) (48.33%) (20%)
recognized by
lecturers
31. I love to ask 0 1 14 38 7
questions if I do (1.67%) (23.33%) (63.33%) (11.67%)
not understand
the teacher
Table 2. Percentage and Frequency of Students Academic Engagement in the Teaching and Learning

Research Question 3: Is there any relationship between lecturers’ teaching styles with
student academic engagement?
Based on the results shown in Table 3, students’ academic engagement level
and lecturers’ teaching style were positively correlated, r = .188, p = .655. However,
Pearson’s correlation analysis results show that the students’ engagement level and
lecturers’ teaching style has a weak relationship.

Academic Engagement
Teaching Style .655*
Note: Correlation is significant at 0.05

Discussion
6.1 The relationship between the lecturers’ teaching style and academic engagement
This section is divided between students’ academic engagement level and
lecturers’ teaching style. The findings showed that the lecturers’ teaching style is
strongly positively correlated yet weak relationship with students’ academic engagement
level.
Teachers who have a Facilitator teaching style can use analytical strategies
which help the students to work with others. Ahmad Farris (2008) supported this by a
study where students improved their approach on science when analytics strategies
were used on teaching them.
In addition, Adesoji (2009) findings explained that if lecturers use analytical or
problem solving method of teaching, students will most likely lead to positive direction.
According to a study of Grasha (2003), Facilitator and Delegator teaching style relates
to problem solving methods of teaching.

Conclusion and Implications

Among Far Eastern College-Silang, Cavite State University-Silang, De LaSalle

University-Dasmarinas, and Lyceum of the Philippines University-Cavite, results
showed that majority of its lecturers use Expert and Personal Model style of teaching
while delegator style of teaching got the lowest mean. The relationship of their students’
engagement level and lecturers’ teaching style showed a positively correlated yet weak
relationship.
Lecturers of Far Eastern College-Silang and Cavite State University-Silang both
mostly use Expert teaching style, lecturers of Lyceum of the Philippines University-
Cavite uses Expert and Formal Authority teaching style, and De Lasalle University-
Dasmarinas lecturers mostly use Personal Model and Facilitator teaching method. Also,
male students tend to engage more (M = 3.89) in the classrooms than female students
(M = 3.84) by a slight gap based on the findings.
Future possible effects in the teaching and learning process may be expected to
undergraduates, parents, and instructors based on these findings. It encourages the
academic institutions to better understand the students’ academic participation by
applying appropriate teaching method.
It is to rely on the students that academic participation and engagement is a
motivation for their careers’ successes. Therefore, students must fit their lecturers’
teaching style to their own academic engagement style.
The institutions, along with its instructors, must work together to fulfil their
responsibilities toward a better and quality school for their students. As the students’
foundation, schools must equip its students with excellent training that will strengthen
their engagement skills on and beyond academics. The instructors and the institution
must create a beneficial learning environment where students can acquire complete
knowledge that will lead to their success.