Teaching Style of Graduate School Professors and their Students' Academic Performance

Abstract

Teachers have their philosophy determining how they teach. This teaching philosophy serves as a foundation for one’s teaching style. This study aimed to determine the teaching styles of the forty five (45) graduate school professors and the academic performance of their students at Guimaras State College, Guimaras, Philippines for the Academic Year 2016-2017. They were classified according to categories of variables such as nature of employment, age, sex, civil status, length of teaching experience, educational attainment, and subjects taught. The descriptive method was utilized in this study. The questionnaire on the teaching style was patterned from Grasha and Riechman (1996) which was used to gather data from the respondents. The final grades of the students were used to determine their academic performance. The majority of the graduate school professors were old, dominated by males, most were married, have short teaching experienced, attained a doctoral degree, and taught professional subjects. Most of the graduate school students employed an expert teaching style. The academic performance of graduate school students was described as exceptionally good. Furthermore, no significant relationship existed between the teaching style of graduate school professors and their student’s academic performance. It is recommended that the graduate school professors must know the different teaching styles to make proper adjustments as to what teaching strategies they can apply in the classroom