Perception of Pupils on the Teaching Styles of their Mathematics Teachers

This study aimed to determine the perception of grade 6 pupils of La Carlota South Elementary School I on the teaching styles of their Mathematics teachers to know the most effective teaching styles of teachers suited to the learners for the improvement of academic performance specifically, in mathematics subject. This is quantitative research with a sample size of 158 grade six pupils determined through the G Power Analysis. The data collection used a questionnaire about pupils’ perception of the teaching styles of their Mathematics teachers. In analyzing the data of the study, frequency, percentage, mean and standard deviation, and T-test were utilized. The feature findings in the study were; there is a significant difference in the authority or lecture teaching styles of their Mathematics teachers in terms of sex. Based on the study's findings, teachers should use different teaching styles or combinations of two or more to improve academic performance in classroom instruction. Research shows that no teaching style is effective for all objectives and disciplines. Teachers have a dominant or preferred teaching style in which they will often mix elements of other styles. Most teachers possess a blend of all five teaching styles; The authority or lecture teacher style, demonstrator or coach style, facilitator or activity style, delegator or group style, and hybrid or blended style. The authority or lecture style has the traditional teacher features, is not flexible, and the classroom routines are essential. Students are not provided with opportunities for creative and versatile thinking. The teacher has a specific status among the students. However, studies have proved that teachers prefer more than one style while teaching examined how the five styles were distributed among various academic disciplines.