Teaching Styles of Secondary School English Teachers and Learning Styles of Their Students and Relationship of Teaching Learning Style Match with Students' Achievement

Autor/inn/en	Khalid, Mubashira; Akhter, Mumtaz; Hashmi, Aroona
Titel	Teaching Styles of Secondary School English Teachers and Learning Styles of Their Students and Relationship of Teaching Learning Style Match with Students' Achievement
Quelle	In: Bulletin of Education and Research, 39 (2017) 3, S.203-220 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0555-7747
Schlagwörter	Foreign Countries; Grade 10; Secondary School Teachers; Language Teachers; English (Second Language); Teaching Styles; Cognitive Style; Secondary School Students; Second Language Instruction; Academic Achievement; Correlation; Pakistan + Suchen Sie Ihr Suchwort? Ausland; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Lehrstil; Unterrichtsstil; Cognitive styles; Kognitiver Stil; Sekundarschüler; Fremdsprachenunterricht; Schulleistung; Korrelation
Abstract	Present study endeavors to explore the 10th grade secondary schools English teachers' teaching styles and learning styles of their students and examine the potential relationship between teaching learning style match with student's academic achievement as shown by their last secondary school board's results. A sample of forty two schools was selected from the population of Punjab province government schools. All the English class students and their class teachers were the respondent of this study. Relevant information was collected through teaching and learning styles inventories from teachers and their students and English subject result was obtained through their relevant schools. The study employed Grasha's inventory (1996) in diverse learning styles categories related to students and investigate teaching styles related to teachers. Grasha's inventory was employed on five sub categories of the scale. Data was analyzed using descriptive statistics techniques. The results demonstrate that students' learning styles and their achievement in English course, have statistically significance difference among them and statistically significance effect was not found, between students' learning styles and teachers' teaching styles on students English achievements. (As Provided).
Anmerkungen	Institute of Education and Research. University of the Punjab Quaid-i-Azam Campus, Lahore, 54590 Pakistan. e-mail: ber.ier@pu.edu.pk; Web site: http://pu.edu.pk/home/journal/32
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01