Publisher's Synopsis
Document from the year 2018 in the subject Didactics - Common Didactics, Educational Objectives, Methods, grade: -, language: English, abstract: Imagine a classroom where every student thrives, their voices amplified, their comprehension deepened. But what if the key to unlocking this potential lies not just within the students themselves, but in the very methods employed by their educators? This groundbreaking study delves into the intricate relationship between teaching styles and the language performance of Grade 7 students at Iligan City National High School, seeking to illuminate the path toward more effective language instruction. Through meticulous analysis of teacher questionnaires and student assessments, this research uncovers the dominant teaching styles prevalent in English classrooms - discussion, reflective, and discovery methods - and their impact on student proficiency in listening, reading, and writing. The findings reveal a nuanced landscape where listening skills approach mastery, while reading and writing abilities lag, underscoring the urgent need for targeted intervention. Furthermore, the study highlights the significant influence of learner demographics on language acquisition, emphasizing the importance of personalized learning approaches. Grounded in established pedagogical theories such as Knowles' andragogical approach, Purkey's Invitational Theory, the Cattell-Horn-Carroll (CHC) Theory of Cognitive Abilities, and Vygotsky's Sociocultural Theory, this research provides a robust framework for understanding the complexities of language learning. Ultimately, this investigation culminates in the development of a tailored Reading Development Program designed to address identified deficiencies and empower students to reach their full linguistic potential. This vital resource offers educators and policymakers alike a roadmap for fostering communicative competence and creating truly inviting and effective learning environments. Explore the dept
