Teaching Styles, Ability and Teaching Aids of Professors as Perceived by the Bbte 3rd Year Students

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Chapter 1
Problem and It’s Background
Introduction
Teachers use different teaching strategies for their students. They work on those strategies for the betterment of the learning of their students. But, there are times that teacher forgetting that their strategy cannot be effective at all times. It’s because of the differences of each student. Nowadays, the problems of teachers are the students who are not improving academically. It can be caused by poor study habit or poor teaching strategy used by the teacher. It’s because each student can be visual learner, auditory learners or kinaesthetic learners. Students are classified also as slow learners, average learners and fast learners. Each student has their own way of learning and for each student there is an appropriate teaching strategy that would best suit them to learn effectively. Individual differences have a very big impact on how students learn. Here, the researchers aimed to help professors to have information on the teaching styles, abilities and teaching aids that students thinks best for the improvement of their learning. This study focused on the teaching styles, abilities, and teaching aids perceived by the students their teachers will use, as for them to understand the concepts, develop particular skills and determine appropriate teaching aids which suit to their levels, desires and readiness/maturity. Data for this study were based on the observation, interview and techniques in the classroom and how such teaching styles affect the learning style preferences of the learners. Theoretical Framework

This study stemmed from the different theories of learning particularly:
The Theory of Identical Elements which was formulated by Thorndike explains that the amount of transfer of learning is largely dependent upon the teaching method used. The more clearly the common element in a situation is brought to the attention of the students by the teacher, the more readily the same element may be identified in another situation.

Transfer of Learning happened when classroom instruction would be very time-consuming and expensive if materials learned in one aspect or area could not be transferred to another. In spite of controversies on this point, education is based on the assumption that learning can be transferred. This means that the learning of one task has an effect on the learning of another.

Two kinds of learning transfer are possible. Positive transfer occurs when the learning of one task facilitates the learning of another. This is so when learning mathematics enhances the learning of physics. Negative transfer occurs when prior learning detracts from subsequent learning. For example, learning to play the piano may make learning to play the organ more difficult as each instrument has is own finger dexterity qualities. Likewise, prior learning of English may pose a real problem in learning Pilipino. Because of importance of transfer of learning, investigators have been interested in finding out the factors that make transfer possible. These factors are as follow: A.) learning to learn. Experiments with verbal learning show that subjects increase their speed in learning word lists over a period of days. This is seen when the words are not similar, an indication that during the learning tasks, the subjects develop a technique that facilitates subsequent learning. Learning to learn is emphasized in present-day schools and is considered just as important as the acquisition of facts. To some, it is even more important than learning of facts, for facts today may be fiction tomorrow, but one’s ability to learn will enable him to keep on learning in various situations. B.) Mastery of principles. When principles are mastered, it will be easier to apply them to new situations. The principles learned in radio repairing if mastered, may easily facilitate the learning of other tasks.

The conceptual framework for this study was based on the teaching...
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