JESTER B.

RAFOLS RN

MA. LENORE G. PASOL RN DNM

Preferences of 4th Year Nursing Students of Pamantasan ng Lungsod ng Maynila

on Teaching Style of Nursing Professors
Chapter I
The Problem and its Background

Introduction
I believe the children are our future, teach them well and let them lead the way This is a line

from the song by the late Whitney Houston entitled The Greatest Love of All. This song talks about
the need to educate our students which is our future. Educating students are the main reason in
putting up an educational institution. The institution, in exchange for the payment they receive from
their clients, are responsible for innovating ways on how to satisfy their students in terms of the
knowledge or skills that they gain from the efforts of the institution. Several factors affect this level
of satisfaction, such as efforts of the students, school facilities and the teaching styles that the
school utilizes to educate their students. However, student satisfaction does not only depend on the
institution itself but the efforts of the students as well. But in this study, the researcher will focus on
the teaching styles as the main factor that affects the level of satisfaction of the students. Students
have their own preferences when it comes to the type of teaching style that they believe that are
beneficial for them. There are 4 common teaching styles authoritarian, permissive, detached and
authoritative learning.

Background of the Study

In this study, the researcher seeks to determine which type of teaching style will give our

respondents a high level of satisfaction, preferences and effectiveness. The researcher aims to
identify which type has a high preference among students. Also, the study is conducted in order to
give its respondents a chance to suggest other types of teaching style which they think will satisfy
their needs as a student. In order to research on the information that the researcher needs, a survey
tool will be utilized which will include questions about students level of satisfaction and the effect
of these teaching styles to them.

Conceptual Framework

4th Year Nursing

Students of
Pamantasan ng
Lungsod ng Maynila

Teaching Style
Preferences
a.) Authoritarian
b.) Permissive
c.) Detached
d.) Authoritative
learning

Nursing Professor

Research Paradigm

Statement of the Problem

What teaching style would best satisfy the students?

What teaching style would least satisfy the students?
What is the effect of different teaching style to the satisfaction of 4 th Year Nursing Students of

Pamantasan ng Lungsod ng Maynila?

Will be possible that the students want a combination of different teaching styles to satisfy them?
What are the students recommendations in regards to their professors teaching styles?

Research Hypotheses

The different teaching strategies will not affect the level of satisfaction of the 4 th year
nursing students of Pamantasan ng Lungsod ng Maynila

 The different teaching strategies will affect the level of satisfaction of 4 th year nursing
students of Pamantasan ng Lungsod ng Maynila

authoritative teaching strategy will increase the level of satisfaction of 4 th year nursing
students of Pamantasan ng Lungsod ng Maynila
The detached teaching strategy will decreased the level of satisfaction of 4 th year
nursing students of Pamantasan ng Lungsod ng Maynila

The authoritarian teaching strategy will decrease the level of satisfaction of 4 th year
nursing students of Pamantasan ng Lungsod ng Maynila
The permissive teaching strategy will decrease the level of satisfaction of 4 th year
nursing students of Pamantasan ng Lungsod ng Maynila

Significance of the Study

The researcher seek to know what teaching style will increase or decrease the level of

satisfaction of 4th year nursing students of Pamantasan ng Lungsod ng Maynila. This study aims to;
first help the administrator of the school have an idea on what will be the impact of different
teaching style of the faculty members to the students and know if it will increase or decrease the
satisfaction of the students. Second for the professor, to be aware about what teaching styles may
benefit/satisfy their students to utilize and improve it. Third for the students, to help them know
what teaching style best satisfies them.

Scope and Delimitation

The study focuses on the effect of the different mentor teaching styles on the satisfaction of
the students as a consumer. The population selected by the researcher are 4 th Year nursing
students at Pamantasan ng Lungsod ng Maynila. The researcher select these population for the
reason that they experience different styles of nursing professor hence they know what are their
preferred teaching styles that was effective for them.
The study concept will be limited to four teaching styles (Authoritative, Permissive,
Detached and Authoritarian) and will not include other factors related to student satisfaction
(campus equipments and facilities, etc.)

Definition of Terms

During the course of the study, the researcher will utilize the use of the following terms:
Authoritarian teaching style An authoritarian teaching styles is one where teacher
implements firm and strict measures, as well as firm limits and control on the students, and is

entirely concerned on what the students learn and how they learn. The respondents would often
describe the teacher as a screamer, and verbalization of fear when dealing with the teacher.
Permissive teaching style Respondents would often describe this teaching style as being
friendly. Permissive style is where the teacher usually befriends the students, and students
participation is observed inside the class, and the teacher usually doesnt develop a firm teaching
plan.
Detached teaching style This is where the respondents usually complain about the behavior
of the teacher, and states that the teacher only usually gives worksheets and handouts, and
consequently leaves the studying to the students themselves. This style of teaching is a desensitized
teaching because the teacher does not care about the students. Flaccidity of the students
participation is observed.
Authoritative teaching style This type of teaching style is often verbalized by the students as
the ideal teaching style. The classroom is described as clean and neat, like the authoritarians room,
but the teacher is respected not out of fear but the ability of the teacher himself/herself. The teacher
also cares about whats happening to each student and emotional support is evident.
Preferences - The researcher define student preference as a measure of how different services
of the educational institution, specifically the professors teaching style as a topic in this study, meet
or surpass the students expectations as customers. The researcher would utilize a 5-point Likert
scale.

Chapter II
Review of Related Literature and Studies

Local Literature
Every individual has his own perspective in learning, one factor of such is the methods of
teaching used by their professors which are categorized generally into four types (Makokha &
Ongwae, 2001), which are the Instructor/Teacher Centered Method, Content Focused Method,
Learner Centered Method and Interactive/Participative Method. However, according to
(Kafyuo, n.d) the learner-centered method and the interactive/participative method use almost
the same strategies and/or medium in teaching, so it all boils down to three types.

Teacher/instructor-centered involves the teachers action to create a learning environment that

encourages positive social interaction, active engagement in learning, and self-motivation.
Likewise, it involves the establishment and maintenance of the classroom environment so that

educational goals can be accomplished (Agno, 2009).

Foreign Literature
In Saudi Arabia, More than 45 (85%) of the students rated hands-on training as the most
preferred teaching method. Approximately 30 (57%) students rated the following teaching
methods as the most preferred methods: Advanced organizers, demonstrations, and
multimedia activities. Although 31 (59%) students rated the concrete-sequential learning style
the most preferred, these students demonstrated mixed styles on the other style dimensions:

Abstract-sequential, abstract-random, and concrete-random.

Local Studies
The application of appropriate teaching strategies and techniques help the students build up
their cognitive, psychomotor and affective skills. Teaching techniques are the means to teaching
and learning how to employ them in the teaching and learning process is called strategies.
Teaching strategies are vital because the tenet of teaching and classroom instruction cannot be
successfully achieved with techniques or methods alone. Different methods are the basic factors
in learning and the appropriate teaching strategies are necessary part of effective instruction.
But, all educational methods are not equal. No method is ruled out so long as it engages students
and makes them responsible for learning. Yet some methods accomplish those goals less
frequently than others (Weimer, n.d.). With this premise, the researcher launched this study to
determine the different strategies used in teaching English subjects among college students in
Batangas State University Malvar Campus, Batangas, Philippines. Specifically, it sought to
describe the profile of the respondents in terms of age, sex, educational attainment and number
of years in teaching and its relation to the teaching strategies.

Foreign Studies
Since 2003, many foreign professional teachers, particularly from the Philippines, came to
New York City to teach with little knowledge of American school settings. Filipino teachers
have distinct styles and expressions of teaching. They expect that: education is interactive and
spontaneous; teachers and students work together in the teaching-learning process; students
learn through participation and interaction; homework is only part of the process; teaching is an
active process; students are not passive learners; factual information is readily available;
problem solving, creativity and critical thinking are more important; teachers should facilitate
and model problem solving; students learn by being actively engaged in the process; and
teachers need to be questioned and challenged.

However, many Filipino teachers encountered many difficulties in teaching in NYC public
schools. Some of these problems may be attributed to: students' behavior such as attention
deficiency, hyperactivity disorder, and disrespect among others; and language barriers such as
accent and poor understanding of languages other than English (e.g. Spanish).
As has been said, what happens in the classroom depends on the teacher's ability to maintain
students' interests. Thus, teachers play a vital role in effecting classroom changes. As stressed in
the Educator's Diary published in 1995, "teaching takes place only when learning does."
Considering one's teaching style and how it affects students' motivation greatly concerns the
researchers. Although we might think of other factors, however, emphasis has been geared

towards the effect of teacher's teaching style and student motivation.

Relevance to the Present Study
Researchers have begun to identify some aspects of the teaching situation that help enhance

students' motivation. Research made by Lucas (1990), Weinert and Kluwe (1987) show that several
styles could be employed by the teachers to encourage students to become self motivated
independent learners. As identified, teachers must give frequent positive feedback that supports
students' beliefs that they can do well; ensure opportunities for students' success by assigning tasks
that are either too easy nor too difficult; help students find personal meaning and value in the
material; and help students feel that they are valued members of a learning community. According
to Brock (1976), Cashin (1979) and Lucas (1990), it is necessary for teachers to work from students'
strengths and interests by finding out why students are in your class and what are their expectations.
Therefore it is important to take into consideration students' needs and interests so as to focus
instruction that is applicable to different groups of students with different levels.

Chapter III

Research Design
The researcher utilize the survey research of the correlational study under descriptive research

design from which the relationship between two variables will be measured. These variables already
occur in the group or population and are not controlled by the researcher. The researcher understand
that there is no evidence or proof that changes in one variable cause changes in the other variable
and that correlation does not equal causation. The researcher utilize this method to determine the
extent to which the different teaching styles would be related to the satisfaction of the selected
population.

Population, Sample and Sampling Technique

The subject on the effects of different teaching style to the level of satisfaction of 4 th Year
nursing students at Pamantasan ng Lungsod ng Maynila. The researcher used cluster sampling in
choosing the respondents, from which the population clustered into different sections, in accordance
to their current professor. The researcher will conduct the surveying inside the campus of
Pamantasan ng Lungsod ng Maynila College of Nursing to provide the respondents with
convenience.
Cluster sampling is a sampling technique in which the entire population of interest is divided
into groups, or clusters, and a random sample of these clusters is selected.

Research Instrument
The researcher will analyze the data based from the devised research tool which is a survey

questionnaire with 5 point Likert Scale. The researcher will not reveal to the respondents the four
types of teaching styles as to avoid generalization of data, but the respondents would be presented
with a table from which different characteristics of the teaching style would be listed, and a
corresponding satisfaction rating should be given per characteristic. The researcher will then
analyze the satisfaction rating of the different characteristics in order to decipher what type of
teaching style satisfies the respondent.

Data Gathering Procedure

The researcher will seek for the authorization of the Dean of the College of Nursing at
Pamantsan ng Maynila through a formal letter. The researcher will then explain the study and its
relevance to the institution, nursing professor and students. Proper coordination with the
professor will be done by the researcher. A signed consent form will be handed out to the
respondents with attached questionnaire tool. After data was gathered analysis of the result will
take place and the reporting of result.

Statistical Treatment of Data

The statistical tools to be used by the researcher in answering the research questions of the
study includes the following:
Frequency Counts wherein the researcher tallies the answers to specific questions and
determine the number of occurrences of a specific variable.
Percentage Distribution, which is one of the most convenient ways of organizing data. It
would provide the researcher an easier way of analyzing and comparing data. The researcher

would utilize different types of graph (pie graph, bar graph etc.) in presenting the different
percentage distributions.
Measures of Central Tendency. The researcher will compute the different measures of
tendency such as the Mean, Median and Mode. The computed mean would take into account not
only the frequency of cases in a category and the positions of a score into a measure but the
values of the scores as well. The computed median recognizes the position of the value of a
measure. The mode, on the other hand would determine the most frequently occurring value.
ANOVA. Since the researcher have four different teaching styles, the group would utilize
ANOVA. It will determine whether the value of a single variable differs significantly among
three or more levels of a factor. ANOVA provides a statistical test of whether or not
the means of several groups are all equal, and therefore generalizes t-test into the four teaching
styles as specified by the investigators. ANOVAs are helpful because they possess an advantage
over a two-sample t-test. Doing multiple two-sample t-tests would result in an increased chance
of committing a type I error. For this reason, ANOVAs are useful in comparing two, three or
more means.