Story By: Georgene Quilaton-Tambiga
Photos By: Ma. Nita Bolo
In a study published in the International Journal of Advanced Multidisciplinary Research and Studies , eight Thomasian researchers, including Ma. Nita V. Bolo, PhD, found that there is high impact of the lecturer and delegator teaching styles on the classroom engagement of Grade 9 Students (A.Y. 2022-2023) when students are grouped according to sex.
A hundred and sixty-five participants, across four sections, joined in answering the study’s instrument.
Thomasians Prefer the Lecturer and Demonstrator
The study highlights that the lecturer style of teaching continues to be an effective educative method for large groups of students, especially for males who prefer an authoritarian and traditional approach.
It also found that the demonstrator teaching style has a high impact on the students’ classroom engagement; female students particularly exhibited higher scores when the demonstrator approach of teaching was used to deliver the lesson to them. The demonstrator teaching style is characterized by passing on of skills, crowd interaction and participation, and the use of varied techniques involving visual, kinesthetic, and linguistics.
In conclusion, the study emphasizes that “how a teacher presents a lesson in many ways” can help motivate students and encourage them to “perform well.”
Historic CST-R Research Achievement
The study, with the title “Correlational Study on Teacher Instructional Styles and Classroom Engagement among Grade 9 Students: Unveiling Impact and Insights,” was officially published in the International Journal last December 20, 2023.
It is the first internationally published student-led research of the Colegio de Sto. Tomas-Recoletos Research Office. The seven student-researchers are Fermdi Maxel S. Mancao, Emmet Adrian A. Despi, Gwyneth Neca Angel C. Nemenzo, Lhey Marie A. Pedros, Jamaica A. Pepito, Miguel Evan B. Peque and Princess Ashley E. Sandoval and they are all members of the CST-R Batch 2023, having graduated last June 11, 2023. The study was conducted in collaboration with Ms. Bolo as the main author.
When asked for their comments, both Mancao and Pedros said that performing the research was challenging but to see it published on an international journal where many other researchers around the world can have access to it was a “thrilling and validating” experience.
Meanwhile, Ms. Bolo, CST-R’s first homegrown doctor of philosophy, major in psychology, said that being a research author-collaborator for this historic Thomasian research paper involved “guiding [the students] through the research process, refining their ideas, and navigating publication requirements.”
She believes that CST-R is now developing into a research institution as proof of its commitment to excellent education.
The International Journal of Advanced Multidisciplinary Research and Studies is a multidisciplinary bi-monthly peer-reviewed journal that began in 2021.
The “Correlational Study on Teacher Instructional Styles and Classroom Engagement among Grade 9 Students: Unveiling Impact and Insights” can be accessed online via this link:
https://www.multiresearchjournal.com/arclist/list-2023.3.6/id-2087 .
