Teachers' Teaching Strategies in English in Relation to Students’ Learning Styles

Abstract

The investigation into the interrelation between teaching strategies and students' learning styles within English classrooms has rendered insightful revelations. By implementing a descriptive research design, the methodology involved disseminating survey questionnaires to 300 selected senior high school students in Cluster 4 schools in Davao City to gather empirical data on the prevailing teaching practices and learning preferences. The findings revealed that the extent of the teacher’s teaching strategies in cooperative learning, lecture type, deductive approach, and integrative approach was described as extensive and interpreted as often manifested. In contrast, repetitive exercises were described as moderately extensive. The overall mean rating denotes the vast extent of learning action cell sessions. While the importance of students' visual, auditory, and kinesthetic learning styles was often manifested, the overall mean rating of 3.66 denotes the extent of students' learning styles, which was often manifested and thus extensive. There was a significant relationship between the extent of the teacher’s teaching strategies and students' learning styles. Consequently, this study strongly recommends adopting multiple teaching approaches as a strategic measure to support and amplify students' learning experiences, thereby contributing to their comprehensive development and success in the academic domain.