The Teaching Style in Welding Education and the Learner’s Proficiency in Welding Courses

Abstract

This study examined the relationship between teaching styles and student proficiency in welding courses among Technical-Vocational-Livelihood (TVL) teachers in the Secondary School District, Division of Digos City. Proficiency in welding is critical for meeting industry demands, yet challenges persist due to teachers’ reliance on traditional lecture-based methods and insufficient training in effective pedagogical approaches such as demonstrative, collaborative, hands-on, and application-based teaching styles. A non-experimental quantitative design using a descriptive correlation approach was employed, with data collected from 120 TVL teachers aged 30–50, averaging 10–20 years of experience. Purposive sampling was used, and validated, reliable survey questionnaires were analyzed using mean, Pearson R correlation, and Multiple Linear Regression. Results revealed that teaching styles and student proficiency in welding were highly evident. A strong positive correlation was found between teaching styles and proficiency, with application-based and demonstrative styles showing the strongest impact. The study highlights the importance of integrating diverse teaching methods to enhance student proficiency, suggesting that a balanced, complex instructional approach significantly improves welding education outcomes.