Teaching Styles of College of Humankinetics Educators in Polytechnicuniversity of The Philippines

TEACHING STYLES OF COLLEGE OF HUMANKINETICS
EDUCATORS IN POLYTECHNICUNIVERSITY
OF THE PHILIPPINES
A thesis Presented to
Faculty of College of Human Kinetics,
Polytechnic University of the Philippines
Sta. Mesa, Manila
This is partial Fulfillment of the Requirements for the degree

Bachelor in Physical Education.
By:
Mitoselah G. Barroga
Rose-Lyn N. Algar
Alexander Nhazer L. Mohammad
Kevin Sta. Maria
March 2019
CERTIFICATION
This Research entitled TEACHING STYLE OF COLLEGE OF HUMAN

KINETICS EDUCATORS IN POLYTECHNIC UNIVERSITY OF THE
PHILIPPINES, prepared and submitted by Mitoselah Barroga, Alexander
Mohammad, Rose-lyn, in Partial Fulfillment of the Requirements for the degree
BACHELOR IN PHYSICAL EDUCATION has been examined and
recommendation for Oral Examination.
Evaluation Committee
ANTONIO F. ENRIQUEZ Jr. MPES

Adviser
GENESIS S. LINGA ISRAEL M. ESCOBEDO

Member Member
APPROVAL SHEET
Approved by the Panel an Oral Examination _______, 2016 with the grade
of______.
ANTONIO F. ENRIQUEZ Jr. MPES

Chairman
GENESIS S. LINGA ISRAEL M. ESCOBEDO

Member Member
Accepted and approved in partial fulfillment of the requirements for the

degree Bachelor of Physical Education.
MARIPES P. PASCUA, MPES, LPT

Dean
ACKNOWLEDGMENT
This research would have not been possible without the guidance and
assistance of the following people:
Thesis Adviser ANTONIO F. ENRIQUEZ Jr.

for her time to discuss some points, instructions and patience, assistance,
guidance and valuable suggestions for improvement in this manuscript;
The Defense Panel, for extending their generous hands in helping
researchers’ through their advice; and
Above all, to the Lord God Almighty, for showing us his wisdom, strength,
knowledge and blessing throughout the making of this research study.
The Researchers
ABSTRACT
Title : TEACHING STYLES OF COLLEGE OF HUMAN KINETICS

EDUCATORS IN POLYTECHNIC UNIVERSITY OF THE
PHILIPPINES
Researcher : Mitoselah barroga

Rose lyn Algar
Alexander Mohammad
Kevin Sta. Maria
Degree : Bachelor in Physical Education
Year : 2019
Adviser : Antonio F. Enriquez
The Problem
This research aimed to know the Teaching styles of College oh Human
Kinetics Educators in the Polytechnic University of The Philippines, specifically, if
there is a significant difference between the teacher’s teaching styles when
respondents are group according to their profile.
The study utilized the descriptive method. The respondents were the one-
hundred-thirty-six (136) lined-up athlete-respondents given by the Sport
Development Office (SDO) at Polytechnic University of the Philippines. The
researchers used a survey questionnaire to assess the teacher teaching style in
College of Human Kinetics. The frequency, percentage distribution, T Test, and
Anovawas used to present the data about the profile of the respondents.
Findings
Profile of the college of human kinetics educators
1.1 In terms of sex, out of 31 respondents, there are 23 male or 74.2% and
8 female or 25.8%.
1.2 In terms of age, 14 of the respondents or 45.2% are within the age
bracket of 46 years of age and above, followed by 7 of the respondents
or 22.6% within the age bracket of 36 - 40 years of age, 6 respondents
or 19.4% within the age bracket of 41 - 45 years of age, 3 respondents
or 9.7% within the age bracket of 31 - 35 years of age and 1 respondent
or 3.2% within the age bracket of 26 - 30 years of age.
1.3 In terms of highest educational attainment, 19 of the respondents or
61.3% obtained master’s units, followed by 10 respondents or 32.3%
who obtained Bachelor Degree and 2 respondents or 6.5% who
obtained Doctorate Degree.
1.4 In terms of employment status, 22 of the respondents or 71.0% are
Professional P.E Teacher and 9 respondents or 29.0% are Service P.E
Teacher.
1.5 In terms of Highest Level of Sport Attended, 20 of the respondents or
64.5% are attended abroad and 11 respondents or 35.5% are attended
local.
1.6 In terms of Total Number of Teaching Years’ Experience, 14 of the
respondents or 45.2% with 21 years and above of experience, followed
by 8 respondents or 25.8% with 16 - 20 years of experience, 7
respondents or 22.6% with 11 - 15 years of experience and 2
respondents or 6.5% with 6 - 10 years of experience.
1.7 In terms of Number of Years Teaching Sports, there are 15 of the
respondents or 48.4% with 21 years and above of experience followed
1.8 In terms of Field Expertise, 4 of the respondents or 12.9% stated as
coach followed by 2 respondents or 6.5% who declared as Recreation
and 8 respondents or 3.2% are belongs to Arnis, Baseball, Fitness,
Health Education, Lawn Tennis, Recreation, and SepakTakraw.
Teaching styles of college of human kinetics educator respondents
1.9 as far as 'master' showing styles factual information uncovers that the
school of human kinetics instructor respondents agree with ' master' in
view of the general mean of 4.74 translated as ' unequivocally concur'.
In particular, the announcement marker – "Offering my insight and ability

to understudies is essential to me and mentoring is a noteworthy piece
of how I show every one of the class session" got the most elevated
registered mean of 4.87 deciphered as 'unequivocally concur'. it was
favored by articulation marker "Actualities, ideas, and standards are the
most critical things that understudies ought to gain" in view of the figured
mean of 4.77 translated as 'firmly concur'. The least rate was given to
the announcement marker "My ability is regularly used to determine
contradictions about substance issues and Students may portray me as
a "storage facility of information" who administers the reality, standards,
and ideas they need" in view of the registered mean of 4.61 deciphered
as 'firmly concur'.
1.10 As far as 'formal expert' showing styles, the respondents use 'formal
specialist' in view of the general mean of 4.69 translated as 'emphatically
concur'. Explicitly, the announcement markers “It is my duty to
characterize what understudies must realize and how they ought to learn
it" got the most elevated registered mean of 4.94 deciphered as
'unequivocally concur' Next is the announcement pointer "they give clear
rules to how I need undertakings finished in this course" in light of the
figured mean of 4.90 translated as 'firmly concur'. The most minimal rate
was given to the announcement marker "they give understudies

negative criticism when their execution is unsuitable". In light of the
registered mean of 4.29 translated as 'unequivocally concur'.
1.11 In terms of 'individual model 'showing style, the respondents consent
with 'individual model' in view of the general mean of 4.67 translated as
'unequivocally concur'. Especially, the announcement marker "What I
state and do models proper ways for understudies to consider issues in
the substance". Acquired the most noteworthy registered mean of 4.84
deciphered as 'firmly concur' it was trailed by the announcement pointer
"I frequently show understudies how they can utilize different standards
and ideas". In light of the figured mean of 4.74 deciphered as
'unequivocally concur'. Besides the announcement marker
"Understudies get visit verbal and additionally composed remarks on
their execution" and "in the long run, numerous understudies start to
contemplate course content" got the least rate dependent on the figured
mean of 4.48 translated as 'emphatically concur'.
1.12 In terms of 'facilitator' showing style, the respondents utilize'
facilitator' in view of the general mean of 4.63 translated as 'emphatically
concur'. The announcement marker "I control understudies' work on
course extends by making inquiries, investigating choices, and
recommending elective approaches to get things done". Gotten the most
elevated processed mean of 4.84 deciphered as 'firmly concur'.

Therefore, the announcement pointer – "My instructing objectives and
techniques address an assortment of understudy learning styles".
Gotten a processed mean of 4.77 translated as 'emphatically concur'.
All the more along these lines, the announcement pointer "they request
understudy counsel about how and what to instruct in this course" got
the most reduced figured mean of 4.26 deciphered as 'unequivocally
concur'.
1.13 In terms of 'delegator' showing style, the school of human energy
teacher respondents assent with 'delegator' in view of the general mean
of 4.60 deciphered as 'firmly concur'. Extravagantly, the announcement
marker "they expect the job of an asset individual who is accessible to
understudies at whatever point
1.14 They need assistance". Acquired the most astounding figured mean
of 4.84 translated as 'firmly concur'. It was favored by the announcement
marker – "Exercises in this class urge understudies to build up their very
own thoughts regarding content issues" and "Building up the capacity of
understudies to think and work freely is a critical objective". That
acquired a registered mean of 4.81 translated as 'emphatically concur'
Furthermore, the announcement pointer "Understudies ordinarily chip
away at course extends alone with little supervision from me" got the
most minimal rate dependent on the processed mean of 4.16 deciphered
as 'firmly concur'.
Significance Difference between of the College of Human Kinetics Educator-
Respondent’ teaching styles when grouped according to Profile Variables
There are no importance contrasts between school of human energy instructor
respondents showing styles when assembled by sex, age, most astounding
instructive fulfillment, business status, Highest Level of Sport Training
Visited and Total Number of years showing sports, in this way, the invalid
speculation isn't to dismiss. Anyway there is a huge contrast in the showing style
of school of human energy teacher respondent when bunches as per Total Number
of Teaching Years’ Experience, explicitly, in 'master' (F=3.2966, p <0.0355),
accordingly showing styles, subsequently, rejected the invalid speculation of this
investigation
Conclusion
In view of the discoveries of this investigation, the accompanying ends were
drawn(1)Profile of the College of Human Kinetics Educator-RespondentsBased on
the conducted research it came up that College of Human Kinetics educators in
Polytechnic University of the Philippines ranges of age 46 years old and above
and male has a greater numbers than female. Moreover Educators are product of
academic institution in which of them pursued Higher Attainment of Educations for
Master’s degree and mostly have attended sports abroad but has stable
employment status locally. In terms of Field of Expertise Educators of College of
Human Kinetics became professional coach in different types of Sports and some
of them became trainer for Recreational activities. (2) Teaching Styles of College
of Human Kinetics Educators Based on this study it came up that there are
variations of teaching styles that can be used by educators of College of Human
Kinetics. However it came up as result that ‘Expert’ teaching style is more useful
to make learning development environment more effective from Educators
Respondents. (3) Significant Difference between the College of Human Kinetics
Educator Respondent’ Teaching Styles when Grouped according to Profile
Variables. Based on findings there has no big difference of college of Human
Kinetics in Profile Variables However, it differs through teaching years of
experience. As the result of this study came up for tertiary level teaching styles still
varies however, expert teaching style predominantly used for educators of College
of Human Kinetics.
Recommendation
Based on the findings, the following are recommendation are hereby given:
(1) This study states different teaching styles of educators in College of Human
Kinetics in Polytechnic University of the Philippines, Educators should attend

conferences, seminars, and trainings to get updates for new programs in teaching
strategies that can help them to be more effective to know new innovations for
equipment that can improve practical performance of teaching and since social
media has a wide range of information they should always to seek for cites and
blogs that could add of more updated information and always check for newly
published books.
(2) For students, there are different types of learners and so Educators they
should be able to match develop their teaching styles and strategies for students
to get easily cope up with studies.
(3) Administrators and department heads should always have time frames and
dates for conference meeting where they can share experiences, strengths and
area of opportunity and giving thoughts and suggestion on how to improve it.
(4) Future researcher must know the importance of different teaching styles for
the fact that education is progressing they must be prepared for future for new
perceptions and conceptualizations and be opened in newly updated information
to satisfy the need of demands without sacrificing the quality of teaching.
TABLE OF CONTENTS
Page
Cover sheet …………………………………………………………..….. I

Endorsement Sheet ………………………………………………….…. ii
Accreditation of Originality ……………………………………….……. iii
Affirmation ………………………………………………………….……. iv
Dynamic ……………………………………………………………..…... v
List of chapters ………………………………………………………..... vi
Chapter 1: THE PROBLEM AND ITS BACKGROUND
Presentation …………………………………………………………...... 1
Foundation of the Study ………………………………………..……… 3
Hypothetical Framework ……………………………………...……….. 4
Reasonable Framework ……………………………………..………… 7
Explanation of the Problem…………………………………………….. 9
Theory …………………………………………….………..…………… 10
Essentialness of the Study…………………………….……..……….. 10
Degree and Limitation of the Study ……………………..………….. 12
Meaning of Terms …………………………………………..…….…… 12
Chapter 2: REVIEWS OF RELATED LITERATURE AND STUDIES

Foreign Literature ………………………………………………..…. 14
Local Literature ………………………………………………………. 18
Foreign Studies ……………………………………………………… 19
Local Studies ……………………………………………………......... 22
Synthesis and Relevance …………………………………………...… 25
Chapter 3: RESEARCH METHODOLOGY

Method of Research ………………………………………………… 27
Respondent of the Study ………………………………………..…..... 28
Sampling Technique ................................................................…... 28
Research Locale ……. ...……………………………………..……….. 28
Research Instruments…………………...….……………...……….. 25
Data Gathering Procedure...................................................…... 30
Statistical Treatment of Data …................................................... 30
Chapter 4: PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
Profile of the College of Human Kinetics Educator-Respondents

In Terms of Sex……………………………………………………………..38
In Terms of Age ……………………………………………………...…… 39
When it comes onHighest Educational Attainment …………..................... 40
Profile of the College of Human Kinetics Educator- Respondents
In Terms of Employment Status ......................................................... 41
In Terms of Highest Level of Sport Attended ...................................... 41
In Terms of Total Number of Teaching Years Experience…………… 42
In Terms of Total Number of Years Teaching Sports ………….…….. 43
In Terms of Field of Expertise …………………..……………………... 44
Teaching style of College of Human Kinetics Educator-Respondents
Terms of Expert Teaching Style ……………………………………….. 45
Terms of Formal Authority Teaching Style ............................ ……47
Terms of Personal Model Teaching Style ................................ ……50
Terms of Facilitator Model Teaching Style .................................. …...52
Terms of Delegator Model Teaching Style .................................. …...55
Summary of Results Based on the Over-all Mean
Of Teaching Style Indicators ....................................................... …...57
Significance of Difference in the Teaching Styles of the College of Human
Kinetics Educators-Respondents When Group by Sex ..................... …. 58
Chapter 5: SUMMARY, FINDINGS, CONCLUSION

AND RECOMMENDATIONS
Summary………………………………………………….….…….. 68
Findings...…………………………………………………..………. 69
Conclusion…………………………………………………..………. 74
Recommendations ………………………………………..………. 75
Bibliography………………………………….…………………… 98
APPENDIX
Letter of Permission ……………………………………………........

Questionnaire …………………………………………………………
Informed Consent …………………………………………………….
Compliance Certificate for …………………………………..………
Curriculum Vitae ………………………………………………………
Chapter 1
THE PROBLEM AND ITS BACKGROUND
Introduction
The term urging methodology insinuates the general principles, instructing
strategy and the officials systems used for study lobby direction. Your choice of
preparing strategy depends upon what fits you, your educational rationale, analyze
hallway estimation, and part of learning and school statement of purpose. Razak
(2007) Preparing speculations in a general sense fall into two classes or
"techniques" — educator focused and understudy focused.
Understudy centered teaching method moves the point of convergence of
activity from the teacher to the understudies. This system joins dynamic learning,
in which understudies handle issues, answer questions, plan sales of their own,
talk about, clear up, trade, or conceptualize in the midst of class; obliging learning,
in which understudies work in social events on issues and endeavors under
conditions that ensure both positive relationship and individual obligation; and
inductive educating and learning, in which understudies are first given challenges
and increase capability with the course material concerning watching out for the
troubles. Inductive techniques fuse demand based learning, case-based direction,
issue based learning, adventure based learning, exposure learning, and without a
minute to save training. Understudy centered system have on and on been
seemed, by all accounts, to be superior to anything the standard teacher

concentrated approach to manage direction, an end that applies whether the
assessed outcome is transitory expert, whole deal upkeep, or significance of
cognizance clearly material, acquiring of essential thinking or innovative basic
reasoning capacities, course of action of uplifting moods toward the subject being
instructed, or measurement of trust in data or aptitudes. The Teacher-centered
procedure, understudies are viewed as "empty vessels" whose basic occupation
is to inactively get data by strategies for addresses and direct course with a real
objective of testing and examination. It is the essential work of educators to pass
learning and data onto their understudies. In this model, training and appraisal are
seen as two separate substances. Understudy learning is surveyed through fair-
mindedly scored tests and assessments.
Furthermore, one of the concerns of any educational institutions is to
evaluate the teaching personnel for professional growth and so as to facilitate
better learning among students. Based on the conducted study of the researchers,
very few studies have been conducted about teaching style in Polytechnic
University of the Philippines especially in the field of College of Human Kinetics.
The profile is a short article or depiction of an individual or an affiliation.
According to Grasha (1996) indicating styles are: Expert, Formal expert, Personal,
Facilitator and Delegator.
In addition, one of the stresses of any informative establishments is to
evaluate the appearing for master advancement along these lines as to energize
better learning among understudies. In perspective on the coordinated
examination of the researchers, very few examinations have been driven about
appearing in the said University especially in the field of College of Human Kinetic
or CHK.
Background of the Study
The College of Human Kinetics is a program that started in the school year
1978-1979 with the basic offering of the Baccalaureate Program in Physical
Education called Bachelor in Physical Education (BPE). It aims to incite
beguilements and physical prosperity among the all-inclusive community, and is in
the mission for the association's goal to give a complete technique preparing spot
for Physical Education educators, sports fans, aides, and redirection pioneers. The
researchers picked College of Human Kinetics faculty members as respondents
because as future instructors, they may be trained by these teachers in the
process.
Additionally, to look for a superior method to improve the learning of the
understudies, the diverse showing style of Grasha was used as reference.
The specialist goal of this examination is to make up for lost time some
technique for instructing that we can use as future instructors and how improve the
training capacity of the educators in various learning styles.

Theoretical Framework
Grasha's (1996) instructing styles were normal expansion of his works
throughout the decades on understudy learning styles. Amid grasha's timeframe,
the different styles of the understudies, for example, aggressive, community
oriented, subordinate autonomous, participatory, and avoidant. The analyst
depicted how such attributes influenced understudies' conduct in class and how
employees could suit such qualities. Learning styles, shockingly, were just 50% of
the instructor understudies connection. The individual characteristics of instructors
and their endeavors on the learning styles of understudies and upon what
happened in the study hall were absent from his work. Such characteristics are
now and then called educating styles. Typologies enabled teachers to be
delegated excited, sorted out, instinctive, thoughtful, self-image perfect, as spark,
craftsman, dialogist, and so forth be that as it may, the issue with these
methodologies was that they were generally illustrative. Such attributes did not
manage how different encouraging styles could be altered or when it was proper
to utilize them. (Grasha, 1996).Grasha started a research to build up an applied
model of educating style. The fundamental objective were to depict the complex
characteristics that instructors had and to offer recommendations for when and
how to utilize them. The specialist accepted that the training style spoke to an
example of necessities, convictions, and practices that staff showed in their

homeroom. Style was multi-dimensional and influenced how individuals exhibited
data, communicated with understudies, oversaw homeroom undertakings, super-
mingled understudies to the field, and coached understudies. Five showing styles
as portrayal of pervasive parts of teacher/coach nearness in the study hall (Grasha
1996)
Expert: Possesses information and skill that understudies need. It endeavors to
keep up status as a specialist among understudies by showing point by point
learning and by provoking understudies to improve their capability Concerned with
transmitting data and guaranteeing that understudies are well plan. Preferred
standpoint: The data, learning, and abilities such people have.
Formal Authority. Possesses status among understudies in light of the fact that
ofknowledge and job as an employee. Worried about giving positive and negative
input, building up learning objectives, desires, and guidelines of direct for
understudies Worried about the right, commendable, and standard ways to deal
with complete things and with giving understudies the structure they need to learn.
Favorable position: The accentuation on clear wants and satisfactory methods for
getting things done. Weaknesses: A solid interest in this style can prompt inflexible,
institutionalized, and less adaptable methods for overseeing understudies and
their worries
Personal Model: Believes in "educating by close to home precedent" and builds
up a model for how to think and carry on. Manages, controls, and guides by
appearing at get things done and urging understudies to watch and after that to
copy the teacher's methodology. Favorable position: An accentuation on direct
perception and obeyinga good example. Drawback: Educators may trust their
methodology is the most ideal method on driving a few understudies to feel
insufficient on the off chance that they can't satisfy such desires andnorms.
Facilitator: Accentuates the individual idea of instructor understudy associations.
Aides and coordinates understudiesby making request, researching decisions,
proposing alternatives, and asking them to make criteria to settle on instructed
choices. By and large objective is to create in understudies the limit with respect
to free activity, activity, and obligation. Works with understudies on ventures in a
consultative style and endeavors to give however much help and support as could
reasonably be expected Advantage: The individual adaptability, the emphasis on
understudies' needs and objectives, and the ability to investigate choices and
elective blueprints. Inconvenience: Style is frequently tedious and is in some cases
utilized in a positive and attesting way.
Delegator: Concerned with building up understudies' ability to work in a self-
sufficient design. Understudies work freely on ventures or as a component of self-
ruling groups. The educator is accessible in line with understudies as an asset
individual. Favorable position: Helps understudies to see themselves as free
students. Weakness: May misread understudy's preparation for free work. A few
understudies may wind up restless when given independence. (Grasha 1996)It is

the hypothesis that this investigation thusly endeavors to advocate, that is, an
instructor who plainly gets his/her profile status and showing style/s which are
crucial components on how the educating can be increasingly successful and
creative will towards upgrade potential outcomes and reliable judgment about how
to utilize the educating mediums.
Conceptual Framework
Based on the theoretical framework, the following IPO framework was used
as follows
INPUT PROCESS OUTPUT
-Profile respondents -Conducting standardize Teaching Style of
 Gender  Survey College of Human
 Age questionnaire Kinetics Educators in
 Highest  Data gathering Polytechnic University
educational -Ranking of the teaching of the Philippines
attainment  Styles
 Employment  Expert
status  Formal authority
 Highest level  Personal model

of sport  Facilitator
training  Delegator
attended
 Total number
of years in
teaching
experience
 Number of
years
teaching
sports
 Sport field
expertise
Statement of the Problem
This investigation meant to find out the teaching styles of the College of
Human Kinetics teachers of the Polytechnic University of the Philippines.
Specifically, the study attempted to find answers to the following questions:
1. What is the profile of the respondents in terms of the following:
1.1 Gender
1.2 Age
1.3 Highest Educational Attainment
1.4 Employment status
1.5 Highest level of sport training attended
1.6 Total number of years in teaching experience
1.7 Number of years teaching sports
1.8 Sport field expertise

2. What are the teaching styles of the respondents in terms of:
2.1 Expert
2.2 Formal authority
2.3 Personal model
2.4 Facilitator
2.5 Delegator
3. Is there a significant difference between the teacher’s teaching styles when
respondents are group according to their profile?
Hypothesis
There is no significant difference between the teachers teaching styles when
respondents are grouped according to their profile:
1.1 Sex
1.2 Age
1.3 Highest educational attainment
1.4 Employment status
1.5 Highest level of sport training attended
1.6 Total number of years in teaching experience
1.7 Number of years teaching sports
1.8 Sport field expertise

Scope and Limitation
The survey concentrated on the employees of College of Human Kinetics.
The chose respondent of instructors was picked using Purposive Sampling to
decide the profile and educating/teaching styles.
Significance of the Study
The study is intended to grant beneficial outcomes to the following:
Students-- Understudies will in turn be the recipients of every one of these
suggestions. Consciousness of the instructing styles of their educators can
likewise improve their learning proficiency.
. Faculty- This investigation will fill in as a guide on the best way to
successfully improve their showing style/s, make developments, and accomplish
the best educating styles.It likewise enables the staff to cover materials such that
best fit the assorted variety of the exercises in the homeroom.
Administrator- Discoveries of the investigation will give them better
understanding on the different showing styles of their educators that could be
talked about in their future arranging promotion class to meet the changing needs
of the understudies and for them to achieve the most extreme dimension of
learning.
School- The yield of the examination will help accomplish higher nature of
education, because of the very much prepared educators, consequently, delivering
the best yield and performance of the understudies.
Future researcher –This could be of a reference control for future analyst
who might investigate more on the equivalent or related order. There is
a requirement for leading more investigations and specialist since instructor
handle diverse understudies with unmistakable dimension of insight and
comprehension in a specific subject. From this, future analyst would almost
certainly devise other instructing styles that would support them, yet in addition
understudy too
Definition of Terms
The following terms were used operationally in the study:
College of Human Kinetics. It is a ladderized Baccalaureate Program to
Master's Degree in Physical Education; from fundamental scholarly subject to
arrangement of abundant preparing for PE educators and specialists, sports buffs
and lovers, and even mentors, sports organizers and diversion pioneers.
Expert. This term alludes to an educator focused methodology where the
teacher has learning and ability. The teacher administers, controls, and
coordinates students through realities (Grasha,1996).

Facilitator. This term alludes to understudy focused methodology where
the teachers encourage and centers around exercises (Grasha, 1996).
Formal Authority. This term alludes to a guidance focused methodology
where the educator feels in charge of giving and controlling the stream of
substance which the understudy is to get and acclimatize (Grasha, 1996).
Learning Styles. These refer to the distinctive styles, approaches,
systems, strategies, or methods for learning.
Profile. It is a short composed depiction that gives data about a person or
thing (Merriam-Webster Dictionary).
Teaching Styles. As defined by Grasha (1996), this term relates "is seen
as specific example of necessities, convictions and conduct that instructors show
in the study hall". It is multidimensional and impact how instructors present data,
interface with understudies, oversee study hall errands, administer coursework,
mingle understudies to the field, and tutor understudies.
Personal model. This term alludes to a guidance focused methodology
where the educator exhibit and models what is normal (aptitude and procedures)
and after that goes about as mentor or manual for help the understudies in applying
the information (Grasha, 1996).

Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES
The section displays the writing and delving inspected by the scientist which
have huge holding on for the present investigation. It is made out of dialog of
certainties and standards to which the current investigation is connected the
materials utilized are printed and found in books, diaries and different productions
also the critical commitments of the data found on the web. All the more
imperatively, this part furnishes the per user with master's thoughts, data, and
reports about the subject explicitly of what is as of now known in the region of
intrigue and what is still should be accomplished for this exploration undertaking.
This piece of the proposal is subdivided into five areas to be specific: (1)
Foreign Literature; (2) Local Literature; (3) Foreign Studies; (4) Local Studies; (5)
Synthesis of the investigated Literature and studies.
Foreign Literature
In the article entitled consolidate showing styles and methodologies for viable
guidance from Physical Education for long lasting Fitness, Third Education by the
National Association for SPORT and PE (NASPE).
A training style is just a single part of instructing. Prior to any educating style
can be actualized a few different components must be considered: the substance
to be educated, the capacity of the physical condition to do certain styles, the time
dispensed or essential for style execution, the measure of designated class time,
the educator's close to home style, and most critical the understudies themselves.
The country over, school socioeconomics are changing, so instructional practices
must be altered to address the difficulties of a progressively differing populace. As
training styles and procedures are introduced all through this section, consider the
components referenced to see whether that specific style matches program

targets, substance, and understudies' formative dimensions. Additionally, think
about what adjustments can be made to permit a match between showing style
and every exercise. Nobody training style has been shown to upgrade learning for
all understudies, and each style has extraordinary results. Utilizing an assortment
of instructing styles properly will guarantee that the requirements of all
understudies are met. The fundamental objective is for all understudies to
encounter accomplishment in the development condition.
The NASPE (2003) prescribes that kids acquire at least an hour of physical action
in multi day. It is beyond the realm of imagination in many schools to give the hour
of day by day physical action for each understudy through the physical training
program alone; this has prompted advancement of having
exhaustive school physical movement programs. A few understudies go to
physical training one day seven days; others go to a few days; and a couple have
day by day physical instruction. The physical educator is to bring most fundamental
physical action time inside the class time go, show limits and exercises that move
into physical action outside of physical instructional course, persuade youngsters
to be physically amazing, and play the action of physical action official for the
school. In the event that understudies are to get the extent of physical action they
need every day, particular chances to be physically exceptional inside the school
day must be given. The physical guidance educator has stand-out obligations in
the school physical activity program to ensure that understudies are physically
powerful inside the physical instructional course. The physical preparing teacher
in like manner has the task to help direct andguide open portals for physical
advancement inside the learning area outside the physical direction class by Rink.,
et.al.
As indicated by Paul B. Thornton utilizes the "Three D's" to portray showing styles:
Delegate, Discuss and Direct, in his ongoing article "Three Teaching Styles". The
importance of Delegate is engage understudies, Discuss is make inquiries and
tune in and Direct is guide understudies. As indicated by Phil Schlecty (1994),
understudies who comprehend the exercise will in general be progressively
connected with and show diverse qualities, for example, they are pulled in to do
work, continue
in the work in spite of difficulties and impediments, and take noticeable take
pleasure in achieving their work. Scott McLean, (1994) an instructor must
comprehend the idea of understudies, how to adjust information to intrigue them,
and how to structure compelling participation experiences. I am persuaded that
understudies are
better ready to appreciate and use information when they take an interest
in very much structured learning encounters. Because of my conviction that
learning sees how to utilize information, not just retaining certainties, my

encouraging style underlines understudy cooperation. I utilize an issue based
learning approach in order to move understudies to create thinking aptitudes
suitable to understanding the logical material in my classes. The accompanying
portray a portion of the techniques that I use. In the first place, I endeavor to enable
understudies to build up the capacity to figure and make inquiries in class. This is
an expertise that numerous understudies essentially don't have. Activities
identified with this have included composition inquiries for accommodation to
magazines, a required inquiry accommodation part for my initial class, and building
up an inquiry and related speculation for semester examine ventures. Second, I
license open talk in class. I urge the understudies to make inquiries with respect
to the material, question my reasoning or method of reasoning in my addresses,
or offer individual experiences identified with the subjects. Third, I plan little
gathering (2-4 individuals) learning sessions in class where understudies work to
take care of issues or to talk about issues. This has included numerical critical
thinking, speculation composing, and cooperation in group situated amusements.
At long last, I require the understudies to impart their insight in oral and composed
structure. Past the customary tests and assignments, every understudy will make
an introduction to the classes well as turn in something like one formally composed
paper. Past cooperation, I trust that building up the connection among ideas and
application is an essential part of instructing. I endeavor to enable understudies to
comprehend the fundamental job inquire about plays in creating and using
learning. To help comprehend that procedure, understudies in my classes
complete a semester long research venture. Every understudy partakes in a little
gathering (2-4 understudies) to lead a basic research venture utilizing the means
of the logical strategy. They should plan an inquiry and create related theories,
gather information, dissect these information, and report their discoveries.
Local Literature
As indicated by Dr. Fanny Garcia shared her artistic aptitude amid the talk and
urged instructors to utilize innovation in showing writing among understudies. She
said that "The adolescent these days are altogether different than the past ages.
They are not used to perusing long messages, and they like to approach writing in
slug style updates" she examined it on the exemplary Filipino epic Urbana at Feliza
composed by the Far Eastern University (FEU).
At the point when understudies are spurred, at that point learning will
effectively happen. In any case, propelling understudies to learn requires a difficult
job with respect to the instructor. It requires an assortment of showing styles or
methods just to catch understudies' interests (M. Barberos, Gozalo, E.
Padayogdog) According toIsagani Cruz(The Philippine Star) there is nobody right
approach to educate something. Indeed, even in the homeroom setting, we could
address, have bunch talks, reenact genuine circumstances, do cases, have
displays, hold discusses, move, sensationalize, sing, etc. A decent instructor,

indeed, changes her or his method of conveyance or "showing style" contingent
upon the "learning styles" of understudies.
Foreign Studies
Lamentably, there are not many examinations about instructing styles led.
The creator endeavored to inquire about in libraries both national and institutional
also unpublished looks into in London, England yet discovered just constrained
assets. Subsequently, the creator thought of survey of outside investigations
referenced beneath.
As indicated by curacho, 2009 noted in this investigation that homeroom the
executives, direct guidance, time on waste, addressing, cognizance, guidance
dimension of subjective guidance and gathering are the components that influence
the execution and accomplishment of understudies whether high or low. The
specialists included that the requests for refine instructor excellent and for
considering educators responsible for understudies accomplishment have
expanded over the ongoing years. A few instructors and arrangement creators
guarantee that there is a need to recognize pointers of productivity, adequacy and
to assess schools, chairmen and educators.

Nonetheless, Puttinaowara t(as expressed by Leopando, 2007)
demonstrated that poor student's accomplishments additionally reflect poor
instructor's execution along the few of educational programs.
In accordance with educational modules, as indicated by Beyar guidance in
each learning ability ought to happen 10 to 15 times each year in the subject in
which it was presented. At the point when recently learned abilities are being
practice or application exercises can be presented. An educational programs guide
ought to
give the educator substance and exercises for coordinating abilities into the
subject. Either the educational programs independent from anyone else or the
instructional pioneer should make sure that similar aptitudes or techniques are
taught.Jang (as refered to by Merabelles, 2003) decided the showing skill of
instructors and their personel values they consolidated in their instructing as seen
by 264 secondary school understudies in the city of Hein Chu City in Taiwan of
which is centered around the executives, disciplinary control and booking and
coordination of class exercises, human relations, capacity to identify with
understudies, and showing procedures, particle the capacity to explain well the
exercise. The creator's outcome discoveries were: (1) understudies were
progressively mindful of the educator capabilities that identified with understudies
instead of on learning and abilities. Much is wanted for showing procedures; and
(2) parts of educator skills were seen is fundamentally extraordinary with more
show among instructors of human relations and least of encouraging
methodologies individual qualities were seen as overall in a similar degree among
instructor.
Local Literature
As indicated by Graham 2008, if an educators program comprises of just
showing some fun recreations, flawless tricks, and few moves that the kids
appreciate, at that point the arranging is far troublesome. It is just an issue of
picking exercises with little idea to movement and sequencing.
It was prescribed in the investigation of Hadadnia et al. 2002 that all
Universities and instructive focuses ought to be furnished with offices required for
online guidance thinking about the absence of gifted and expect educator who can
educate in the study hall online instructors can be contracted as an answer
however nonconcurrent internet educating, diverse gathering of a similar course
can simultaneously profit by a similar teacher.
Looking at the impacts of web based educating of genuine study hall
instructing in an Iranian University, Hadadnia and Shadidi 2012 directed an
investigation with contributive outcomes. The subject of the examination is to pick
through the bunch inspecting strategy, were characterized either as having a place
with the trial gathering or the control gathering, each with 40 subjects. Different
decision type pre-test, post-test, and maintenance test were directed to the
subjects in given time interims
to gauge earlier information, learning additions, and maintenance, the
investigation inferred that it is conceivable to have online educators to conquer the
absence of master teachers in Universities. The nature of understudy learning as
a result of educating through online guidance is necessary nonexclusive courses
in data innovation and was support utilizing the web in the instructing learning
process.
Local Studies
Ragasa 2008 looked at the sophomore understudies execution in essential
measurement utilizing the PC helped presentation and the conventional strategy.
Utilizing Multiple Analysis of fluctuation, it was discovered that the accomplishment
post-trial of the treatment bunch had higher evaluated peripheral methods than the
control gathering, as accomplishment pre-test, school entrance test by and large
were the mentality post-test were the frame of mind post-test and secondary
school general weighted normal.
Dait 2008 thought about the viability of the address strategy and the online
guidance in showing PC programming application at the University of Baguio. The
trial and the control bunches were matched dependent on sex and IQ. Information
uncovered that the trial bunch treated with the online guidance demonstrated
checked enhancement from the pre-test to the post-test while the control bunch
indicated marginally improved execution. There was huge
distinction on the pre-test and the post-test scores of the test gathering while
no critical contrast was noted on the execution of the control gathering. This
showed the viability of the electronic guidance Dait's investigation recommended
that there is a need to give preparing to instructors on online guidance materials
readiness and that school open sites for understudies to profit of these materials.
The kind of separation learning assessed by Dait was opportune for the University
level IV accreditation, yet Dait conceded that there was as yet a major opportunity
to get better required before the entire University hold onto online guidance as a
made of learning.
It very well may be presumed that most educators in English subjects from
Batangas State University – Malvar Campus are youthful females with Master's
qualification units and less instructing background. This implies age, instructive
accomplishment and long stretches of encouraging background are identified with
the training methodologies they utilized. That is the reason, address strategy and
conceptualizing are the
frequently utilized showing techniques while network assets strategy is
evaluated as modestly utilized. Accordingly, school educators training English
subjects should proceed theiradvanced examines oreducation to improve their

instructing system. It is prescribed that school organization ought to urge educators
to seek after further examinations on their field of specialization for individual,
social and expert development through which they can get new information,
aptitudes and encounters that will profit understudies and themselves. They ought
to likewise be guided and be comfortable with different sorts of showing
methodologies which they can use inside the study hall. Classes, workshops, and
in-administration trainings ought to be given to elevate instructors' abilities and
execution in teaching.According to the Philippines Basic Education there are three
sorts
of showing style one is, coordinating style which is learning through tuning
in and following bearings and the other one is examining style which advances
learning through communication and in conclusion the assigning style advances
learning through strengthening and after they lead a few tests and study they
reason that The outcomes demonstrate that encouraging styles do influence how
much an understudy gets ready for marriage. It unmistakably raises the dimension
of satisfaction and intrigue.
Be that as it may, as far as learning results estimated by test scores, there
is actually no distinction. Pleasure and learning don't really relate with
one another. During that time I have been educating, I have run over
understudies who are exceptionally content with my course, yet don't really pro my
tests and I similarly have had understudies who did great in science yet were not
excited by the subject by any stretch of the imagination. Obviously, as the writers
of the above article in The Psychiatrist finish up, if appreciating the course does
not really prompt lower scores in test, why not attempt tomake the course
additionally captivating.
Synthesis
Instructing styles alludes to the methodology or procedure received and
utilized the educator so as to accomplish the everyday target of the exercise
analyst on encouraging styles don't arrive in an institutionalized and consistently
named bundle. Mamauag (2012) expressed that a survey of writing and studies
both outside and neighborhood, added to the thorough comprehension and
information of an examination just as fortify of scientist reason.
McDonald and Elias (as refered to by Curacho, 2009), found that distinctive
specialists and creators utilize diverse styles, approach, philosophies, and
methods to depict training styles relying upon the exploration or concentrate at had
consistency in the showing styles writing and studies lie in the way that each
instructor is one of a kind and tends to utilize a specific style of educating. Diaz
Larenas et al (2011) McFadyen and Campbel (2005), Digal (as revealed by
Marebelles, 2003), demonstrated a solid inclination for certain showing styles in
the interest of the understudies because of actuality, for example, instructive
objectives and profile, for example, age, sex, level evaluations, and ethnicity.
Besides, Meyer-Looze (2011), Curacho (2009), Razak et al (2007), and
Curacho (2001) disclosed a blended ofpositive and negative outcomes in
facilitated/cluttered between the appearing of the teachers and slanting styles of
the understudies. Along these lines, scientists on encouraging styles ought to be
given due consideration and need since they assume a huge job in the
conveyance of the educational modules un instruction foundation.
In the end, Almario, Basaba, and Banayos (2009), McFayden and Campben
(2005), Conti and Welborn (2004) Grasha (1996), saw encouraging styles as a
wide measurement or identity type that includes educator position, design conduct,
method of execution and frame of mind toward self as well as other people.
Chapter 3
RESEARCH METHODOLOGY
This section shows the method used in the study. It further discusses the
population, sample size, and the description of the respondents. It also narrates
the data gathering procedure and other aspects involved in the treatment of data
gathered.
Research Method
The investigation used the distinct strategy for research. As per Birlion, De
Jose, Dayrit and Mapa (2005), "Illustrative strategy is led to portray efficiently a
circumstance or zone of intrigue verifiably and precisely". The word technique
connotes the social affair of information concerning the examination which is
helpful in giving the estimation of realities and concentrating consideration on the
most vital things to be accounted for. Expressive Method was utilized in light of the
fact that the scientist trusts that it is the most appropriate to the go over target that
is to assemble the required information so as to condense, investigate, and
suggest suggestion in perspective on the exploration point. This examination

ponder depended on non-exploratory and quantitative structure. The scientist
organized the outcomes acquired through review survey.
Respondent of the Study
The respondents of this study are the Faculty Members of College of Human
Kinetics in Polytechnic University of the Philippines who's showing first year and
second year understudies.
Sampling Techniques
Purposive sampling is a sort of non-likelihood surveying in which choices
concerning the all-inclusive community to be melded into the model are taken by
the analysts, in light of an assortment of criteria which may intertwine proficient
learning of the examination issue, or purpose of constrainment and energy to
partake in the investigation. (dissertation.laerd.com/Website)
Research Locale
Polytechnic University of the Philippines standard grounds is a co-enlightening
examination state school arranged in Sta. Level Manila, Philippines. Is a greatest
state University in the Philippines. This University is competing National Capital

Region Conference of the State Colleges and University Athletic Association
(SCUAA).
It might intrigue you to realize that the College of Human Kinetics is the primary
school that offers a complete way to deal with Human Kinetics related wearing
exercises advance and fabricate values in themselves that have their partner real
life.
Research Instrument
To assemble the required information, the specialists will utilize an
institutionalized poll made by Grasha-Reichmann (as refered to in Grasha, 1996).
Additionally the scientists solicited the endorsement from one of the advocate. The
exploration overview survey instrument was approved and distributed on the web
which was additionally utilized by some researchers(retrieved from
http://longleaf.net/teachingstyle.html, March 30 2012).
The poll contains explicit inquiry to draw explicit reacts from there
respondents to answer the issue posted in part 1. A-Forty (40) thing study survey
was utilized to gather the required data it instills the statistic profile questions and
showing style which are coded. Statistic profile incorporates sex, age, work status,
absolute number of teaching years’ experience, most noteworthy instructive
accomplishment, level educated, and field of Expertise.Teaching styles overview

by Grasha and Riechman (as refered to in Grasha 1996) is utilized when was
orchestrated in a Likert rating as:
1= strongly disagree
2= disagree
3=undecided
4= agree
5= strongly agree
Items connote the five teaching style and coded as follows:
Expert (1, 6, 11, 16, 21, 26, 31, 36)
Formal authority (2, 7, 12, 17, 22, 27, 32, 37)
Personal model (3, 8, 13, 18, 23, 28, 33, 38)
Facilitator (4, 9, 14, 19, 24, 29, 34, 49)
Delegator (5, 10, 15, 20, 25, 30, 35, 40)
Data Gathering Procedure
The specialists are separated into two gatherings, where the principal bunch
make a review on College of Human Kinetics employee who are instructing inside
the rec center and the other gathering make the overview outside the rec center.
Analysts will direct the overview amid toward the finish of the semester of the
school year 2015-2016 where the understudies of the College of Human Kinetics
Faculty individuals physically assess them. The members of the action were the
understudies under the College of Human Kinetics Educators.
Statistical Treatment of Data
This examination may utilization of the enlightening measurement in
dissecting the information. Clear research is a methodical depiction that is as
verifiable and precisely as could be expected under the circumstances. It give
various occasions something happens, or recurrence, loans itself tostatistical
count, for example, deciding the normal number of event or focal inclinations
(Magsajo-Sarno, 2010). The specialist utilized count sheet, and tables. The
information was translate and investigate utilizing the rate and recurrence
measurable technique.
Frequency. Symbolized as f, this is a showcase of the recurrence of different
reaction measures acquired in research venture. It is a game plan of information
that demonstrates recurrence of event of qualities falling inside discretionary
ranges characterized scopes of the variable known as the class interim.
Percentage. To help perception, a recurrence dissemination is frequently
changed over into a rate (%) dispersion by isolating the recurrence in

each class interim by N and duplicating each outcome by 100 (Birion, et al., 2005).
This used to portray the profile of the school of human energy.
Percentage (%) ---------------- x 100
Where:
n= all out number of respondents
n= total number of respondents
P= Percentage
100= constant
Calculations were processed on SPSS rendition 16. Test were led with exploratory
information examination and affirming that the measurable investigation yielding legitimate
outcomes. It very well may be noticed that through exploratory information examination
were led to check for the anomalies, missing information, coding blunders, and so forth.
3. T Test. is normally called Student's T test for its coordinator "Understudy". T
test is used to see two changed course of action of characteristics. It is for the most part
performed on a little game-plan of information. T test is routinely connected with standard
dispersal which has a little arrangement of attributes. This test thinks about the mean of
two models. T test utilizes means and standard deviations of two advisers for make a
relationship. The recipe for T test is given underneath:

Where
x1¯x1¯ = Mean of first plan of characteristics
x2¯x2¯ = Mean of second course of action of characteristics
S1 = Standard deviation of first course of action of characteristics
S2 = Standard deviation of second game plan of characteristics
n1 = Total number of characteristics in first set
n2 = Total number of characteristics in second set.
The formula for standard deviation is given by:
Where,
x = Values given
x¯x¯ = Mean
n = Total number of values.
4.Anova is a quantifiable test which investigates qualification. It is useful in making
examination of something like two procedures which connects with a scientist to draw
different outcomes and figures around no under two courses of action of information.
Anova test joins single bearing anova, two-way anova or diverse anova relying upon the
sort and course of action of the information. Single bearing anova has the running with
test bits of learning:
Where:
F = Anova Coefficient
MST = Mean sum of squares due to treatment
MSE = Mean sum of squares due to error.
Formula for MST is given below:
Where:
SST = Sum of squares due to treatment
p = Total number of populations

n = Total number of samples in a population.
Formula for MSE is given below:
Where:
SSE = Sum of squares due to error
S = Standard deviation of the samples
N = Total number of observations.
Chapter 4
RESULTS AND DISCUSSION
Thispart is focused on the presentation, examination, and interpretation of the
delayed consequences of the examination. The subtopics seek after the plan of
the particular issues exhibited in section 1. All in all, the succeeding discourse
planned to answer the primary issue of the examination with the particular inquiry
altogether replied through the investigation dependent on the remarks and
elucidation got from them
Table 1
In Terms of Sex
Sex Frequency Percent
Male 23 74.2
Female 8 25.8
Age Group Frequency Percent

26 - 30 years of age 1 3.2
31 - 35 years of age 3 9.7
36 - 40 years of age 7 22.6
41 - 45 years of age 6 19.4
46 years of age and
14 45.2
above
Total 31 100.0
Table 1 exhibits the profile of the respondents based on their Sex. The male
respondents are 23 or 74.2 % while there are 8 or 25.8%female respondents.
Table 2
In Terms of Age
This table shows the demographic profile of the respondents based on their
age.
The data show that 14 respondent or 45.2% belonged to 46 years old and
above While 6 of the respondent or 19.4% belong to 26- 30 years old. More so, 7
or 22.6% belonged to 36 - 40 years old, 3 of the respondents or 9.7% belong to 31
- 35 years old, and 1 respondent or 3.2% belonged to 26 - 30 years old.
Table 3
In Terms of Highest Educational Attainment
Highest Educational Attainment Frequency Percent
Bachelor Degree 10 32.3

Master’s Degree 19 61.3
Doctorate Degree 2 6.5
Total 31 100.0
Table 3 shows the profile of the respondents as far as their Highest
Educational Attainment. There are 19 or 61.3 % Master's Degree holders, 10 or
32.3 % Bachelor’s Degree holders, and 2 or 6.5% Doctorate Degree holders.
Gonzales (2010) uncovered that "seeking after higher investigations takes
a great deal of time, cash, and exertion". The recommendation proclamation of
Gonzales may depict the most noteworthy instructive accomplishment
measurement result why 32.3% of College of Human Kinetics Educator-
Respondents wear not have a graduate degree yet.

Table 4
In Terms of Employment Status
Employment Status Frequency Percent
Professional P.E Teacher 22 71.0
Service P.E Teacher 9 29.0
Total 31 100.0
The table shows the demographic profile of the respondents when it comes
to their Employment Status. Most of the respondents belong to Professional P.E
Teachers which is equivalent to 71.0 % while there are 9 or 29% Service P.E
Teachers.
Table 5
In Terms of Highest Level of Sport Attended
Highest Level of Sport Frequency Percent

Attended
Local 11 35.5
Abroad 20 64.5
Total 31 100.0
Table 5 exhibits the demographic profile of the respondents in terms of their
Highest Level of Sports Training Attended. Most of the respondent belong to Local
which equivalent to 11 or 35.5 percent. On the other hand, 64.5 % belong Abroad.
Table 6

In Terms of Total Number of Teaching ExperienceYears
Total Number of Teaching Experience Frequency Percent

Years
6 - 10 years 2 6.5
11 - 15 years 7 22.6
16 - 20 years 8 25.8
21 years and above 14 45.2
Total 31 100.0
Table 6 shows the demographic profile of the respondents in terms of their
Total Number of Teaching Experience Years. Most of the respondents belong to
21 Years and above with 14 or 45.2%. This is followed by 16 to 20 years with 8 or
25.8%. Eleven to fifteen years closely followed with 7 or 22.6%. Lastly, 6-10 years
above which is equivalent to 6.5 %.

Table 7

In Terms of Number of Years Teaching Sports
Number of Years Teaching Sports Frequency Percent
6 - 10 years 3 9.7
11 - 15 years 6 19.4
16 - 20 years 7 22.6
21 years and above 15 48.4
Total 31 100.0
Table 7 shows the demographic profile of the respondents in terms of their
Total Number of Teaching Experience Years. Most of the respondents belong to
21 Years and above with 15 or 48.4%. This is followed by 16 to 20 years with 7 or
22.6%. Eleven to fifteen years closely followed with 6 or 19.4%. Lastly, 6-10 years
above which is equivalent to 9.7 %.

Table 8

In Terms of Field Expertise
Field Expertise Frequency Percent

Arnis 1 3.2
Baseball 1 3.2
Coach 4 12.9
Fitness 1 3.2
Health Education 1 3.2
Lawn Tennis 1 3.2
Recreation 1 3.2
SepakTakraw 1 3.2
Recreation 2 6.5
SepakTakraw 1 3.2
No Response 17 54.8
Total 31 100.0
Table 8 simply shows the demographic profile of the respondents in terms
of their Field Expertise. Most of the respondents or 54.8% did not respond. Four
(4) answered coach with 12.9%. Recreation followed with 2 or 6.5 %. Arnis,
baseball, fitness, health education, lawn tennis, and sepak takraw tied with 1 or
3.2%.
Table 9
Terms of Expert Teaching Style
Expert Teaching Weighted Verbal

1 2 3 4 5
Styles Mean Interpretation
Certainties, ideas, and

standards are the most
imperative things that 0 0 0 7 24 4.77 Strongly Agree
understudies ought to
procure.
Imparting my insight and

aptitude to understudies is 0 0 0 4 27 4.87 Strongly Agree
imperative to me.
What I need to state about a

theme is critical for
understudies to get a more 0 0 1 3 27 4.84 Strongly Agree
extensive point of view on
the issues around there.
I need understudies to leave

this course all around
0 0 0 10 21 4.68 Strongly Agree
arranged for further work
here.
Addressing is a huge piece

of how I show every one of 0 0 0 4 27 4.87 Strongly Agree
the class session
My mastery is normally used

to determine differences 0 0 1 10 20 4.61 Strongly Agree
about substance issues.
Understudies may portray

me as a "storage facility of
learning" who administers 0 0 0 12 19 4.61 Strongly Agree
the reality, standards, and
ideas they need.
Overall Weighted Mean
There is more material in this
4.74 Strongly Agree
0 0 1 4 24 4.75 Strongly Agree
course than I have time
Legend 1-Strongly
accessible to cover Disagree;
it. 2- Moderately agree;3-Undecided;4-Moderately Agree;5-
Strongly Agree
Table 9 demonstrates the aftereffect of the teaching styles. The highest
weighted mean of 4.87 fell under ‘Imparting my insight and aptitude to
understudies is imperative to me’ and‘Addressing is a huge piece of how I show

every one of the class session’.‘What I need to state about a theme is critical for
understudies to get a more extensive point of view on the issues around there’
followed with 4.84 weighted mean. This was followed by ‘Certainties, ideas, and
standards are the most imperative things that understudies ought to procure’ with
4.77 weighted mean. ‘There is more material in this course than I have time I need
understudies to leave this course all around arranged for further work here
accessible to cover it’ and ‘I need understudies to leave this course all around
arranged for further work here’ followed next with 4.75 and 4.68 weighted means,
respectively. Lastly, with 4.61 weighted means, ‘My mastery is normally used to
determine differences about substance issues’ and ‘Understudies may portray me
as a "storage facility of learning" who administers the reality, standards, and ideas
they need’ tied on the last spot.
Razak et al. (2007) noticed that the master encouraging style is an educator
focused in nature. Despite what might be expected, the creators recommended for
a student focused way to deal with educating, showing the individual idea of
instructor understudy communications. Discoveries propose an inclination for a
student focused way to deal with instructing.
Banville et al. (2001), in their paper entitled a 'universal Symposium on
Teaching Styles' referenced that some of the outcome from various examinations
demonstrate that understudy focused showing styles as opposed to instructor
focused advance learning and propelled students".
Master encouraging style is a critical, implies through the conveyance of
learning and intelligence for the improvement of a person. Then again, the scientist
might want to expand that dependent on readings, master instructing
style must not be abused with the goal that the presentation of the
information may not be threatening to other people.
Table 10
Teaching style of College of Human Kinetics Educator-Respondents in

Terms of Formal Authority Teaching Style
Formal Authority Weighted Verbal

1 2 3 4 5 Mean Interpretation
I set exclusive
requirements for Strongly Agree
understudies in 0 0 0 9 22 4.71
this class
I give
understudies
negative criticism 1 2 1 10 17 4.29 Strongly Agree
when their
execution is
inadmissible
Understudies
would depict my
benchmarks and 0 0 2 10 19 4.55 Strongly Agree
desires as to
some degree
severe and
inflexible.
It is my obligation
to characterize
what understudies 29 4.94 Strongly Agree
must realize and 0 0 0 2
how they ought to
learn it
Igive extremely
clear rules to how
I need errands 0 0 0 3 28 4.90 Strongly Agree
finished in this
course.
This course has
very destinations
that I need to 0 0 0 8 23 4.74 Strongly Agree
achieve. explicit
objectives
My desires for
what I need
understudies to do 0 0 0 11 20 4.65 Strongly Agree
in this class are
unmistakably
characterized in
the schedule.
My models and
desires help
understudies build 0 0 0 7 24 4.77 Strongly Agree
up the order the
need to learn.
Overall Weighted Mean 4.69 Strongly Agree
Legend 1-Strongly Disagree; 2- Moderately agree;3-Undecided;4-Moderately Agree;5-
Strongly Agree
Table 10 shows the formal authority teaching styles as to the following: (1) It is my
obligation to characterize what understudies must realize and howthey ought to
learn it with 4.94; (2) I give extremely clear rules to how I need errands finished in
this course with 4.90; (3) My models and desires help understudies build up the
order the need to learn with 4.77; (4) This course has very destinations that I need
to achieve. explicit objectives with 4.74; (5) I set exclusive requirements for
understudies in this class with 4.71; (6) My desires for what I need understudies to
do in this class are unmistakably characterized in the schedule with 4.65; (7)
Understudies would depict my benchmarks and desires as to some degree severe
and inflexible with 4.55; and (8) I give understudies negative criticism when their
execution is inadmissible with 4.29.

Grasha (1996) certified that formal specialist encouraging style has status
among understudies in light of the information and job as an employee. The upside
of utilizing formal specialist encouraging style is that the attention in on clear
desires and acknowledges methods for getting things done. The creator
additionally underscored that a solid interest in this style can prompt unbending,
institutionalized and less adaptable methods for overseeing understudies and their
worries.
In addition, Diaz Larenas et al. (2011) expressed that the prevalent
instructing in the private instructive segment in Chile is formal specialist which is
related to a teacher focused methodology. The creators noticed that " this sort of
instructing styles sets a sort of homeroom chain of command since instructors are
the individuals who gangs information and understudies gain from them". They
included formal specialist encouraging style will in general happen in bigger
classes where educators are compelled to institutionalize learning substance and
styles.
In opposite, Razak et al. (2007) deduced in their investigation that the formal
specialist is the least favored showing style of their understudies respondents in
Malaysia. Their finding recommends an inclination for a student focused way to
deal with educating.

As the scientist blends the investigations of Diaz Larenas et al. (2011) and
Razak et al. (2007), the analyst trusts that there are numerous components to be
considered in the usage of the 'formal specialist' instructing style. Such factors
incorporate the educational programs, sort of school, understudies' inclination,
instructors' inclination showing setting and assets, exercise, class size, and
showing instructional method (Grasha, 1996).
Table 11

Terms of Personal Model Teaching Style
Personal Model 1 2 3 4 5 Weighted Verbal Interpretation

Mean
What state and do
models suitable
ways for 0 0 0 5 26 4.84 Strongly Agree
understudies to
think about issues
in the substance
Exercises in this
class urge
understudies to 0 0 1 7 23 4.71 Strongly Agree
build up their very
own thoughts
regarding content
issues.
I commonly show
understudies how
and what to do so 0 1 0 7 23 4.68 Strongly Agree
as to ace course
content
Models from my
own encounters
regularly are
utilized to outline 0 1 0 6 24 4.71 Strongly Agree
focuses about the
material
I regularly show
understudies how
they can utilize 0 0 0 8 23 4.74 Strongly Agree
different standards
and ideas.
Understudies get
visit verbal as well
as composed 0 0 0 16 15 4.48 Strongly Agree
remarks on their
execution
Inevitably,
numerous
understudies start 0 0 0 16 15 4.48 Strongly Agree
to contemplate
course content.
Understudies may
portray me as a
"mentor" who works
intimately with 0 1 0 7 23 4.68 Strongly Agree
somebody to
address issues by
they way they think
and carry on.
Strongly Agree
Table 11 presents the Personal Model Teaching Style with the following:
What state and do models suitable ways for understudies to think about issues in
the substance got 4.84 weighted mean. This was followed by I regularly show
understudies how they can utilize different standards and ideas with 4.74 weighted
mean. Exercises in this class urge understudies to build up their very own thoughts
regarding content issues and Models from my own encounters regularly are
utilized to outline focuses about the material tied with 4.71 weighted means.
Another tie with 4.68 were received by I commonly show understudies how and
what to do so as to ace course content and Understudies may portray me as a
"mentor" who works intimately with somebody to address issues by the way they
think and carry on. On the last spot, tied with 4.48 weighted mean
were‘Understudies get visit verbal as well as composed remarks on their

execution’ and ‘Inevitably, numerous understudies start to contemplate course
content.’
Grasha (1996) clarified that individual model training styles has confidence
in "educating by close to home precedent" and sets up a model for how to think
and carry on. Moreover, the benefit of utilizing individual model training style is an
accentuation on direct perception and following a good example. The creator
likewise featured that a few educators may trust their methodology is the most
ideal way driving understudies to feel insufficient in the event that they can't live
up, for example, desires and measures.
As the scientists examinations the investigation of Grasha (1996), this
encouraging styles centers around "showing others how its done". It tells students
the best way to get things done and need students to watch and pursue. Practicing
accordingly ought to apply" hands-on", accentuation on direct perception, and tutor
relationship.
Be that as it may, Razak et al. (2007) likewise showed on their examination
that "understudies might want their speaker to utilize the individual model
instructing style than what teachers had been rehearsing".
'Individual Model' showing style qualities are understudies students
focused. This is reliable to the Department of Education DepEd – National
Competency-Based Teacher Standards' (NCBTS) new and extended capabilities

which talks about a get off from conventional instructor focused learning style to a
student focused method of educating (World Data on Education, 2011).
Table 12
Terms of Facilitator Model Teaching Style
Facilitator Model 1 2 3 4 5 Weighted Verbal Interpretation

Mean
My teaching goals
and methods address Strongly Agree
a variety of student 0 0 0 7 24 4.77
learning styles.
My instructing
objectives and
techniques address 0 0 1 7 23 4.71 Strongly Agree
an assortment of
understudy learning
styles.
I invest energy
counseling with
understudies on the 0 2 0 8 21 4.55 Strongly Agree
most proficient
method to improve
their work on
I manage
understudies' work
on course extends by
making inquiries, 0 0 0 5 26 4.84 Strongly Agree
investigating choices,
and proposing
elective approaches
to get things done.
Course exercises
urge understudies to
step up to the plate 0 0 0 6 25 4.81 Strongly Agree
and obligation
regarding their
learning.
I request understudy
counsel about how 1 0 2 15 13 4.26 Strongly Agree
and what to instruct
in this course.
Students can make

choices among
activities in order to 0 0 5 9 17 4.39 Strongly Agree
complete course
requirements.
I give understudies a
great deal of
individual help and 0 0 0 9 22 4.71 Strongly Agree
support to do well in
this course.
Strongly Agree
Table 12 shows the Facilitator Model Teaching Style as follows: (1) I
manage understudies' work on course extends by making inquiries, investigating
choices, and proposing elective approaches to get things done with 4.84 weighted
mean; (2) Course exercises urge understudies to step up to the plate and
obligation regarding their learning with 4.81 weighted mean; (3) My teaching goals
and methods address a variety of student learning styles with 4.77 weighted mean;
(4) My instructing objectives and techniques address an assortment of understudy
learning styles and I give understudies a great deal of individual help and support
to do well in this course tied with 4.71 weighted means; (5) I invest energy
counseling with understudies on the most proficient method to improve their work
on with 4.55 weighted mean; (6) Students can make choices among activities in
order to complete course requirements with 4.39 weighted mean; and (7) I request
understudy counsel about how and what to instruct in this course with 4.26
weighted mean.
Grasha (1996) clarified that facilitator training style underlines the individual
idea of educator understudy cooperation. It was likewise looked into dependent on
Grasha (1996) that the benefit of utilizing facilitator encouraging style is the
individual adaptability, the attention on understudies' needs and objectives, and
the ability to investigate choices and elective game-plans. Then again, Grasha
(1996) likewise worried this style is regularly tedious and is at times utilized in a
positive and avowing way.
In the investigation of Aguda et al. (2009), facilitator type is the predominant
showing style of the workforce of substance based subjects of the De La Salle
University – Health Science Institute. The creators included that facilitator showing
style "accentuates the individual idea of educators too understudy cooperations
toward the improvement of limit toward the advancement of free activities.
Besides, Diaz Larenas et al. (2009) attested from their examination that the
transcendent encouraging style in the open instructive part in Chile is the
"facilitator" which is an understudy focused methodology. "Therefore, instructors
who gang this encouraging style would quicker independent learning. Activity and
urge understudies to settle on choices dependent on their own criteria and
considering". They included that facilitator encouraging style would well on the way
to happen in a domain with fewer students.

It was uncovered on the investigation of Razak et al. (2007) that the most
favored instructing style expressed by the understudies was facilitator style. They
included that the instructors should actualize a greater amount of understudy
focused methodologies in educating. As indicated by the creators, "in doing as
such, addresses need to painstakingly design their exercises by joining more
understudy cooperations in the study hall exercises and in the meantime ensuring
they are there to encourage the understudy".
Instructor are said to be facilitator in nature. The specialist might want to
expand that the educators build up the understudies' ability for autonomous
activity, activity, and duty. Instructors work with understudies on tasks in a
consultative design and attempts to give however much help and consolation as
could reasonably be expected. It has been seen that educators encourage
learning. In this way, instructing and learning ought to be indistinguishable, in that
learning is a paradigm and result of powerful educating (Siddiqui, 2000)
Table 13

Terms of Delegator Model Teaching Style
Delegator Model 1 2 3 4 5 Weighted Verbal Interpretation

Mean
Students typically
work on course
projects alone with 0 3 3 11 14 4.16 Strongly Agree
little supervision
from me.
Activities in this
class encourage
students to 0 0 0 6 25 4.81 Strongly Agree
develop their own
ideas about
content issues.
Students design
one of more self-
directed learning 0 0 1 13 17 4.52 Strongly Agree
experiences.
Developing the
ability of students
to think and work 0 0 1 4 26 4.81 Strongly Agree
independently is an
important goal.
Students take
responsibility for
teaching part of the 0 1 1 8 21 4.58 Strongly Agree
class sessions.
Students set their
own pace for
completing 0 0 1 13 17 4.52 Strongly Agree
independent and/or
group projects.
My approach to
teaching is similar
to a manager of a
work group who 0 1 1 8 21 4.58 Strongly Agree
delegates tasks
and responsibilities
to subordinates.
I assume the role
of a resource
person who is 0 0 0 5 26 4.84 Strongly Agree
available to
students whenever
they need help.
Legend 1-Strongly Disagree; 2-Moderately agree ;3-Undecided;4-Moderately Agree;5-
Strongly Agree
Table 13 shows that in the Delegator Model Teaching Style, the following
were rated as follows: (1) I assume the role of a resource person who is available
to students whenever they need help with 4.84; (2) Activities in this class
encourage students to develop their own ideas about content issues and
Developing the ability of students to think and work independently is an important
goal with 4.81; (3) Students take responsibility for teaching part of the class
sessions and My approach to teaching is similar to a manager of a work group who
delegates tasks and responsibilities to subordinates with 4.58; (4) Students design
one of more self-directed learning experiences and Students set their own pace
for completing independent and/or group projects with 4.52; and (5) Students
typically work on course projects alone with little supervision from me with 4.16.
Grasha (1996) noticed that delegator instructing style is worried about
building up understudies' ability to work in a self-ruling design. It was inquired about
dependent on Grasha (1996) that the upside of utilizing delegator training style is
it causes understudies to see themselves as autonomous students. On the nation,
Grasha additionally pinpointed out that this style may misread the understudy's
status for free work. A few understudies may end up on edge when given
independence.
Razak et al. (2007) deduced in their examination that the 'delegator' style
was fundamentally higher than the recognitions as far as understudies' addresses'
instructing styles. It implies that the understudies need a greater amount of it as
style to be utilized by the addresses.
Then again, it was found in the investigation of Diaz Larenas et al. (2011)
that the least dominating instructing type dependent on their instructor respondents
in both open and private instructive segments in Chile is the Delegator Style. This
is same with me consequence of Aguda et al. (2009) ponder that the least favored
instructing type dependent on their instructor respondents in De La Salle University
– Health Science Institute is additionally the Delegator style.Suitably, the
understudies need the capacity to learn in new ways and the speakers must be
eager to show them how to do as such (Grasha, 1996). Instructors who practice
delegator encouraging style will in general show consultative job. It is expected
that the understudies will be allowed freedom and a chance to develop as students
through cooperation and joint effort.
A delegator-instructor gives understudies enormous duty in settling on a
decision utilizing multifaceted learning ventures. Thusly, educator must be happy
to fabricate associations with the understudies and to show them how to function
viably together.
Table 14
Summary of Results Based on the Over-all Mean

Of Teaching Style Indicators
Teaching Style Over-all Mean Verbal Rank

Variables Interpretation
Expert 4.74 Strongly Agree 1
Formal Authority 4.69 Strongly Agree 2
Personal Model 4.67 Strongly Agree 3
Facilitator 4.63 Strongly Agree 4
Delegator 4.60 Strongly Agree 5
Expert style positioned first with a general mean of 4.74 translated as 'firmly
concur'. 'Formal specialist' encouraging style positioned second with a general
mean of 4.69 translated as 'emphatically concur'. 'Delegator' showing style, in any
case, is set at the last position uncovers that all the personnel respondents
'emphatically concur' on all the announcement pointers of the five showing style
factors.
The outcome is predictable with Grasha's (1996) explanation. The creator
noticed that 'master' and Formal specialist encouraging styles are normally use by
personnel in the zones of physical instruction, of which it incorporates A free
example t-test was directed to look at the showing styles of the College of Human
Kinetics instructors respondents when gathered by sex.

Table 15

Kinetics Educators-Respondents When Group by Sex
Sex Mean Compute Computed P- Decision Remarks

d t-test value
Male 4.7337 Fail to
Expert Female 4.7500 -0.1860 0.8537 Reject Ho Not Significant
Formal Male 4.7011 Fail to
Authority Female 4.6719 0.2616 0.7955 Reject Ho Not Significant
Personal Male 4.7120 Fail to
model Female 4.5313 1.8390 0.0762 Reject Ho Not Significant
Male 4.6087 Fail to
Facilitator Female 4.6875 -0.7129 0.4816 Reject Ho Not Significant
Male 4.5870 Fail to
Delegator Female 4.6406 -0.3243 0.7481 Reject Ho Not Significant
The analysis of Table 15 clearly indicated that ‘expert’ (t=-0.1860 p<
0.8537), ‘formal authority’ (t=0.2616, p <0.7955,) and ‘delegator’ (t=-0.3243,
p<0.7481) instructing style have no critical contrasts when bunches as per sex,
Hence, invalid speculation isn't rejected.
Then again, male and female respondents revealed to some degree higher
methods score on 'master' (Male= 4.7337, Female=4.7500)‘personal model’ (Male
= 4.7120, Female = 4.5313), and ‘facilitator’ (Male = 4.6087, Female = 4.6875),
styles as compared to ‘formal authority’ (Male= 4.7011, Female = 4.6719), and
‘delegator’ (Male =4.5870, Female= 4.6406) styles.

Male respondents appeared to employ more of ‘expert’ (Xw= 4.32 and
‘formal authority’ (Xw=4.09) styles in contrast to female respondents who utilized
more of ‘personal model’ (Xw= 4.14), ‘facilitator’ (Xw= 4.13) and delegator (Xw=
4.02) styles. However, these differences were not found to be statistically
significant based on the result of the t-tests. This is same with Grasha’s (1996)
findings, affirming that women as well as those of women in authority display more
of a facilitator and delegators styles. The author added that these differences are
statistically reliable.
Moreover, the results of this data reveal that ‘expert’ style is the dominant
teaching style of the College of Human Kinetics-educator respondents. This is
consistent with Meyer Loose (2011) and Razak el al. (2007) studies which reported
that teachers showed a greater preferences of using ‘expert’ style.
On the other hand, the result is relatively a disagreement to Nelson Laird et
Diaz Larenas et al. (2011) reported that ‘gender’ has no influence on the teaching
styles since it is possible to observe that both males and females are likely to have
the same predominant teaching styles’.

Table 16

Kinetics Educators-Respondents When Group by Age
Teaching Age Group Mean Computed Computed Decision Remarks

Styles F-test p-value
26 - 30 years old 4.750 Fail to

expert 31 - 35 years old 4.792 Reject Not
36 - 40 years old 4.804 1.931 0.135 Ho Significant
41 - 45 years old 4.875
46 years old and above 4.634
Total 4.738

formal 31 - 35 years old 4.667 Reject Not
authority 36 - 40 years old 4.732 1.819 0.155 Ho Significant
41 - 45 years old 4.896
Total 4.694

personal 31 - 35 years old 4.708 Reject Not
model 36 - 40 years old 4.679 0.119 0.975 Ho Significant
41 - 45 years old 4.708
Total 4.665

facilitator 31 - 35 years old 4.833 Reject Not
41 - 45 years old 4.688
Total 4.629

delegator 31 - 35 years old 4.667 Reject Not
41 - 45 years old 4.854
Total 4.601
As exposed in Table 16 ‘delegator teaching style had the computed statistic
(F=1.601, p <0.204) while ‘formal authority’ teaching style had the computed
statistic (F= 1.819, p <0.155) significance in general, College of Human Kinetics
educator-respondents teaching style in terms of ‘expert’ (F= 1.931, p <0.135),
‘personal model (F= 1.932, p < .100), and facilitator (F= 2.239, p <0.092) when
grouped by age. Therefore, null hypothesis is not rejected.
An agreement of findings is further made by Kane el al. (1995) who reported
that the younger teaching appeared to demonstrate a stronger commitment to
open and less structured styles, thus are characterized by ‘delegator’ teaching
style.
On the other hand, Mayer-Looze (2001) study revealed that there was an
inverse, low relationship between teacher generation and the ‘delegator’ teaching
style (r=20). Thus, the null hypothesis of the said author study was rejected for the
relationship between teacher generation and ‘delegator’ teaching style.
Table 17
Kinetics Educators-Respondents When Grouped by Highest Education
Attainment
Teaching Highest
Styles Educational Mean Compute Compute Decision Remarks
Attainment d F-test d P-value
Bachelor Degree 4.7875 Fail to Not

Expert Masters Degree 4.7039 0.6374 0.5362 Reject Significant
Doctorate Degree 4.8125 Ho
Total 4.7379

Formal Masters Degree 4.7105 0.1202 0.8872 Reject Significant
Authority Doctorate Degree 4.6250 Ho
Total 4.6935

Personal Masters Degree 4.7105 1.3108 0.2856 Reject Significant
Model Doctorate Degree 4.4375 Ho
Total 4.6653

Facilitator Masters Degree 4.6382 0.9938 0.3829 Reject Significant
Total 4.6290

Delegator Masters Degree 4.5724 0.4390 0.6491 Reject Significant
Total 4.6008
Table 17 shows the significance of difference in teaching style of the
College of Human Kinetics educator-respondents when grouped by highest
educational attainment.Statistics in table 17 displays that there is no significance
difference of teaching style in terms of ‘expert’ (F=0.6374, p <0.5362.) ‘Formal
authority’ (F=0.1202. P <0.8872.), ‘personal model (F= .1.3108, p <0.2856)
‘facilitator’ (F=0.9938, p <0.3829), attainment. Hence, null hypothesis is not
rejected.
The researcher considered that it is inevitable for an educator to be expert
in own field of expertise. The idea is supported by the 7th edition of World of Data
on Education (2010/2011) which speaks about the professional growth of teaching
staff such as engagement in training activities; post graduate degrees, licensure
and instructional use of technology.
Table 18
Significance of Difference in the Teaching Style of the College of Human

Kinetics Educators-Respondents When Grouped by Employment Status
Teaching Highest
Styles Educational Mean Computed F- Compute Decision Remarks
Attainment test d P-value

Expert Masters Degree 4.7039 0.6374 0.5362 Reject Ho Significant
Doctorate Degree 4.8125
Total 4.7379
Bachelor Degree 4.6750
Formal Masters Degree 4.7105 Fail to Not
Authority Doctorate Degree 4.6250 0.1202 0.8872 Reject Ho Significant
Total 4.6935
Personal Masters Degree 4.7105 Fail to Not
Mode Doctorate Degree 4.4375 1.3108 0.2856 Reject Ho Significant
Total 4.6653
Masters Degree 4.6382 Fail to Not
Facilitator Doctorate Degree 4.3750 0.9938 0.3829 Reject Ho Significant
Total 4.6290
Delegator Masters Degree 4.5724 Fail to Not
Doctorate Degree 4.4375 0.4390 0.6491 Reject Ho Significant
Total 4.6008
Table 18 demonstrates the criticalness of contrast in the showing styles of
the College of Human Kinetics teacher respondents when gathered by business
status.The investigation on the table strikingly shown that 'master' (F= 0.6374, p
<0.5362). 'Formal expert (F= 0.9938, p < 0.3829), 'individual model' (F= 0.4390, p
<0.6491), of the move instructors respondents had no critical contrast contrasts
when assembled by work status. Along these lines, invalid theory isn't rejected.
Florido (2006) underlined that instructors are 'Facilitators' of the learning like what
SMILE approach of Manila government funded schools are executing.
Consequence of the said methodology is higher accomplishment, greater
commitment, less control issues, and improves participation of the understudies.
The investigation of Nelson Laird (2007) is identified with the factual
discoveries that work status does not appear to make a big deal about the
distinction (B=-0.49, p < 0.05) the impact of the business status was not apparent
unique in relation to zero non-critical, henceforth a consent to the theory that there
is no huge contrasts in the showing styles of the respondents when assembled by
business status.
Table 19
Significance of Differences in the Teaching Styles of grouped by Highest
Level of Sport Training Attended
Teaching
Styles Highest Level Mean Compute Compute Decision Remarks
of Sport d t-test d p-value
Training
Attended
expert Local 4.8182 Fail to Not
Abroad 4.6938 1.6203 0.1160 Reject Ho Significant
formal Local 4.6591 Fail to Not
authority Abroad 4.7125 -0.5249 0.6037 Reject Ho Significant
personal Local 4.6250 Fail to Not
mode Abroad 4.6875 -0.6631 0.5125 Reject Ho Significant
facilitator Local 4.6705 Fail to Not
delegator Local 4.6477 Fail to Not
The examination on the table showed that 'master' (F=1.6203, p <0.1160).
'Formal specialist (F=-0.5249, p <0.6037), 'individual model' (F=-0.6631, p
<0.5125), of the College of Human Kinetics teachers respondents had no huge
distinction contrasts when gathered by business status. In this way, invalid
speculation isn't rejected.
Davis-Langston (2012) uncovered that there is no factually centrality
connection among instructors and their educating styles.

In secondary school, Meyer-Looze (2011) uncovered that was a low
connection between secondary teachers and the 'delegator' showing style (r= -
0.020).
Diaz Larenas et al (2011) revealed open secondary teachers demonstrate
a 'facilitator' showing style, while, private secondary teachers exhibit a
progressively 'formal expert' educating style
Razaket. Al (2007) unveiled that 'master', 'individual model' and 'delegator'
were the transcendent encouraging style in secondary school addresses
Besides, Aguda et al. (2009) uncovered that the 'facilitator' is the most well-
known instructing style utilized in the tertiary dimension content based subjects.
The scientist thus thinks about that not all educators utilize one encouraging
style and one is transcendent than the other.
Table 20
Total Number of Teaching Experience Years
Total Number of
Teaching Years Mean Computed Computed Decision Remarks
Experience F-test p-value
6 - 10 years 4.7500
11 - 15 years 4.8750
expert 16 - 20 years 4.8125 3.2966 0.0355 Reject Ho Significant
21 years and above 4.6250
Total 4.7379
6 - 10 years 4.9375
11 - 15 years 4.7679 Fail to Reject Not
formal 16 - 20 years 4.7031 1.1432 0.3495 Ho Significant
authority 21 years and above 4.6161
Total 4.6935
6 - 10 years 4.5000
personal 11 - 15 years 4.6607 Fail to Reject Not
model 16 - 20 years 4.6563 0.3476 0.7911 Ho Significant
Total 4.6653
6 - 10 years 4.7500
facilitator 16 - 20 years 4.6250 1.2665 0.3057 Ho Significant
Total 4.6290
6 - 10 years 4.8125
delegator 16 - 20 years 4.6094 0.8643 0.4716 Ho Significant
Total 4.6008
Table 20 demonstrates the centrality of distinction in the 'formal specialist',
'individual model', 'facilitator', 'Master' and 'delegator' instructing style when
gathered by total number of teaching experience years.
The investigation on the table showed that 'master' (F=3.2966, p <0.0355)
the invalid speculation is rejected. 'Formal specialist (F=1.1432-, p <0.3495),
'individual model' (F=0.3476-, p <0.7911), 'facilitator' (F=1.2665-, p<0.3057),
'delegator' (F=0.8643-, p<0.4716). Of the College of Human Kinetics instructors
respondents had no huge distinction contrasts when gathered by absolute number
of teaching experience years. In this way, invalid theory isn't rejected.
Land (n.d), composed that encouraging preschool and rudimentary require
the educator to assume the job of facilitator since it is all the more an 'understudy
focused' style. This is dependable to the discoveries of Grasha (1996) that

'facilitator' encouraging style is more an understudy focused' style that cultivate
self-sufficient learning. Activity, and urge understudies to settle on choice
dependent on their criteria and considering. Since rudimentary dimension
underscores on investigation, the 'facilitator' encouraging style is increasingly
hearty to be used.
In addition, it was observed to be altogether extraordinary among basic and
auxiliary dimension (Mean difference= - .602 p < .008) as far as 'individual model
showing style and diverse among rudimentary and optional dimensions (Mean
contrast =-.593, p .003) as far as 'delegator' showing style, thus, both dismissing
the invalid speculation.
In agreement to why optional instructors are more close to home model and
delegator arranged than rudimentary and tertiary educators? As indicated by Diaz
Larenas et al. (2011), a large portion of the secondary teachers utilize these styles
that are relied upon to happen bigger classes; subsequently, individual model and
delegator encouraging style are progressively fit to the learning condition. This is
upheld by Razak el at. (2007) that 'individual model' and 'delegator instructing style
are more 'educator focused' or instructors initialed in nature. In accordance with
the supporting proclamations, Grasha (1996) likewise referenced that 'hands on'
of individual model encouraging style assigning task like little gathering movement,
exchange, and a-like will help encourage learning in an extensive number of
understudies.
The factual outcome gives off an impression of being predictable with table
20 Significance of contrasts in the showing style of the College of Human Kinetics
instructors respondent When gathered by complete number of training years
experience.
'Master' just like the more prevalent training style in both open and tuition
based schools is a difference to the discoveries of Diaz Larenas et al. (2011), The
creators 'think about uncovered that the prevalent instructing in state or
government funded schools is the 'facilitator' showing style which allude to
understudy focused methodology that is in charge of doing students as
autonomous people while instructors in the private schooling part loan to have
'formal specialist' showing style which sets a sort of study hall chain of importance
since educators are the individuals who gangs information and understudies gain
from them.
Table 21
Significance of Differences in the Teaching Style when Grouped by Total

Number of years teaching sports
Teaching
Styles Number of Years Mean Computed Computed Decision Remarks
Teaching Sports F-test p-value
6 - 10 years 4.7917
11 - 15 years 4.7708 Fail to Not
expert 16 - 20 years 4.8036 0.6569 0.5857 Reject Significant
21 years and 4.6833
above
Total 4.7379
6 - 10 years 4.5833
formal 11 - 15 years 4.7083 Fail to Not
authority 16 - 20 years 4.7321 0.2064 0.8911 Reject Significant
21 years and 4.6917
above
Total 4.6935
6 - 10 years 4.5417
personal 11 - 15 years 4.5208 Fail to Not
model 16 - 20 years 4.7857 1.6194 0.2081 Reject Significant
21 years and 4.6917
above
Total 4.6653
6 - 10 years 4.9167
11 - 15 years 4.5833 Fail to Not
Facilitator 16 - 20 years 4.6071 1.3366 0.2832 Reject Significant
21 years and
above 4.6000
Total 4.6290
6 - 10 years 4.7083
delegator 11 - 15 years 4.6667 Fail to Not
16 - 20 years 4.5893 0.1719 0.9144 Reject Significant
21 years and 4.5583
above
Total 4.6008
Basedon the light of the perception of the analyst, as a teachers becomes
more established, the individual will in general be hesitant and satisfied of
whatever learning and shrewdness the person has furthermore, reality talks that
'rank' is exceptionally incredible in an instructive foundation, Beside 'security of
residency' is given to the individuals who are lasting in the academe. In this
manner, it might be expected the instructors who have been in their field of mastery
for very or an extensive stretch of time typically illustrates 'delegator' educating
styles.
Recibe (2006) detailed that 'instructors with longer long stretches of training
background loan to be more productive than those with shorter number of years in
educating. The creator included that "more extended showing knowledge of the
educator, the better his execution.In light of the perception of the analyst, as a
teachers becomes more established, the individual will in general be hesitant and
satisfied of whatever learning and shrewdness the person has furthermore, reality
talks that 'rank' is exceptionally incredible in an instructive foundation, Beside
'security of residency' is given to the individuals who are lasting in the academe.
In this manner, it might be expected the instructors who have been in their field of
mastery for very or an extensive stretch of time typically illustrates 'delegator'
educating styles.
Recibe (2006) detailed that 'instructors with longer long stretches of training
background loan to be more productive than those with shorter number of years in
educating. The creator included that "more extended showing knowledge of the
educator, the better his execution.

Chapter 5
SUMMARY, CONCLUSIONS, AND RECOMMENDATION
This part shows the investigation's outline, decisions, and suggestion which
where all dependent on the accumulated and translated information. Various
significant focuses accumulated got pertinent answer deciding the showing styles
of school of human energy teachers in polytechnic college of the Philippines, for a
perceptions, the outcome were designed by the inquiries recently expressed in the
before part of this paper.
Summary
The principle target of the examination is to decide the showing styles of
school of human energy teachers in polytechnic college of the Philippines.

Grasha and Reichmann overview survey was utilized in this investigation
as the order in an elucidating research. The specialists used the basic arbitrary
examining method of which 31 school of human energy teacher respondents were
chosen from characterized populace of 47 employees.
The measurable apparatuses utilized in this examination were expressive
measurements, weighted methods, 5-point Likert scale, t-test, and single direction
ANOVA.
Findings
The following are the findings drawn from the gathered data.
2. Profile of the college of human kinetics educators
2.1 In terms of sex, out of 31 respondents, there are 23 male or 74.2% and
8 female or 25.8%.
2.2 in terms of age, 14 of the respondents or 45.2% are within the age
bracket of 46 years old and above, followed by 7 of the respondents or
22.6% within the age bracket of 36 - 40 years old, 6 respondents or
19.4% within the age bracket of 41 - 45 years old, 3 respondents or 9.7%
within the age bracket of 31 - 35 years old and 1 respondent or 3.2%
within the age bracket of 26 - 30 years old.

2.3 In terms of highest educational attainment, 19 of the respondents or
61.3% obtained master’s units, followed by 10 respondents or 32.3%
who obtained Bachelor Degree and 2 respondents or 6.5% who
obtained Doctorate Degree.
2.4 In terms of employment status, 22 of the respondents or 71.0% are
Professional P.E Teacher and 9 respondents or 29.0% are Service P.E
Teacher.
2.5 In terms of Highest Level of Sport Attended, 20 of the respondents or
64.5% are attended abroad and 11 respondents or 35.5% are attended
local.
2.6 In terms of Total Number of Teaching Years’ Experience, 14 of the
respondents or 45.2% with 21 years and above of experience, followed
2.7 In terms of Number of Years Teaching Sports, there are 15 of the
respondents or 48.4% with 21 years and above of experience followed

2.8 In terms of Field Expertise, 4 of the respondents or 12.9% stated as
coach followed by 2 respondents or 6.5% who declared as Recreation
and 8 respondents or 3.2% are belongs to Arnis, Baseball, Fitness,
Health Education, Lawn Tennis, Recreation, and SepakTakraw.
3. Teaching styles of college of human kinetics educator respondents
3.1 in terms of ‘expert’ teaching styles statistical data reveals that the
college of human kinetics educator respondents concur with ‘ expert’
based on the overall mean of 4.74 interpreted as ‘ strongly agree’.
Specifically, the statement-indicator – "Offering my insight and aptitude
to understudies is vital to me and Lecturing is a critical piece of how I
show every one of the class session" got the most elevated registered
mean of 4.87 deciphered as 'emphatically concur'. it was favored by
articulation pointer "Realities, ideas, and standards are the most critical
things that understudies ought to obtain" in light of the processed mean
of 4.77 deciphered as 'unequivocally concur'. The most minimal rate was
given to the announcement marker "My skill is ordinarily used to
determine differences about substance issues and Students may
portray me as a "storage facility of information" who apportions the
reality, standards, and ideas they need" in view of the registered mean
of 4.61 deciphered as 'firmly concur'.

3.2 as far as 'formal expert' showing styles, the respondents use 'formal
specialist' in view of the general mean of 4.69 deciphered as
'emphatically concur'. Explicitly, the announcement pointers It is my duty
to characterize what understudies must realize and how they ought to
learn it" got the most noteworthy figured mean of 4.94 deciphered as
'unequivocally concur' Next is the announcement marker "they give
extremely clear rules to how I need undertakings finished in this course"
in view of the processed mean of 4.90 translated as 'firmly concur'. The
most reduced rate was given to the announcement pointer "they give
understudies negative criticism when their execution is unsuitable". In
view of the registered mean of 4.29 translated as 'firmly concur'.
3.3 In terms of 'individual model 'showing style, the respondents consent
with 'individual model' in view of the general mean of 4.67 deciphered
as 'unequivocally concur'. Especially, the announcement pointer "What
I state and do models fitting ways for understudies to consider issues in
the substance". Acquired the most astounding registered mean of 4.84
deciphered as 'emphatically concur' it was trailed by the announcement
pointer "I frequently show understudies how they can utilize different
standards and ideas". In light of the figured mean of 4.74 translated as
'firmly concur'. Additionally the announcement marker "Understudies get
visit verbal and additionally composed remarks on their execution" and

"in the long run, numerous understudies start to contemplate course
content" got the most minimal rate dependent on the figured mean of
4.48 translated as 'unequivocally concur'.
3.4 In terms of 'facilitator' showing style, the respondents utilize' facilitator'
in view of the general mean of 4.63 deciphered as 'emphatically concur'.
The announcement pointer "I manage understudies' work on course
extends by making inquiries, investigating choices, and proposing
elective approaches to get things done". Gotten the most noteworthy
registered mean of 4.84 deciphered as 'unequivocally concur'. In this
manner, the announcement marker – "My instructing objectives and
strategies address an assortment of understudy learning styles". Gotten
a processed mean of 4.77 deciphered as 'firmly concur'. All the more
thus, the announcement pointer "they request understudy exhortation
about how and what to instruct in this course" got the most minimal
figured mean of 4.26 translated as 'firmly concur'.
3.5 In terms of 'delegator' showing style, the school of human energy
instructor respondents assent with 'delegator' in light of the general
mean of 4.60 translated as 'firmly concur'. Intricately, the announcement
marker "they accept the job of an asset individual who is accessible to
understudies at whatever point

3.6 they need assistance". Acquired the most noteworthy figured mean of
4.84 deciphered as 'firmly concur'. It was backed by the announcement
marker – "Exercises in this class urge understudies to build up their own
thoughts regarding content issues" and "Building up the capacity of
understudies to think and work autonomously is a vital objective". That
acquired a processed mean of 4.81 translated as 'unequivocally concur'
Furthermore, the announcement pointer "Understudies normally chip
away at course extends alone with little supervision from me" got the
most reduced rate dependent on the registered mean of 4.16 deciphered
as 'emphatically concur'.
4. Significance Difference between the College of Human Kinetics

Educator- Respondent’ teaching styles when Grouped according to
Profile Variables
There are no noteworthiness contrasts between school of human energy
teacher respondents showing styles when assembled by sex, age, most
noteworthy instructive fulfillment, business status, Highest Level of Sport
Visited and Total Number of years showing sports, along these lines, the
invalid theory isn't to dismiss. Anyway there is a critical contrast in the
showing style of school of human energy instructor respondent when
bunches as indicated by Total Number of Teaching Experience Years

explicitly, in 'master' (F=3.2966, p <0.0355), in this manner showing styles,
consequently, rejected the invalid theory of this investigation.
Conclusions
Based on the findings of this study, the following conclusions were drawn
1. Profile of the College of Human Kinetics Educator-Respondents
Based on the conducted research it came up that College of Human Kinetics
educators in Polytechnic University of the Philippines ranges of age 46 years old
and above and male has a greater numbers than female. Moreover Educators are
product of academic institution in which of them pursued Higher Attainment of
Education for Master’s degree and mostly have attended sports abroad and has
stable employment status locally. In terms of Field of Expertise Educators of
College of Human Kinetics became professional coach in different types of Sports
and some of them became trainer for Recreational activities.
2. Teaching Styles of College of Human Kinetics Educators
Based on the study it came up that there are variations of teaching styles that
can be used by educators of College of Human Kinetics. However it came up as
result that ‘Expert’ teaching style is more utilize to make learning development
environment more effective from Educators Respondents.

3. Significant Difference between the College of Human Kinetics
Educator Respondent’ Teaching Styles when Grouped according to
Profile Variables.
Based on findings there has no big difference of college of Human Kinetics in
Profile Variables However, it differs through teaching years of experience. And the
result of this study it came up for tertiary level teaching styles still varies however,
expert teaching style predominantly used for educators of College of Human
Kinetics.
Recommendation
In view of the discoveries, coming up next are proposals are thus given:
(1) This examination states diverse teaching styles of instructors in College
of Human Kinetics in Polytechnic University of the Philippines.
Instructors ought to go to gatherings, courses, and trainings to get
refreshes for new projects in instructing techniques that can assist them
with being more effective. To know new advancements for types of gear
that can improve down to earth execution of educating and since online
life has a wide scope of data they ought to dependably look for locales
and sites that could include for more refreshed data and dependably
check recently distributed books for reference.

(2) For understudies there are distinctive kinds of students thus Educators
they ought to have the capacity to coordinate their showing styles and
techniques for understudies to get effectively adapt up to examinations.
(3) Administrators and division heads ought to dependably have time spans
and dates for gathering meeting where they can share encounters,
qualities and region of chances and giving contemplations and
recommendations on the best way to improve and create educating
styles.
(4) Future specialist must know the significance of various showing styles
for the way that training is advancing they should be set up for future;
for new observations and conceptualizations and be opened in recently
refreshed data to fulfill the need of requests without relinquishing the
nature of instructing.
Appendices
Villagers Montessori College
#10 Dalsol St. Sangandaan, Project 8 , Quezon City
SENIOR HIGH SCHOOL DEPARTMENT
CERTIFICATION
This is to certify that the undersigned has reviewed the research methodology, generated/
analyzed the statistical tables, and validated the interpretation of the results of the thesis
entitled, “Teaching Styles of College of Human Kinetics Educators in Polytechnic University of
the Philippines” by Mitoselah G. Barroga, Rose-Lyn N. Algar, Alexander Nhazer L. Mohammad
and Kevin Sta. Maria
This certification is issued upon the request of the above-mentioned name
with whatever purpose it may serve him/her.
Signed by:
ADIN M. PLACIDO
STATISTICIAN
Date Signed: April 14, 2019
Approved by:
MR. KERRY VON MORENO
Faculty Member
Senior High School Department
Sample Survey Questionnaire
To the teachers:
We the analysts are directing an examination entitled "Showing Style of

College of Human Kinetics Educators of Polytechnic University of the Philippines,
Sta. Mesa, Manila We are seeking your cooperation to answer this questionnaire
with all your honesty. Your generous support to this endeavor is highly
appreciated. Thank you.
The Researchers
PART I. Kindly check the appropriate box. Refer to the legend below.
Profile of the Respondents
Name: (Optional) _________________
Age: 21-25 years old

26-30 years old
31-35 years old
36-40 years old
41-45 years old
45 years old & above
Gender: Male
Female
Highest educational attainment:

Bachelor Degree
Masters Degree
Doctorial Degree
Employment status:
Professional P.E Teacher
Service P.E Teacher
Total number of teaching years experience:

5 years below
6-10 years below
11-15 years below
21 years & above

Others: _________________
Number of years teaching sports:
5 years below
6-10 years below
11-15 years below
21 years & above
Others: _____
Sport field expertise:
Specify: _________
PART II. Respond to questions below by using the following rating scale:
5 = strongly agree
4 = moderately agree
3 = undecided
2 = moderately disagree
1 = strongly disagree
5 4 3 2 1
1. Certainties, ideas, and standards
are the most imperative things
that understudies ought to
procure.
2. Imparting my insight and aptitude
to understudies is imperative to
me.
3. What I need to state about a
theme is critical for understudies
to get a more extensive point of
view on the issues around there.
4. I need understudies to leave this
course all around arranged for
further work here.
5. Addressing is a huge piece of
how I show every one of the
class session
6. My mastery is normally used to
determine differences about
substance issues.
7. Understudies may portray me as
a "storage facility of learning"
who administers the reality,
standards, and ideas they need.
8. There is more material in this
course than I have time
accessible to cover it.
9. I set exclusive requirements for
understudies in this class
10. I give understudies negative

criticism when their execution is
inadmissible
11. Understudies would depict my
benchmarks and desires as to
some degree severe and
inflexible.
12. It is my obligation to characterize
what understudies must realize
and how they ought to learn it
13. Igive extremely clear rules to
how I need errands finished in
this course.
14. This course has very
destinations that I need to
achieve. explicit objectives and
15. My desires for what I need
understudies to do in this class
are unmistakably characterized
in the schedule.
16. My models and desires help
understudies build up the order
the need to learn.
17. What state and do models
suitable ways for understudies to
think about issues in the
substance
18. Exercises in this class urge
understudies to build up their
very own thoughts regarding
content issues.
19. I commonly show understudies
how and what to do so as to ace
course content
20. Models from my own encounters

regularly are utilized to outline
focuses about the material
21. I regularly show understudies
how they can utilize different
standards and ideas.
22. Understudies get visit verbal as
well as composed remarks on
their execution
23. Inevitably, numerous
understudies start to
contemplate course content.
24. Understudies may portray me as
a "mentor" who works intimately
with somebody to address issues
by they way they think and carry
on.
25. My teaching goals and methods
address a variety of student
learning styles.
26. My instructing objectives and
techniques address an
assortment of understudy
learning styles..
27. I invest energy counseling with
understudies on the most
proficient method to improve
their work on
28. I manage understudies' work on
course extends by making
inquiries, investigating choices,
and proposing elective
approaches to get things done.
29. Course exercises urge
understudies to step up to the
plate and obligation regarding
their learning.
30. I request understudy counsel
about how and what to instruct in
this course.
31. Students can make choices
among activities in order to
complete course requirements.
32. . I give understudies a great deal
of individual help and support to
do well in this course.
33. Students typically work on
course projects alone with little
supervision from me.
34. Activities in this class encourage
students to develop their own
ideas about content issues.
35. Students design one of more
self-directed learning
experiences.
36. Developing the ability of students

to think and work independently
is an important goal.
37. Students take responsibility for
teaching part of the class
sessions
38. Students set their own pace for
completing independent and/or
group projects.
39. My approach to teaching is

similar to a manager of a work
group who delegates tasks and
responsibilities to subordinates.
40. I assume the role of a resource
person who is available to
students whenever they need
help
Teaching Style Survey
(Grasha-Riechmann)
BIBLIOGRAPHY
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Curriculum Vitae
Mitoselah G. Barroga
30 barcelona compound project 8 q.c
E-mail Add:mitoselabarroga@gmail.com
Cell #: 09651509798
PERSONAL DATA:
Date of birth : April 4, 1999

Age : 19 years old
Placeof Birth : Quezon city
Civil Status : Single
Citizenship : Filipino
Height : 5’6
Weight : 50 Kgs.
Religion : Seventh day advenstist
Father’s Name : Michael barroga
Occupation : Taxi driver
Mother’s Name : Mary Grace Garcera
Occupation : None
EDUCATIONAL BACKGROUND:
Year Graduated:
Tertiary:
Sta. Mesa Manila
Bachelor in Physical Education
Secondary:
Ismael mathay Sr. high school 2010 - 2015
Barangay sangandaan q.c
Primary:
G.S.I.S village elementary school 2005 - 2010
Younger St. Balut, Tondo Manila
Award:
2017 Dean’s Lister

ROSE-LYN N. ALGAR
Aprt 371 Blg 14 Zamora St, Pandacan Manila
E-mail Add: algarroselyn_026@yahoo.com
Cell #: 09299669822
PERSONAL DATA:
Date of birth : September 6, 1998

Age : 20 years old
Placeof Birth : Ilo-ilo
Height : 5’61/2
Weight : 60 kgs.
Religion : Born Again Christian
Father’s Name : Ronilo N. Algar
Occupation : Company Electrician
Mother’s Name : Rowena N. Algar
Occupation : Housewife
Tertiary:
Sta. Mesa Manila
 Bachelor in Physical Education
Secondary:
Manuel A. Roxas High School
Primary:
Bagong Baranggay Elementary School
Award:
2018 Dean’s Lister

ALEXANDER NHAZER L. MOHAMMAD
488 Maganda St, Sampaloc Manila

E-mail Add: AlexanderNhazer_52@yahoo.com
Cell #: 09998699384
PERSONAL DATA:
Date of birth : August 28, 1996

Age : 22 years old
Placeof Birth : Zamboanga City
Height : 6’4
Weight : 88 kgs.
Religion : Born Again Christian
Father’s Name : Alomodzri B. Mohammad
Occupation : None
Mother’s Name : Loridel V. Lamsani
Occupation : None
Tertiary:
Sta. Mesa Manila
Secondary:
University of the East Recto campus
Primary:
Giwuan Elementary School
Award:
SCUAA-Champoin of 2014-2015
SCUAA-Nationals Champion of 2016-2017
SCUAA- Champion of 2017-2018
SCUAA- Nationals Champion 2017-2018
KEVIN DC STA. MARIA
1004 Quintos st. Sampaloc Manila
E-mail Add: kevinstamaria15@gmail.com
Cell #: 09666319566
PERSONAL DATA:
Date of birth : September 23, 1994

Age : 24 years old
Placeof Birth : Bulacan
Civil Status : Married
Height : 6’0
Weight : 75 kgs.
Religion : Catholic
Father’s Name : Ramon Sta. Maria
Occupation : Farmer
Mother’s Name : Teodora Sta. Maria
Occupation : Housewife
Tertiary:
Sta. Mesa Manila
Secondary:
Lourdes College of Bulacan
Primary:
Tukod 2 Elementary School
Award:
SCUAA- Champion of 2014-2015

SCUAA- Nationals Champion of 2016-2017
SCUAA-Champion of 2017-2018
SCUAA- Nationals Champion 2017-2018

Teaching Styles of College of Humankinetics Educators in Polytechnicuniversity of The Philippines

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TEACHING STYLES OF COLLEGE OF HUMANKINETICS

This is partial Fulfillment of the Requirements for the degree

This Research entitled TEACHING STYLE OF COLLEGE OF HUMAN

ANTONIO F. ENRIQUEZ Jr. MPES

GENESIS S. LINGA ISRAEL M. ESCOBEDO

ANTONIO F. ENRIQUEZ Jr. MPES

GENESIS S. LINGA ISRAEL M. ESCOBEDO

Accepted and approved in partial fulfillment of the requirements for the

MARIPES P. PASCUA, MPES, LPT

assistance of the following people:

Thesis Adviser ANTONIO F. ENRIQUEZ Jr.

guidance and valuable suggestions for improvement in this manuscript;

The Defense Panel, for extending their generous hands in helping

researchers’ through their advice; and

knowledge and blessing throughout the making of this research study.

Title : TEACHING STYLES OF COLLEGE OF HUMAN KINETICS

Researcher : Mitoselah barroga

Degree : Bachelor in Physical Education

Adviser : Antonio F. Enriquez

This research aimed to know the Teaching styles of College oh Human

Kinetics Educators in the Polytechnic University of The Philippines, specifically, if

there is a significant difference between the teacher’s teaching styles when

respondents are group according to their profile.

hundred-thirty-six (136) lined-up athlete-respondents given by the Sport

Development Office (SDO) at Polytechnic University of the Philippines. The

researchers used a survey questionnaire to assess the teacher teaching style in

College of Human Kinetics. The frequency, percentage distribution, T Test, and

Profile of the college of human kinetics educators

bracket of 46 years of age and above, followed by 7 of the respondents

or 22.6% within the age bracket of 36 - 40 years of age, 6 respondents

or 19.4% within the age bracket of 41 - 45 years of age, 3 respondents

or 9.7% within the age bracket of 31 - 35 years of age and 1 respondent

or 3.2% within the age bracket of 26 - 30 years of age.

1.3 In terms of highest educational attainment, 19 of the respondents or

61.3% obtained master’s units, followed by 10 respondents or 32.3%

who obtained Bachelor Degree and 2 respondents or 6.5% who

obtained Doctorate Degree.

1.4 In terms of employment status, 22 of the respondents or 71.0% are

Professional P.E Teacher and 9 respondents or 29.0% are Service P.E

1.5 In terms of Highest Level of Sport Attended, 20 of the respondents or

64.5% are attended abroad and 11 respondents or 35.5% are attended

respondents or 45.2% with 21 years and above of experience, followed

by 8 respondents or 25.8% with 16 - 20 years of experience, 7

respondents or 22.6% with 11 - 15 years of experience and 2

respondents or 6.5% with 6 - 10 years of experience.

1.7 In terms of Number of Years Teaching Sports, there are 15 of the

respondents or 48.4% with 21 years and above of experience followed

by 7 respondents or 22.6% with 16 - 20 years of experience, 6

respondents or 19.4% with 11 - 15 years of experience and 3

respondents or 9.7% with 6 - 10 years of experience.

1.8 In terms of Field Expertise, 4 of the respondents or 12.9% stated as

coach followed by 2 respondents or 6.5% who declared as Recreation

and 8 respondents or 3.2% are belongs to Arnis, Baseball, Fitness,

Health Education, Lawn Tennis, Recreation, and SepakTakraw.

Teaching styles of college of human kinetics educator respondents

school of human kinetics instructor respondents agree with ' master' in

view of the general mean of 4.74 translated as ' unequivocally concur'.

In particular, the announcement marker – "Offering my insight and ability

registered mean of 4.87 deciphered as 'unequivocally concur'. it was

favored by articulation marker "Actualities, ideas, and standards are the

the announcement marker "My ability is regularly used to determine

contradictions about substance issues and Students may portray me as

a "storage facility of information" who administers the reality, standards,