Mixed and Matched: The Effects of Eclectic Learning and Teaching Styles on Student Learning

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dc.creatorManire, Ezekiel A.
dc.creatorKilag, Osias Kit T.
dc.creatorMoje, Geraldine T.
dc.creatorJabola, Sarah May D.
dc.creatorReligioso, Mike Allen D.
dc.creatorNoveloso, Richie C.
dc.date2023-06-10
dc.date.accessioned2023-08-21T09:04:11Z
dc.date.available2023-08-21T09:04:11Z
dc.descriptionThe study aimed to investigate the significant impact of eclectic of teaching and learning approach on senior high school’s engagement, motivation and academic achievement, this is in comparison to the traditional classroom lecture setup. The said study was conducted on the senior high school students of the Division of Toledo City, Cebu, Philippines, with one school implementing eclectic learning and teaching methods and the other school using traditional uniform teaching methods. The study employed mixed method in the collection of the data. The quantitative data approach were collected through standardized tests, course grades, and surveys that measured student engagement, motivation, and academic achievement. The qualitative data were gathered through interviews with teachers and students. The significant result implied that the eclectic teaching and learning approach have had significantly higher mean scores in student engagement, motivation, and academic achievement compared to the traditional teaching control group. The mean scores for student engagement and motivation were 4.38 and 4.56, respectively for the eclectic learning and teaching group; on the other hand, 3.79 and 3.92, for the traditional uniform teaching group. Furthermore, in terms for the eclectic learning and teaching group, the mean scores for academic achievement were 85.1 and 89.7; while for the traditional uniform teaching group, 78.6 and 84.5. The teachers and students from the eclectic learning and teaching group emphasized that the use of a variety of teaching methods, activities and materials, including multimedia, performance tasks, and assignments have perhaps one of the major factors of learners’ development. Therefore, it can be inferred that, based on the findings, teachers’ implementation of eclectic learning and teaching methods in a classroom setting can significantly enhance student engagement, motivation, and academic achievement.en-US
dc.formatapplication/pdf
dc.identifierhttps://univerpubl.com/index.php/synergy/article/view/1986
dc.identifier.urihttp://dspace.umsida.ac.id/handle/123456789/21707
dc.languageeng
dc.publisherWeb of Synergy: International Interdisciplinary Research Journalen-US
dc.relationhttps://univerpubl.com/index.php/synergy/article/view/1986/1733
dc.sourceWeb of Synergy: International Interdisciplinary Research Journal; Vol. 2 No. 6 (2023): Web of Synergy: International Interdisciplinary Research Journal; 72-78en-US
dc.subjectEclectic learningen-US
dc.subjectTraditional teachingen-US
dc.subjectStudent engagementen-US
dc.subjectAcademic achievementen-US
dc.titleMixed and Matched: The Effects of Eclectic Learning and Teaching Styles on Student Learningen-US
dc.typeinfo:eu-repo/semantics/article
dc.typeinfo:eu-repo/semantics/publishedVersion
dc.typePeer-reviewed Articleen-US
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