THE RELATIONSHIP BETWEEN TEACHER TEACHING STYLE AND STUDENTS' DEEP LEARNING OF GUANGXI TALENT INTERNATIONAL COLLEGE AFFILIATED HIGH SCHOOL
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The objectives of this research were: 1) to examine the overall level of teacher teaching style of Guangxi Talent International College Affiliated High School, 2) to investigate the current level of students' deep learning of Guangxi Talent International College Affiliated High School and 3) to analyze the relationship between teacher teaching style and students' deep learning of Guangxi Talent International College Affiliated High School. This study adopts a quantitative method to explore the relationship between teacher teaching style and students' deep learning of Guangxi Talent International College Affiliated High School. The sample consisted of 316 students selected according to the Krejcie and Morgan (1970) table using convenience sampling. A self-designed questionnaire was employed for data collection. Data were analyzed using frequency, percentage, mean, standard deviation, and Pearson product–moment correlation.
The research results were:
- Teacher teaching style at Guangxi Talent International College Affiliated High School. 10 aspects were at a high level ( =3.84, S.D. = 0.94). Considering the results of these 10 research aspects were as follows: the highest rank was “Hybrid Style” ( =4.07, S.D. = 0.87), indicating a high level, followed by “Inquiry-Based Style” ( =3.92, S.D.=0.91) and “Differentiated Instruction” ( = 3.88, S.D. = 0.95). In contrast, “Delegator Style” was ranked the lowest among the ten aspects ( =3.63, S.D. = 0.95).
- Students' deep learning at Guangxi Talent International College Affiliated High School in 7 aspects were at a high level ( =3.91, S.D. = 0.95). Considering the results of these 7 research aspects were as follows: the highest rank was “Critical Thinking” ( =4.09, S.D. = 0.92), indicating a high level, followed by “Technology Integration” ( =4.03, S.D. = 0.93), whereas “Reflection” was the lowest rank ( =3.80, S.D. = 0.98).
- It was found that the overall relationship between teacher teaching style and students’ deep learning has a weak negative correlation with no statistical significance (r = -0.007).
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