Perceived Teachers’ Teaching Styles and Motivated Strategies for Learning of Year 1 and Year 2 students in Cita Hati Christian Senior High School, Surabaya Indonesia

Perceived Teachers’ Teaching Styles and Motivated Strategies for Learning of Year 1 and Year 2 students in Cita Hati Christian Senior High School, Surabaya Indonesia

Agrix N. Go^*1 and Rosario F. Quicho²

¹Distance, Open, Transnational University, Central Luzon State University, Science City of Muñoz, Nueva Ecija

²Department of Advanced Studies in Education, Central Luzon State University, Science City of Muñoz, Nueva Ecija

^*Corresponding Author

DOI: https://dx.doi.org/10.47772/IJRISS.2025.903SEDU0007

Received: 17 December 2024; Revised: 28 December 2024 Accepted: 30 December 2024; Published: 29 January 2025

ABSTRACT

The study was conducted to find out the Senior High School Students’ perception of the teachers’ teaching styles and the students’ motivated strategies for learning at Cita Hati Christian Senior School-West Campus, Surabaya, Indonesia during the second semester of S.Y. 2018 – 2019. This study also employed descriptive-correlational research design to determine the relationship between teaching styles and students’ motivated learning strategies in a senior high school. The study was conducted at Cita Hati Christian Senior School – West Campus, Surabaya, Indonesia, at the beginning of the academic year  2018-2019. The participants of the study were the students who were in Grade 11 (Year 1) and Grade 12 (Year 2) seeking to pursue the International Baccalaureate Diploma Program (IBDP) and the Cita Hati Diploma Program (CHDP). The total sampling method was employed and all the 96 students (46 CHDP and 50 IBDP) were involved in the study.  The research procedure involved the administration of questionnaires which were translated into English and Indonesian also through an on line platform. The instruments comprised of three parts: A socio-demographic survey which was developed by the researcher, Senior High School Teacher’s Teaching Style Questionnaire which was adapted from [4] and the Motivated Strategies for Learning Questionnaire (MSLQ). The teaching style questionnaire measured four styles of teaching, namely authoritarian, democratic, laissez faire and indifferent based on a 5-point Likert type scale.  The MSLQ assessed cognitive strategies that include rehearsal, elaboration and critical thinking as well as resource management strategies that include time management, effort regulation and peer learning.  Data collection ensured validity by the adoption of the established instruments and the translation was also accurate; reliability was ensured through the pre-test and the use of standardized scales. Demographic characteristics and the teaching styles were analyzed using descriptive statistics while correlation was used to examine the relationship between the teaching styles and students’ learning strategies. The findings were intended to show the differences in the motivated strategies that are used by male and female students, and the influence of socio-demographic factors and teaching styles on learning outcomes. Majority of the Senior High School students were 16 years, most were Indonesian and most were female. Indonesian Language was used by the majority of the respondents as a medium of communication and majority of the respondents were in Grade 12. Democratic teaching style was perceived as “often” used by the respondents’ teachers. Authoritarian style, laissez faire style and indifferent style were perceived as “sometimes” utilized by the teachers of the respondents. Under cognitive strategies, rehearsal, elaboration, and organization were revealed as Critical Thinking and metacognition were described as “Often True” by the respondents. For Resource Management Strategies, Time and Study Management, Effort Management, Help-seeking, were described as “Often True”. Peer learning was described as “Seldom True” by the respondents. The motivated strategies for learning used by the Senior High School students to tackle their class activities were described as “Often True” by the respondents. There is a negative significant relationship between languages spoken with metacognition, and grade level with rehearsal, organization, critical thinking, and metacognition respectively. There is no significant relationship between socio-demographic characteristics and the motivated strategies for learning in terms of Resource Management. There is a significant relationship between Perceived Teachers’ Teaching Style and the Motivated Strategies for learning. There is no significant difference between the male and female respondents in terms of their cognitive strategies. There is a significant relationship between the male and female respondents in terms of their resource management strategies. The result of the study that there is a significant relationship between male and female participants with regard to their resource management strategies can be used in practice to support students’ learning. Schools should create programs that meet these needs, for instance, time management seminars for boys and collaboration skills for girls. There should also be encouragement of mixed-gender study groups so that the students can benefit from each other’s strengths. It will be useful to teach the teachers to be able to identify these differences and work on them while delivering the content. Furthermore, to enhance the students’ resource management skills, some other forms of support systems, for example, mentorship programs or study tools, may be provided.

Keywords: Teaching styles, Motivated strategies for learning

INTRODUCTION

One Teacher’s teaching styles are assumed to suit students’ motivated strategies so that successful teaching and learning process can be achieved in the classroom. Teaching Style has been frequently referred to the application of different teaching methodologies by the teachers in classrooms and is also stated as “set of tactics of teaching.” Teaching style of a teacher is comprised of his/her personal behavior as well as the media utilized by him/her for transfer of knowledge to learners and/or attainment of info from them. In addition, “teaching style” is the type of behavior shown by the teachers while teaching in the classroom [8]. The Teaching style of the teachers is greatly swayed from their personal experiences and many teachers attempt to use utilization of appropriate learning strategies, and improve the learning abilities of the students by assisting them in easy solution of their education matters. The methodologies utilized by the learners now include concentration, processing, internalizing, and remembering new and difficult academic information. It is, therefore recommended that the teachers should change their teaching techniques, keeping in view personal requirements of every student. [9] proved that combination of motivated strategies for learning and teachers’ teaching styles have impacts on the students’ results. [20] tinted the high need of giving due importance to students’ learning strategies during the course of teaching/learning.

Learning strategies determine the approach for achieving the learning objectives and are included in the pre-instructional activities, information presentation, learner activities, testing, and follow-through. The strategies are usually tied to the needs and interests of students to enhance learning and are based on many types of learning styles (Ekwensi, Moranski, & Townsend-Sweet, 2006). Thus the learning objectives point you towards the learning strategies, while the learning strategies will point you to the medium that will actually deliver the instruction, such as e-learning, self-study, classroom, or OJT.

Modern teaching styles are observed as not properly applied in some schools in Indonesia. This causes many students fail to face the new challenges of the modern era in their practical life. Commonly there are two teaching methods being used at most of schools in Indonesia, namely traditional and innovative teaching methods/styles. Innovative style of teaching, in contrast to the traditional teaching methods, helps in the improvement of the intelligence level of the students by involving them in a number of activities [16].

The researcher pursued this study because of the idea that school teachers must have to utilize teaching strategies and techniques in accordance with their students’ learning strategies considering them as the best judges of their teaching styles. Application of different knowledge transfer techniques may result in significant improvement of the students’ learning potential in comparison to the simply passing through the syllabus. Student’s perception about their teacher’s teaching styles significantly impacts their achievements [28]. It is evident that students’ perceptions of teaching practices can be quite influential in regard to their involvement, interest, and achievements. Therefore, it is crucial for educators to understand the need to alter their teaching strategies in line with the students’ perceptions to create a favorable learning atmosphere that enhances achievement.

Objectives of the Study

The general objective of the study is to find out the Senior High School Students’ perception of the teachers’ teaching styles and the students’ motivated strategies for learning at Cita Hati Christian Senior School-West Campus, Surabaya, Indonesia. Specifically, this study tried to:

1. describe the socio-demographic characteristics of the Senior High School students in terms of age, nationality, sex, language spoken, and grade level;
2. determine the teaching style of the teachers  as perceived by the Senior High School students such as authoritarian, democratic, laissez faire, and indifferent teaching styles;
3. describe the motivated strategies for learning of the Senior High School students in terms of  cognitive strategies such as rehearsal, elaboration, organization, critical thinking, metacognition and the resource management strategies which includes, time and study management, effort management, peer learning, and help-seeking;
4. find out the relationship between the socio-demographic characteristics of the Senior High School students and their motivated strategies for learning; and
5. find out the relationship between the perceived teaching styles of teachers and the students’ motivated strategies for learning.
6. find out the difference on the motivated strategies in learning of the male and female Senior High School Students;

Hypotheses of the Study

1. There is no significant relationship between the socio-demographic characteristics of the respondents and their motivated strategies for learning.
2. There is no significant relationship between the teachers’ teaching styles and the senior high school students’ motivated strategies for learning.
3. There is no significant difference on the motivated strategies for learning of the male and female high school students.

REVIEW OF RELATED LITERATURE

This study incorporates the Spectrum of Teaching Styles [22] and the Motivated Strategies for Learning Theory [25] to examine the relationship between the independent variables (age, nationality, sex, language spoken and grade level) and the perceived teaching styles (authoritarian teaching style, democratic teaching style, laissez fair teaching style and indifferent teaching style) and the dependent variable which is the respondents’ motivated strategies for learning (Cognitive Strategies, such as rehearsal, elaboration, organization, critical thinking and metacognition and  Resource Management, such as time and study management, effort management, effort management, peer learning and help-seeking)

From the conceptual framework, it is hypothesized that the teaching styles have an impact on the cognitive and resource management strategies of the example, learners. Instructor-based, for approaches may improve organization of learning while teacher-based approaches encourage self-regulation. Furthermore, these relationships may be complex depending on the socio-demographic factors since these represent the variety of needs and strategies of the learners [24].

Fig.1 Conceptual framework showing the relationship between the independent and dependent variables

METHODOLOGY

Research Design

The researcher used a descriptive-correlational research design. According to [31], descriptive research design is a scientific method that involves observing and describing the behavior of the subject without influencing it in any way.  In the study, descriptive research is used in describing the socio-demographic characteristics of the respondents, teaching styles of teachers and motivated strategies for learning of the respondents. On the other hand, correlational research examines the degree of the relationships that exists between two or more variable.  A correlation is a quantitative measure of the degree of correspondence between two or more variables [6]. Correlational research is used in the study in finding out the difference of the motivational strategies for girls and boys and the relationship of the independent variables and the dependent variables.

Study Sites

This survey conducted during the first semester of the school year 2018-2019 at Cita Hati Christian Senior School – West Campus, located at Jl. Bukit Golf L2/No.1, Citraland, Lakarsantri Surabaya, and East Java Indonesia. Cita Hati Christian School – West Campus was established in January 2009, as a development of Buah Hati & Cita Hati Christian School – East Campus that has been established since 1990.

Respondents and Data Collections

The respondents of the study were the students in Year 1 (Grade 11) and Year 2 (Grade 12) in British School system enrolled in International Baccalaureate Diploma Program (IBDP) Curriculum and the Cita Hati Diploma Program (CHDP) Curriculum during the school year 2018-2019.

These cohorts of students were purposely selected because those respondents will be sitting for the International Examination in Year 2 (May-June Examination). This study used the Total Sampling to complete the data gathering. Total Sampling is a type of purposive sampling where the whole population of interest (i.e., a group whose members all share a given characteristic) is studied [19].

Students who took part in the study were given parental consent forms and student Asses forms. There are 46 CHDP students and 50 IBDP students who will serve as respondents of the study.

Table 1 Respondents of the Study

Ethical Consideration

Ethics were taken into consideration with the subjects providing consent before accessing the questionnaire and their responses being confidentially stored.

The Ethics and Review Committee of Central Luzon State University approved all protocols used in the study.

Instrument Used

The primary instruments to be used in this study consisted of three parts. The first part is originally developed by the researcher covering the Socio-demographic characteristics of the respondents, the second is about Senior High School Teacher’s Teaching Style Questionnaire and the last part is the Motivated Strategies for Learning Questionnaire (MSLQ), both of which are adapted from [4]. Those instruments translated both English and Indonesian language (Bahasa Indonesia). Both questionnaires were administered online using Google Docs, an online survey software program that provides easy online data collection.

Part I pertained to the students of their Socio-demographic characteristics such as age, nationality, sex, language spoken and grade level.  The students will be asked to supply the information needed by putting a check on the question list.

Part II consisted of 29 questions instrument that assesses students’ perceptions of their teachers’ teaching styles.  In this questionnaire, which is clearly determining one’s teaching style from students’ perspectives is beneficial for a teacher to improve instruction and increase student learning. The Senior High School Teacher’s Teaching Style Questionnaire developed by [4] in 2010 can effectively measure these perceptions. For English. [5] questionnaire is based on [32] classification of teachers’ disciplinary styles and can be used specifically to measure junior high school students’ perceptions of their teachers’ teaching styles. A letter asking permission to use the questionnaire will be sent.

The students will be asked to answer this questionnaire using a 5-point Likert type assent sale where 1.0-1.80 = Never, 1.81-2.60= Seldom, 2.61-3.40=Sometimes, 3.41-4.20= Often and 4.21-5.0=Always.

The Senior High School Teacher’s Teaching Style Questionnaire categorizes teachers as authoritarian, democratic, laissez faire, or indifferent. The description of each of the categories is as follows: Authoritarian Teaching Style, Democratic Teaching Style, Laissez Faire Teaching Style, and Indifferent Teaching Style.

The instrument is divided into four categories: democratic (11 items), authoritarian (9 items), laissez faire (5 items), and indifferent teaching styles (4 items). Each category reflects one type of teacher behavior.

A category score is determined by calculating the average value of all responses for the items in the category. Each mean score is associated with a teaching style; a total of four mean scores obtained are compared. The highest score on a category indicates the most frequently perceived teaching style [4].

To test reliability, the internal consistency of the questionnaire was assessed by Cronbach’s alpha. The reliability coefficient was found to be 0.93. The reported values of the four categories were .90 for democratic, .89 for authoritarian, .86 for laissez faire, and .81 for indifferent teaching styles [5].

The construct validity of the questionnaire was examined using factor analysis (principal components analysis with promax rotation). The Kaiser rule was used to decide which items would be deleted. Promax rotation was applied to obtain four clear factors with correlated constructs (democratic, authoritarian, laissez faire, and indifferent teaching styles), with a total variance of 53.148% [5].

Part III included 43 items under the motivated strategies of learning of Senior High School Students.

Different versions of the Motivated Strategies for Learning Questionnaire have been widely used in many countries and with students from diverse backgrounds. The 85-item questionnaire [24] originally designed to measure motivational beliefs and learning strategy use of college students was translated by [35] for use with elementary and junior high school students in Taiwan.

The questionnaire includes motivation scales and learning strategies scales, which can be used together or separately. In the present study, only the learning strategies section was utilized.

The learning strategies section consists of cognitive strategies and resource management strategies. The cognitive strategies include five scales: Rehearsal, Elaboration, Organization, Critical thinking, and Metacognition, while The Resource management strategies include four scales: Time and Study Management, Effort Management, Peer Learning, and Help-seeking.

The Taiwanese version of the Motivated Strategies for Learning Questionnaire [5] will be used in the present study to identify learning strategy use of Senior high school students (items from the Questionnaire can be found on page). It is a self-scored instrument adapted from the MSLQ developed by [24].

The learning strategies section of the MSLQ contains two categories with 43 items. Cognitive Strategies include five scales: Rehearsal (4 items), Elaboration (6items), Organization (4 items), Critical Thinking (5 items), and Metacognition (10 items).

The category of resource management strategies includes four scales: Time and Study Management (5 items), Effort Management (3 items), Peer Learning (3 items), and Help- seeking (3 items). Each item represents a statement concerning the use of learning strategy. Students respond to the items using a 5-point Likert-type scale, ranging from 1 (not at all true of me) to 5 (very true of me). Some negative items are reverse-scored. For these items, a score of 5 is transformed to a score of 1; a score of 4 is transformed to a score of 2, and so on. Any scale score is calculated by taking the mean of the responses to all items in the particular scale [4].

The original MSLQ is believed to have sufficient reliability and validity [4]. A reliability analysis was also carried out by [24] to evaluate internal consistency of the scales of the MSLQ. The values ranged from .65 for Rehearsal to .91 for Task Value.

In order to develop an Indonesian version of the MSLQ, [4] conducted a study to establish the internal consistency and test-retest reliability of the translated instrument. They administered the adapted version to 921 elementary and junior high school students in Taiwan. As to the test for internal consistency, the subscale reliability coefficients ranged from .55 for Extrinsic Goal Orientation to .87 for Metacognition. Test-retest reliability was obtained with a sample of 75 students. The value ranged from .57 for Rehearsal to .87 for Elaboration.

Validity of the MSLQ has been examined by measuring the inter-correlations among the scales of cognitive strategies and among the scales of resource management strategies. The inter-correlations among the scales were significant (p < .001) and ranged from .43 to .74. With respect to the predictive validity of the scales, they were successful in predicting academic achievement.

Data Analysis

Different statistical tools were used in this study. Frequency counts, percentages, standard deviation and mean were used in describing the socio-demographic characteristics of the respondents, the perceived teaching styles of the teachers, and the motivated strategies for learning of the respondents. The Pearson-Product moment Correlation was used to test the relationships between the socio-demographic characteristic of the senior high school students and the perceived teaching styles of the teachers and students’ motivated strategies for learning. The t-test was also used to find out the differences of the learning strategies of the male and female students. Statistical analysis was undertaken using Statistical Package for Social Sciences (SPSS

RESULTS AND DISCUSSION

This part presented and discussed the findings of the study. It includes the socio-demographic characteristics of the respondents, the teaching style of the teachers and the motivated strategies for learning as perceived by the Senior High School students.

Socio-demographic Characteristics of the Senior High School Students

Age. Table 2 shows that 60 or 62.5% of the Senior High School students were 16 years and some were 17 years old (18 or 18.8%). The data for the age of the Senior High School students imply that most of those who are studying International Baccalaureate Programme for Bahasa Indonesia (Indonesian Language) Class in Cita Hati Christian Senior School West Campus were 16 years old, the appropriate age for students in Senior High School. The youngest among the respondents were 15 years old (14 or 14.6%) and the oldest were 18 years old (4 or 4.2%) with a standard deviation of 0.70 showing that the respondents were not widely dispersed in terms of age.

Table 2 Socio-Demographic Characteristics of the Respondents

Nationality. In terms of Nationality, it depicts that 90 or 93.8 percent of the total number of students in Seniors High School were Indonesian, which implies that majority of the students studying in Cita Hati Senior High School-West Campus are Native of Indonesia, while there are about (3 or 3.1 %) from Japan and there were 2 or 2.1 percent from Korea and China.

Sex. From among the Senior High School students, majority was female (55 or 57.3%) and there were only 41 or 42.7 percent male. The difference of sex of the respondents may vary their perceptions to the teacher’s teaching style and to their motivated strategies for learning. [1] found significant gender differences in their perception towards learning.

Language Spoken. In Table 2, the overall results on the respondents’ language spoken revealed that the respondents used Indonesian Language as a medium of communication (62 or 64.6%).  This result can be attributed to the fact that the school does not restrict the use of their native language despite of following the International Curriculum Standard. On the other hand, even though that the majority of the respondents are Indonesian, there were (27 or 28.1 %) Indonesian used English as part of their communication.  The findings showed that the respondents’ uses English as part of their communication to both home and school. On the other hand, there were (3 or 3.1%) used Korean Language and there were (2 or 2.1%) used Japanese and Chinese Language respectively. Language provides some significant evidences for prediction on learning [7]

Grade Level. It can be seen in Table 2 that more than half (50 or 52.1%) of Senior High School students were in Grade 12, while 46 or 47.9 percent were in Grade 11.  The results show that most of the respondents were in Grade 12. Respondents in Grade 12 might show different perspective to the teachers’ teaching style and to their motivated strategies for learning. [13] revealed statistically significant difference in the reading performance was higher in the lower level as compared to lower level.

Teaching Style of the Teachers

This section of the study focused on the teachers’ teaching style as perceived by the respondents.  There were four categories for these teaching styles listed in Table 3. Each of these categories was studied to describe the mean, standard deviation and the description.

Table 3 Teaching Style of the Teachers As Perceived By the Respondents

Legend:          4.21 – 5.00 = Always

                       3.41 – 4.20 = Often

                     2.61 – 3.40 = Sometimes

                     1.81 – 2.60 = Seldom

                     1.00 – 1.80 = Never

Democratic Style. Table 3 shows the overall mean for democratic style was 3.45 with a standard deviation of 1.18. This explains that the respondents rated the democratic style as Often Agree, because the respondents believed that their teacher tend to be flexible and respond to the various needs of students [18] states that the teacher with a democratic style helps set the rules in the classroom by including the students in creating rules. Teacher is ready to discuss and negotiate the reason for the students’ choices and often encourages the students’’ task related activities.

Authoritarian Style. It can be seen in Table 3 that the mean for authoritarian style is 2.69 with a standard deviation of 1.14. This revealed that the respondents agreed that this style is sometimes visible to the teaching and learning process in the classroom. The teacher sometimes establishes all class rules and specifies consequences for rule violations. According [26], teachers who are autonomy supportive help students develop a sense of congruence between their classroom behaviors and their inner motivational resources (needs, interests, preferences and goals). Based from the result, the teachers cannot directly give students an experience of autonomy, instead teacher encourage and  support this experience by identifying students’ inner motivational resources and creating classroom opportunities for students to match their inner resources with their classroom activity. [2] claims that authority is necessary for students in the process of their independence but not for the “insurance’’ of the teachers.  However, she claims that authority includes trust, but excludes intimacy and confidentiality.

Laissez Faire Style. In Table 3, the overall mean on the respondents for this style is 2.74 with a standard deviation of 1.02. This depicts that the Senior High School respondents rated this style as sometimes.  In other words, the teacher in this class places few demand or controls on the students and accepts the student’s impulses and actions and is less likely to monitor their behavior. It means that the teacher has a style which sometimes interferes in the work of the students, who have a good deal of freedom in their behavior and work. On the contrary, [11] states that a laissez faire teaching style does not allow students to develop social skills and self-control. Students are taught that everything is allowed. They do now know the boundaries of their behavior or what is socially acceptable. If they are faced with a difficulty, they will have trouble achieving a goal since they are poorly motivated and used to achieving a goal without much effort.

Indifferent Style. In terms of this style, Table 3 revealed that the mean score is 2.25 with a standard deviation of 1.14. The respondents rated this style as seldom agree. In which the student’s perception with this kind of teaching style in Indonesian class is higher compare to the other style. This means that the teacher in this class often spends time with or pays attention to students beyond class time, and or offers more emotional support. Furthermore, the teacher often establishes rules to control student’s learning experiences. It is confirmed by [5] found that the most prevailing teaching style perceived by student was the indifferent teaching style. The findings of her study showed that there were significant differences between student’s perceived teaching styles and their academic achievement. She concluded that the students performed better academically if they felt that their teacher established rules to manage their learning at the same time listened to students’ opinions toward learning and gave them feedback.

Motivated Strategies for Learning – Cognitive Strategies

This section of the study focused on the motivated strategies for learning of the respondents in terms of cognitive strategies. There were five categories for these Cognitive Strategies listed in Table 3A. Each of these categories was studied to describe the mean, standard deviation and the description.

Rehearsal. In Table 3A, the overall mean for this category of the respondents is 3.22 with a standard deviation of 1.16. The result shows that the respondents rated this as Seldom True. It means that the respondent in this class seldom practice and recall the learning material in the class. Respondents trying to assume to influence the attention and encoding process but they do not appear to help construct internal connections among the information. Rehearsal has been found to be a mechanism that can be used in order to prevent  forgetting and increase the likelihood of remembering information. For example, [14] and his colleagues pointed out that rehearsal can result in sustained conditioned responses in fear conditioning and that practice enhances the establishment of memory traces in both the short-term and the long-term memory paradigms [14]. This is in line with the idea that rehearsal is not just a mechanical act but it is an essential feature of memory consolidation since it allows for the strengthening of the associations between the learned information [14].

Elaboration. It can be seen in Table 3A, that the total mean for elaboration is 3.39 with a standard deviation of 1.10 agreed that the elaboration is Seldom True. This result can be observed that the some of the respondents store information into long-term memory by building internal connection between items to be learned and they tried to integrate and connect new information with prior knowledge.

[30] and his colleagues tested the hypothesis that elaboration is related to musical recall memory and  found that while elaboration and processing interact, a combination of elaboration and shallow processing may actually harm  recall [30]. This is interesting as it shows that the  elaboration process is not always beneficial and that there are different types of elaboration with varying levels of  effectiveness. It also implies that the participants should make an effort to elaborate on the information in a more complex manner, instead of simply making superficial associations.

Organization the respondents had an overall mean score of 3.35 and a standard deviation of 1.21. The respondents agreed that their learning strategy for organization was Seldom True. The respondents could irregularly organize their notes and deal with good study habits with good strategies to make connection across learning experience. However, they were seldom used to organize their things by doing some charts, diagrams, or tables in organizing their materials manually.  It is because, in Cita Hati Christian Senior School, they allowed the students, to use their gadgets in creating some diagram, or tables which they believed would help them understand the learning materials easily. According to [27] the formats of instructional diagrams in a sequential manner can enhance the learning process especially when the content to be taught is intricate since they help in minimizing cognitive burden [27]. This indicates that in presenting the diagrams through technology, students will be in a better position to handle their cognitive load and thus enhance their organizational skills.

Table 3a Motivated Strategies for Learning of the Respondents in Terms Of Cognitive Strategies (Rehearsal, Elaboration, Organization, Critical Thinking, and Metacognition)

Legend:          4.21 – 5.00 = Very true

                       3.41 – 4.20 = Often true

                     2.61 – 3.40 = Seldom true

                     1.81 – 2.60 = rarely true

                     1.00 – 1.80 = Not true

Critical thinking has a total mean of 3.41 with a standard deviation of 1.11 described as often true.  The respondents often show interest in answering new questions, analyzing statements and go beyond and think possible unconventional solutions. It is because the respondents of the study were enrolled in the International Baccalaureate Diploma Program, in which one of the core content of the program is to promote Critical Thinking as the respondents will be asked to create an Internal Assessment (IBDP terminology which pertains to an investigation and exploration of studies that need supervision from the teacher based from the total learning experiences under the program) and Extended Essay (IBDP terminology in which the students would create researches and criticize by sets of panelist, in reality it is similar to baby thesis) which enclosed the whole program of the course. As stated by the IBDP curriculum, the curriculum aims at helping students relate what they learn in different subjects and use this knowledge in different situations [23]. This approach makes the student become more general in their thinking and is able to come up with solutions to problems from different viewpoints. As pointed out by [3], the interdisciplinary approach enhances critical thinking as it helps the students to build concepts from different disciplines and use them in solving problems. This aspect of the IBDP may also help to account for the respondents’ interest in the identification of unorthodox approaches as this is a discipline that makes learners look for solutions that are  not normally prescribed.

Metacognition has a mean score of 3.49 and a standard deviation of 1.08.  The respondents set learning goals and monitor and regulate their learning process. The respondents understand the way they learn and know how to think beyond a certain issue. Practices in Cita Hati Christian School are to provide materials in advance so they could read it at home or during their break. Part of the program is the Theory of Knowledge (TOK) which is IBDP terminology that helps the students to integrate their experience to other part of the learning areas. This would not only limit to their lessons but also would relate to some issues that has no right and wrong answer which is like in the form of debate. Such curriculum that makes students think about their learning is important in the process of developing metacognitive skills. [29] define regulate and one’s explain thinking the [29].This is an excellent curriculum design that makes students think about their learning process since they are developing the metacognitive skills. In the paper by [29], the authors explain what metacognition is and the different aspects of it including the monitoring and regulating of thoughts [29]. This type of thinking is important for students so that they can gain an understanding of how they learn and what works best for them in different situations. The focus on metacognitive reflection in the educational practices at Cita Hati Christian School is consistent with these theoretical frameworks, which means that students are not only receiving knowledge but also learning how to manage their learning.

Motivated Strategies for Learning – Resource Management Strategies

This section of the study focused on the motivated strategies for learning of the respondents in terms of resource management strategies. There were four categories for these Resource Management Strategies listed in Table 3b. Each of these categories was studied to describe the mean, standard deviation and the description.

Time and study management. The total mean for time and study management was 3.76 with a standard deviation of 1.07.  This depicts that the respondents agreed that this category was often true for them. The respondents were able to manage their time regularly in all class learning activities. Respondents deliberately do attend the class frequently in order not to miss their lessons. In the IBDP program at Cita Hati Christian Senior-West Campus, they have only six (6) maximum major subjects, one (1), extracurricular, and one (1) Physical Education throughout the course. Though the number of hours for those major subjects is longer, students have more time of reading the materials and accomplishing assigned task within the day. Also the school provided a timeline (schedule) for each student, and updated it from time to time when necessary. This is in consistent with the current literature which has stressed on the need to manage time in to order improve the students’ academic performance and self-regulation. For example, [15] has explained how the automated time management systems can support self-regulated learning by assisting the students in developing the proper study schedule and thus enhancing their academic achievements [15]. This means that having proper time management strategies can greatly improve the learning process.

Effort management. The overall mean for effort management was 3.54 with standard deviation of 1.12. The result shows that the respondents agreed that this category is often true for them. It can be observed that the respondents were able to control their effort and attention in the face of distractions and uninteresting task. This signifies goal commitment, and regulates the continued use of learning strategies. The respondents set goal and commitment to regulate the continued use of learning strategies even when there are difficulties. This means that the students were aware on what the IBDP curriculum is, which indicate that the students need to understand and be committed to all the materials needed for their course. Since the students were given enough orientation for the program, the students were eager to manage their work and exerted an effort to achieve desire results. This orientation helps students to understand that they are the custodians of their learning process and this is very important in order to ensure that students are well prepared to make the right decisions and choices in their learning process in the course of their learning journey [34].

Table 3b Motivated Strategies for Learning of the Respondents In Terms Of Resource Management (Time and Study Management, Effort Management, Peer Learning, Help-Seeking)

Legend:          4.21 – 5.00 = Very true

                       3.41 – 4.20 = Often true

                     2.61 – 3.40 = Seldom true

                     1.81 – 2.60 = rarely true

                     1.00 – 1.80 = Not true

Peer learning showed that the mean score was 3.27 with standard deviation of 1.12.  The results show that the respondents agreed that this category was seldom true about them. This implies that some of the students wanted to learn independently and some of them wanted to work collaboratively. It showed that most of the students don’t ask for help to clarify some course materials or to put some insights which is difficult for them. The respondents on the odd occasion help to clarify some course materials or to put some insights which are difficult for them within a group. They mostly prefer to work independently based from the assigned tasked given by the teacher. It is probably indeed that the students were aware on one of IBDP profile that is being a risk taker, in which students independently approach unfamiliar situations and uncertainty with own courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave enough and articulate in defending their own beliefs. On the other hand, cooperative work also visible, particularly when making projects and researchers, especially one of the programs in school is the IBDP nights in which the students from this course were ask to perform certain presentations based from what they got in the course. The students’ willingness to seek assistance from their classmates in order to gain a better understanding of the course content or to gain knowledge from others also speaks to a larger culture that exists within educational environments in which students may be inclined to work in isolation. This can be explained by several factors such as the students’ learning preferences and the perceived benefits of working alone. In the study done by [12] and [12] on peer assessment, it was seen that students’ interactions enhanced learning but many students still had the tendency to be self-reliant in their learning process [12]. This shows that there is a possibility of both effective and ineffective learning approaches where collaborative learning is not preferred by all the learners.

The total mean for help-seeking was 3.71 with standard deviation of 1.07.  The results depict that most of the respondents agree that this category was often true for them. This denotes that the most of the students were able to manage the support of others, which includes both peers and instructors. The respondents know when they don’t know something and were able to identify someone to provide them with some assistance. The respondents were seeking assistance not only from their teachers but as well as with their classmates during the learning process. This means that the respondents are well engaged and showed empathy, compassion and respect towards the needs and feelings of others. It means that IBDP students were always seek assistance to both classmates and teachers. In Cita Hati Christian Senior School-West Campus, one of the culture practices is called as “Class after School” which signifies that the students could ask some questions to their classmates particularly with those high abilities, while the teachers are also present in the class room to give some assistance to those who are in trouble.

Summary of Motivated Strategies for Learning

The summary of the motivated strategies for learning used by the Senior High School students to tackle their learning activities is shown in Table 4.

In table 4 the overall mean of the motivated strategies for learning was 3.47 described as “Often True” with a standard deviation of 3.47.  The results depict that many of the students agreed that those motivated strategies for learning is Often True about them. Among the nine motivated strategies for learning, Organization, Effort Management, and Help Seeking were used the most by the students. For the Cognitive Strategies the overall mean was 3.37 described as “Seldom True” with an average deviation of 1.13.

This implies that the most of the respondents don’t practices the cognitive strategies such as deliberating and manipulating of language to improve in learning Bahasa Indonesia.

Table 4 Summary of Motivated Strategies for Learning of the Respondents

Legend:          4.21 – 5.00 = Very true

                       3.41 – 4.20 = Often true

                     2.61 – 3.40 = Seldom true

                     1.81 – 2.60 = rarely true

                     1.00 – 1.80 = Not true

For Resource Management Strategies the overall mean was 3.57 described as “Often True” with an average deviation of 1.11. This implies that among the nine motivated strategies for learning, organization, effort management, and help seeking were used the most by the students. On the other hand, deliberating and manipulating to improve their learning were seldom used by the respondents. It also indicates that many of the respondents were aware of the different strategies used for all learning activities and practices in the classroom and the resource management strategies are most often to further help them understood the other areas of learning

Relationship between Socio-demographic Characteristics of the Respondents and their Motivated Strategies for Learning in Terms of Cognitive Strategies

Table 5 shows the degree of relationship of socio-demographic characteristics of the respondents and their motivated strategies for learning in terms of Cognitive Strategies. Language Spoken was found to have a negative significant relationship with Metacognition (r = -.206). This implies that Indonesian students who speak only Bahasa

Indonesia in their daily activities both home and school tend have a higher tendency to achieve metacognition strategies such as respondents are good of planning, monitoring and regulating their all learning activities. Ensuring that they understand what they are studying. Since Bahasa Indonesia is their first language, logically students expressed their ideas well particularly when the students were asked to do certain task. Also, students in the new program were also encourage to use their own mother tongue to further expressed their ideas and understand which included the planning, monitoring and regulating their learning.

Grade Level was also found to have high but negative correlation with rehearsal (r = -.297) and negative correlation particularly in organization (r = -.228) critical thinking (r = -.234), and metacognition (r = -.238). This implies that respondents in Grade 11 had a tendency to have higher assumption tend to have higher adaptation to each strategy used in the learning activities. They are more organized and involved mental processes and deep thinking when learning compared with the Grade 12 students. This result came up probably because those Grade 11 students were new to the International Baccalaureate Degree Program (IBDP) Curriculum, tendency that they are more organized and putting more effort to be familiarized with the system up the end of the Year 11.          Based on the findings obtained, the hypothesis stating that there is no significant relationship between the socio-demographic characteristics of the respondents and their motivated strategies for learning in terms of cognitive strategies is retained except for language spoken and grade level where significant relationship existed. This can be understood within the paradigm of educational transitions especially when students in new programs exhibit high levels  of motivation and organizational skills to meet the new academic challenges [33]. This is in line with the existing literature which indicates that students’ adjustment to new  curricula may enhance their utilization of cognitive strategies as they attempt to comprehend the demands of the program  [10].

Table 5 Relationship between the Socio-Demographic Characteristics of the Respondents and Their Motivated Strategies for Learning in Terms of Cognitive Strategies

Legend:*significant (p˂.05)** Highly significant (p˂.01)

The hypothesis which stated that there is no relationship between socio-demographic characteristics and motivated strategies for learning is mainly maintained with the only exceptions of language and grade in school. This finding is in consistent with many research works that have been conducted to examine the relationship between socio-demographic characteristics and learners’ motivation. For example, [17] point out that understanding the motives and characteristics of the learners is crucial as they influence the learners’ participation and motivation in learning activities [17]. Likewise, [10] examines how socio-economic status and parental influences affect students’ motivation and achievement through learning process and how these factors are related to students’ learning strategies [10].

In addition, the consequences of these results can be seen in the area of educational policy and practice. This knowledge can help in designing efficient strategies that can be used to address the socio-demographic factors that affect cognitive strategies in order to improve the students’ learning experience. For example, teachers may develop strategies that help students use their mother languages together with the language of learning to improve metacognitive skills [21]. Also, realizing the difficulties that lie ahead with different levels of students can help in providing better support systems in place that will help in the effective learning process [33].

Relationship between the socio-demographic characteristics of the respondents and their motivated strategies for learning-Resource Management Strategies

Table 6 Relationship between the Socio-Demographic Characteristics of the Respondents and Their Motivated Strategies for Learning In Terms Of Resource Management

Legend:*significant (p˂.05)** Highly significant (p˂.01)

Table 6 shows the degree of relationship of socio-demographic characteristics of the respondents and their motivated strategies for learning in terms of Resource Management. All the variables in socio-demographic characteristics showed no significant relationship with the motivated strategies for learning in terms of resource management. This means the there are other variables outside the study that may have significant relationship with the motivated strategies for learning in terms of resource management. It concludes that the socio-demographic characteristics of the respondents have no significant relationship with motivated strategies for learning, specifically that the resource management is retained.

Relationship between the Perceived Teaching Styles of Teachers and Motivated Strategies for Learning-Cognitive Strategies

The degree of relationship between the perceived teaching styles of teachers and motivated strategies for learning in terms of Cognitive Strategies is presented in Table 7. Democratic style was found to have significant relationship with all the components of cognitive strategies. Specifically, it has high significant relationship with rehearsal (r = .297), elaboration (r = .320), and metacognition (r = .322), and significant relationship with organization (r = .254), and critical thinking (r = .250). This implies that the teachers showed empathy, compassion and respect towards the needs and feelings of the students as results, students are well engage, motivated and reflective with their own work. Students built thoughtful consideration to elaborate their own learning experiences, organized and assessed their limitations in order to support their learning and personal development.

Authoritarian was also found to have a negative correlation. Authoritarian was found to be negative correlated particularly in Metacognition (r = -.261). This suggests that the less the authority used by the teachers, the higher the metacognition that could be developed among the students. It means that when the teacher places fewer firms, less limits and less control on the students, the students increase achievement on motivation and encourages the setting of personal goals. It is may be because the students were able to communicate continuously with the teachers as a result of good rapport. Teachers may accept student’s opinion and discussed it in the class. As a result, students have higher tendency to think beyond the borders that will lead in developing higher order thinking skills.

Indifferent style also was found to have high significant relationship with rehearsal (r = .394), organization (r = .384), critical thinking (r = .265), and metacognition (r = .278). These results implied where the teachers showed indifferent style of teaching in the class; as a result, the students have more courage in learning. Students may become more proactive, regardless of getting less support from their teachers. This also shows that the students are more independent and organized in any forms.

Democratic style has a high significant relationship with help-seeking (r = .381) and a significant relationship with time and study management (r = .244). This suggests that when the teachers are democratic in the classroom, they can influence the students to use their time wisely to manage their learning and let the students work collaboratively.

A significant but negative correlation was found in the authoritarian style with time and study management (r = -.254) and peer learning (r = .229). This implies that the more the teachers become authoritative in the classroom, most likely the chance for the students to develop their skills in managing their time in studying.

Laissez faire style also showed significant correlation with peer learning (r = .241). This result implies that when the teacher places few demand or controls on the students, the students have the tendency to collaborate with one another. The students become more resourceful, reliable and are committed in learning by doing. Maybe because the students believed that when they disrupt the class, their teacher assume that the student is not getting enough attention, or less likely to monitor their behavior as a result, students are more engaged with their peer rather than with their teacher.

Indifferent styles also showed high significant correlation with peer learning (r =.281), and significant correlation with effort management (r = .246). Since indifferent teachers are establishing friendly relationship to their students and encourage students to participate in extracurricular activities, probably these may encourage them to exert their effort and do peer learning where they can develop their skills in working with their classmates and other students in the school.

Table 7 Relationship between the Perceived Teaching Styles of Teachers and Motivated Strategies for Learning-Cognitive Strategies

Legend:*significant (p˂.05)** Highly significant (p˂.01)

Relationship between the Perceived Teaching Styles of Teachers and Motivated Strategies for Learning in terms of Resource Management Strategies

Table 8 shows the degree of relationship between the perceived teaching styles of teachers and motivated strategies for learning in terms of resource management strategies.

Democratic style has a high significant relationship with help-seeking (r = .381) and a significant relationship with time and study management (r = .244). This suggests that when the teachers are democratic in the classroom, they can influence the students to use their time wisely to manage their learning and let the students work collaboratively.

A significant but negative correlation was found in the authoritarian style with time and study management (r = -.254) and peer learning (r = .229). This implies that the more the teachers become authoritative in the classroom, the lesser is the chance for the students to develop their skills in managing their time in studying.

Laissez faire style also showed significant correlation with peer learning (r = .241). This result implies that when the teacher places few demand or controls on the students, the students have the tendency to collaborate with one another. The students become more resourceful, reliable and are committed in learning by doing. Maybe because the students believed that when they disrupt the class, their teacher assume that the student is not getting enough attention, or less likely to monitor their behavior as a result, students are more engaged with their peer rather than with their teacher.

Indifferent styles also showed high significant correlation with peer learning (r =.281), and significant correlation with effort management (r = .246). Since indifferent teachers are establishing friendly relationship to their students and encourage students to participate in extracurricular activities, probably these may encourage them to exert their effort and do peer learning where they can develop their skills in working with their classmates and other students in the school.

Table 8 Relationship between the Perceived Teaching Styles of Teachers and Motivated Strategies for Learning-Cognitive Strategies

Legend:*significant (p˂.05)** Highly significant (p˂.01)

J. Difference of the Male and Female Respondents in their Motivational Strategies in Terms of Cognitive Strategies

Table 9 presents the independent samples t-test analysis to determine the difference of the male and female respondents in their motivational strategies in terms of cognitive strategies. There was no significant difference between the male and female respondents in terms of their cognitive strategies. The male respondents’ cognitive strategies ( = 3.50, SD = 0.62) was almost the same with the cognitive strategies of the female respondents (  = 3.27, SD = 0.84) with mean difference of 0, 23, t = 1.43, and p-value of 0.15. This finding implies that students in the Senior High School regardless of their sex showed cognitive strategies such as rehearsal, elaboration, organization, critical thinking and metacognition.

Table 9 Statistical Results in the Differences of the Male and Female Respondents in Their Motivational Strategies In Terms Of Cognitive Strategies

K. Statistical Results in the Difference of the Male and Female Respondents in their Motivational Strategies in Terms of Resource Management Strategies

Table 10 presents the Independent samples t-test analysis to determine the difference of the male and female respondents in their motivational strategies in terms of resource management strategies. The male respondents’ resource management strategies ( = 3.59, SD = 0.57) was also almost the same with the resource management strategies of the female respondents  ( = 3.55, SD = 0.634) with mean difference of 0.04 t = 0.31, and p-value of 0.76. This shows that there is no significant difference between the male and female respondents in terms of their resource management strategies. This implies that both the male and female students are capable of managing their time in studying, as well as the effort they are exerting in doing different school task.

TABLE 10 STATISTICAL RESULTS IN THE DIFFERENCES OF THE MALE AND FEMALE RESPONDENTS IN THEIR MOTIVATIONAL STRATEGIES IN TERMS OF RESOURCE MANAGEMENT

RECOMMENDATIONS

From the significant findings of the study, the following recommendations are offered:

1. Repeat the study with Senior High School students in Bahasa Indonesia classes and ask the participants to use their mother tongue to collect data that are more comparable.
2. Research on learning strategies in students from different subjects, for instance history, math or music to determine how students perceive learning strategies and whether this is  in any way different from my findings.
3. the actual teaching practices of teachers or as given by the supervisors to know the effect of these  on students’ learning strategies.
4. Gender differences in learning strategies should be re-examined with the help of different statistical techniques to confirm the findings.
5. Extend the study to more Senior High School students to look at the differences by grade and gender and the link between perceptions of teaching styles and learning strategies.

CONCLUSION

Based on the results of the study, the following conclusions were drawn.

1. Majority of the Senior High School students were 16 years, most were Indonesian and most were female. Indonesian Language was used by the majority of the respondents as a medium of communication and majority of the respondents were in Grade 12.
2. Democratic teaching style was perceived as often used by the respondents’ teachers. Authoritarian style, laissez faire style and indifferent style were perceived as sometimes utilized by the teachers of the respondents.
3. Under cognitive strategies, rehearsal, elaboration, and organization were revealed as Critical Thinking and metacognition were described as often true by the respondents. For Resource Management Strategies, Time and Study Management, Effort Management, Help-seeking, were described as “Often True”. Peer learning was described as “Seldom True” by the respondents. The motivated strategies for learning used by the Senior High School students to tackle their class activities were described as “Often True” by the respondents. The results depict that many of the students agreed that those motivated strategies for learning are often true about them. Among the nine motivated strategies for learning, Organization, Effort Management, and Help Seeking were used the most by the students. This also implies that many of the students were aware of the different strategies used for learning Bahasa Indonesia Class, also indicates that many of the students practice the resource management strategies most often to further help them learning the subject matter.
4. Respondents showed significant relationship in Language Spoken was found to particularly in Metacognition. Significant relationship was also noted on Grade Level particularly in Rehearsal, Organization, Critical Thinking, and Metacognition. This implies that that the students who speaks more than one language in their daily activities both home and school have a higher tendency of planning, monitoring and regulating their learning particularly in classroom activities.
5. Respondents showed no significant relationship to their socio-demographic characteristic with the motivated strategies for learning in terms of Resource Management.  This means the there are other variables outside the study that may have a significant relationship with the motivated strategies for learning in terms of Resource Management. Socio-demographic characteristics of the respondents have no relationship with motivated strategies for learning. It means that it has no greater impact on the student’s strategies use.
6. Democratic style was found to have significant relationship with Rehearsal, Elaboration, Organization, Critical Thinking and Metacognition. This implies that that the Democratic style of teaching is dominant to the motivated strategies for learning in terms of cognitive strategies among the students.  Authoritarian was found to be significantly correlated particularly in Metacognition. It means that the teacher places fewer firms, less limits and less control on the students, the students increase achievement on motivation and encourages the setting of personal goals. Indifferent style also was found to have a significant relationship with Rehearsal, Critical thinking and Metacognition. It implies that the teacher showed Indifferent Style of teaching most of the time in the class, as a result that the students have lesser interest of learning. Democratic style has a significant relationship with Time and Study Management. This suggests that the teacher, influence the students to use their time to manage their learning and let the students work collaboratively. Authoritarian also showed significant relationship with Style with Time and Study Management and Peer Learning.  This implies that the when the teacher being less authoritarian in the class, the study have more time to prepare their lesson and good study habit. Also, when the teacher shows limits and controls on the students, the students have the tendency to encourage independence and work with their peers. Laissez Faire style also showed significant correlation with Peer Learning, this result implies when the teacher places few demand or controls on the students, the students have the tendency to collaborate with one another. Indifferent styles found a significant correlation with Effort Management and Peer Learning. These suggest that the teacher does not often involved in the classroom; as a result, students intend to control their effort and attention in the face of distractions and uninteresting task and to work cooperatively with their peers to regulate the academic success.
7. The male respondents’ cognitive strategies were almost the same with female respondents. This shows that there is no significant difference between the male and female respondents in terms of their cognitive strategies. This finding implies that the Senior High School students of both genders generate the same practices and ideas to learn Bahasa Indonesia. Sex was significantly related to the resource management strategies. This finding implies that female students are capable to learn the language easily compared to male students. e respondents were between 18-26 years old with a mean age of 29.42 and standard deviation of 10.85, female, and single. Majority of them were academic employees and faculty members. Majority of the respondents were on contractual status, college graduates, and had been with the university for 1 to 3 years with a mean of 4.30 and standard deviation of 4.31. The results indicate that Bahasa Indonesia teachers should employ gender neutral teaching approaches in order to enhance cognitive  learning of the students and also support male students with additional resource management assistance; hence, universities should apply  this understanding in developing interventions for academic staff and faculty to improve on their professional development and teaching practice especially  those on contractual appointment.

ACKNOWLEDGMENT

The author of this research would like to take this opportunity to thank the Almighty God for His guidance, mercy and enlightenment to make this journey possible. First of all, the author would like to thank the Faculty of the Distance Open and Transnational University, Central Luzon State University for offering quality education in graduate studies. The author would like to express his/her deepest appreciation to Dr. Rosario F. Quicho for the guidance and support rendered in the accomplishment of this paper; thanks are also given to Dr. Edwin D. Ibañez and Dr. Leila M. Collantes  for their feedback. Thanks also to Ms. Alexandra Paraguison for assisting in the technical aspect.

The study was conducted with the permission of Cita Hati Christian Senior School-West Campus and its  staff and the author would like to thank the author’s colleagues, friends and family for their encouragement.  Thanks also to the Genesis Choir and the Filipino Community in Surabaya, Indonesia for the moral support  and friendship. Finally, the author dedicates this work to Zafar Achmad  Afwan, whose friendship and assistance made this possible. Thus, the author thanks everyone who in one way  or another contributed to the work and appreciated them heartily.

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