Teaching Styles of Secondary School English Teachers and Learning Styles of their Students and Relationship of Teaching Learning Style Match with Students’ Achievement

Oct 15, 2026

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Present study explores 10th grade secondary school English teachers’ teaching styles and students’ learning styles, then examines whether teaching-learning style matching relates to students’ academic achievement based on their last secondary school board results. A sample of 42 schools was selected from Punjab province government schools, surveying English class teachers and students. Teaching and learning style inventories were used and English results were collected. Grasha’s 1996 inventory and descriptive statistics identified significant differences among learning styles and achievement, while no significant effect was found between learning styles and teaching styles on English achievement.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages18

Reading Time45 min

AccessFree to download

Abstract

Introduction

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Teaching Styles of Secondary School English Teachers and Learning Styles of their Students and Relationship of Teaching Learning Style Match with Students’ Achievement Mubashira Khalid *, Mumtaz Akhter** and Aroona Hashmi *** Abstract Present study endeavors to explore the 10th grade secondary schools English teachers’teaching styles and learning styles of their students and examine the potential relationship between teaching learning style match with student’s academic achievement as shown by their last secondary school board’s results. A sample of forty two schools was selected from the population of Punjab province government schools. All the English class students and their class teachers were the respondent of this study. Relevant information was collected through teaching and learning styles inventories from teachers and their students and English subject result was obtained through their relevant schools. The study employed Grasha’s inventory (1996) in diverse learning styles categories related to students and investigate teaching styles related to teachers. Grasha’s inventory was employed on five sub categories of the scale. Data was analyzed using descriptive statistics techniques. The results demonstrate that students’ learning styles and their achievement in English course, have statistically significance difference among them and statistically significance effect was not found, between students’ learning styles and teachers’ teaching styleson students English achievements. Keywords: Teachers’ teaching styles, Students’ learning styles, Students’ achievement *Assistant Professor, IER, University of the Punjab, [Lahore Email: mubashirakhalid@yahoo.com](Lahore Email: mubashirakhalid@yahoo.com) ** Professor, IER, University of the Punjab, Lahore. *** Assistant Professor, IER, University of the Punjab, Lahore. Introduction English is widely spoken global language. It is a global language in all areas of the pure sciences, social sciences, arts, trade, business, commerce and diplomacy. There is no exception from this language, where after the Urdu; it is a main language in all areas of our life. Almost 80% of all types of correspondence in Pakistan are carried out in English (Mueen, 1992), there is no doubt that it is an official language of Pakistan. Being an official language, there is a great need to promote and foster this language as a practical tool and means of communication in education. In this world non-English speaking countries like Pakistan, it is ignored to learn and teach English and due importance is not given to this language, there will be huge decline in the socioeconomic and education, and science and technology, which is the determinants of growth and development of any country. Moreover, without the English language, we will be unable to express and present our nation on the global forum of all nations. It is the language of ‘United Nations and International Court of Justice’. Thus, we cannot communicate effectively without command on English Language (Mathews, 1989) . The current situation about the English language in our education institution is not up to the expectations. There is shortage of competent and qualified instructorsand language trainers in our schools. Majority of our school students find it difficult to translate their views and ideas in English, which ultimately shows a huge drop out in English subject course. Speaking and writing of English is a challenging and most difficult task for our students. Several reasons may be put forwarded for the state of deterioration and under rated performance in this language. One dilemma of empathic could have been advocated for the pervasiveness of poor performance in English language. A probable reason for this state of misery could be the existence of unit of mismatch concerning teachers’ teaching styles and learners’ learning styles. In this study focused on match or incompatibility between learning styles and teaching s

FAQs

What is the main purpose of the study?

The study investigates secondary school English teachers’ teaching styles, students’ learning styles, and whether the match between them relates to students’ English academic achievement.

How was the research sample selected and who participated?

Forty-two schools were selected from Punjab province government schools. English class students and their English subject teachers served as respondents.

What method and tool were used to assess teaching and learning styles?

Relevant information was collected using teaching and learning style inventories; students’ learning styles and teachers’ teaching styles were assessed using Grasha’s inventory (1996) across five subcategories.

Oct 15, 2026

Uploaded by Fans