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

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.