Teacher Communication Behavior and Teaching Style on Student Motivation Toward Science Learning
DOI:
https://doi.org/10.54536/jtel.v4i2.7686Keywords:
Elementary Education, Multiple Regression Analysis, Pupils Correlation, Student Motivation, Teacher, elementary education, teacher communication behavior, teaching style, student motivation, pupils correlation, multiple regression analysis,Abstract
This study aimed to determine the domain of teacher communication and teacher effectiveness that significantly predicts the students’ motivation towards science learning during the 2025-2026 school year at at Prosperidad District IV Elementary Schools, Prosperidad, Agusan del Sur. The research employed a quantitative descriptive-correlational research design, utilizing a survey questionnaire as the primary data-gathering tool. The respondents 152 randomly selected Grade VI pupils using stratified random sampling technique. The data collected were analyzed using statistical methods such as mean, Pearson r, and multiple regression analysis. The results showed that communication behaviors of teachers were commonly observed, with non-verbal support behavior rated highest, and teaching style were also observed, with assertive teaching style emerging as the most practiced style. Moreover, the pupils showed interest in learning science, especially when it came to performance goals. However, how they communicated with each other had little effect on their motivation. On the other hand, teaching styles showed a low but significant positive relationship with students’ motivation, and suggestive teaching styles showed the strongest predictive value. This shows that, although communication behaviors are important, teaching styles, particularly suggestive styles, play a vital role in boosting students’ motivation to learn science. A varied, student-focused style, such as the suggestive style, is recommended to boost students’ motivation to learn science.
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Copyright (c) 2026 JEVAH B. TABASA, Felinita Iii R. Doronio
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