HIRAYA: International Journal of Arts, Humanities, and Literary Studies

Volume 1, Issue 1, May 2024

“The Benefits of Effective Teaching Style for HUMSS

Students
at Liceo De Pulilan Colleges: A Quantitative Study”

Dennis A. De Jesus
College Professor, Liceo De Pulilan Colleges Inc., Bulacan, Philippines
dennisdejesus035@gmail.com

Abstract
 The present study investigates the benefits of different teaching styles to HUMSS students
of Liceo De Pulilan Colleges. Teaching style is important because teachers play a big role in
shaping the students' learning and behavior. That is why it needs to be suited to students
especially because HUMSS students are facing professionals in the future. This research used
quantitative research design in which the data was collected using survey questionnaires and
analyzed using descriptive statistics. The results revealed that teaching style influences the
student’s comfort, enjoyment, motivation, and inspiration. Most of the stakeholders say that
teaching style has an overall impact on their engagement, confidence, and performance to study
hard. It also affects how the student interacts with the teacher and classmates because when
the teaching style is effective in the class, students are more active and have the willingness to
participate which is why they can form a good bond and connection.

Keywords: academic achievement, HUMMS students, learning behavior, teachers, teaching style

INTRODUCTION

Liceo De Pulilan Colleges is a school that offers educational opportunities for students
especially at HUMSS (Humanities and Social Sciences) students. The teachers inside the institute
are doing their best to teach students.

This strand is highly demanding for future big time jobs such as teachers, accountants
lawyers, and more. Therefore, teaching style is dependent on how teachers demonstrate it
towards the students. There are different kinds of teaching styles that students are capable and
not capable of understanding. The researchers wanted to know which teaching styles are
enjoyable and more understandable and which are not really good. Some teachers are just
reading and some are doing memorable things for students to understand.

"Effective learning in the classroom depends on the teacher's ability to maintain the
interest that brought students to the course in the first place” (Erickson, 1978). As Erickson said,
it depends on how teachers show their dedication to teaching throughout their students because
the teachers are the ones holding their student's futures.

Education is one of the human rights and everyone should have it. In the implementation
of education, the teacher is one of the supervisors to implement it and transmit it to the people.
Teachers are part of a society that has a great role and responsibility for children and people
who want to learn new information, experience and prepare the young generation for the future.
Teachers provide students with a set of knowledge, purpose and encouragement to develop
themselves and become good citizens for our country. To be more effective teachers, they
create and adapt different teaching styles that students are looking for to absorb the lessons
that their teachers' teach. The teaching style of teachers contributes to the engagement and
participation of students in class. When teachers' teaching style gives a feeling to students to
enjoy and be happy in their studies while listening, the student feels more motivated and
inspired to be involved in their class participation and performance that will lead to a better
academic performance.

A student's ability to learn and enjoy their studies was somehow depend on their teacher.
According to CogniFit (2018), "Different teaching style are necessary because the students need
to be able to learn what the teacher is teaching." The students does not have a same capability
to understand a lesson. There are some students that understand the lesson quickly and some
need to have more elaboration before they understand it. Due to that, the teachers are required
to create and change their teaching style where students are comfortable so that students will
feel more engaged to participate in class.

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 In today's world, teachers play a significant role in shaping students' learning experiences
and outcomes. Thus, this study investigated the benefits that HUMSS students at Lice De Pulilan
Colleges gain from quality academic instruction. It explored areas such as enhanced learning
results, improved critical thinking skills, boosted self-confidence, and better career options.
HUMSS subjects hold significance as they introduce students to fields such as communication,
literature, and mathematics. These subjects open doors to exciting careers. However, it is not
the presence of HUMSS subjects that matters, the teaching methods employed in these subjects
are important.

Quality academic instruction goes beyond just sharing information, it is a complete

method for helping each student achieve their maximum capabilities. Firstly, it boosts students'
academic performance. When teachers use effective teaching methods, students tend to
understand and remember complex ideas more easily. This not only leads to higher grades but
also cultivates a deeper understanding of the subject matter.

Furthermore, quality academic instruction boosts students' self-esteem and motivation.

When teachers establish a welcoming learning atmosphere, students sense that they are
appreciated and encouraged to do well. This positive encouragement not only boosts their
academic results but also nurtures a long-term passion for gaining knowledge. Moreover, it
develops critical thinking skills, students are encouraged to question and analyze information
and become independent thinkers capable of confronting real-life problems with assurance.

As the researchers further explored the benefits of quality teaching style for HUMSS
students’ at Liceo De Pulilan Colleges, the researchers also assessed different aspects, including
student comfort, the enjoyment of learning, the motivation for studying, the bond between
students and teachers, etc. This study aimed to investigate how the teaching styles impact
HUMSS students’ quality of education.

Theoretical Framework

This study was guided by some relevant theories related to the different teaching styles
affecting students' performances. They are as follows:

Social Learning Theory. The proponent of this theory is Albert Bandura, a canadian-
american psychologist. This theory shows that people learn by observing, following and acting
the things that are seen in other people. This theory is very helpful and powerful method of
acquiring the knowledge. Based on what students' see and experience with their teacher, they
adapt and performed it. What their teachers does has an effect to the action of students. In 1977
book of him about this theory, most behavior that we have is from observation. A student's
determination and inspiration in studying will be strengthened if their teacher give them a
feeling to be motivated because they have pleasant classroom behavior and the teacher has a
professionalism.

Self-Determination Theory. The founders of this are Richard M. Ryan and Edward L.
Deci, a psychologist. This theory emphasizes that students must meet the three psychological
needs which are autonomy, competence and relatedness. For students to have this, the teacher
is one of those who can help motivate the student to study. Giving freedom to the student in
expressing the behavior and choices, encouraging them to show and express their capabilities,
and showing to the students that they belong, cared and loved, it inspires them more to be part
of the classroom. Also through the verbal persuasion, positive reinforcement, and feedback, it
will boost the students' academics. They will develop their interest to participate and respond to
their school activities which leads to improvement and good performances.

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 Zone of Proximal Development Theory. The zone of proximal development was
developed by Soviet psychologist and social constructivist Lev Vygotsky (1896 – 1934). The zone
of proximal development (ZPD) refers to the difference between what a learner can do without
help and what he or she can achieve with guidance and encouragement from a skilled partner. It
represents tasks beyond the learner’s current abilities but are attainable with the help and
guidance of the more knowledgeable other (MKO). The ZPD is the range of tasks a person can’t
complete independently but can accomplish with support.

Behaviorism. It was developed by B.F. Skinner and looks at how observable behaviors
are influenced by the environment. In education, it is like a cause-and-effect model – certain
things (stimuli) lead to specific student reactions (responses). Reinforcement is a big deal, where
good behaviors get rewarded (positive consequences) or bad ones lead to something unpleasant
being taken away (negative consequences). Skinner introduced operant conditioning, which is
about shaping behavior through consequences. Behavior modification, a practical side of
behaviorism in education, is all about using rewards and punishments to change how students
behave. For instance, token economies involve students earning tokens for doing good things.
But, some people criticize behaviorism for being too simple, saying it ignores what is happening
inside students' heads and how they think.

Experiential Learning. Rooted in David Kolb's model, is a comprehensive educational

theory that underscores the significance of firsthand experiences in the learning process. The
model consists of four stages: concrete experience, reflective observation, abstract
conceptualization, and active experimentation. Learners engage in a continuous cycle where
they first encounter a new experience, reflect on it, conceptualize abstract principles, and then
apply these concepts in practical situations. Kolb emphasizes that individuals may favor certain
stages over others, leading to distinct learning styles: converging, diverging, assimilating, or
accommodating. The theory recognizes the diversity in how individuals approach learning and
encourages educators to incorporate activities that cater to various stages of the experiential
learning cycle. By promoting a dynamic and iterative learning process, experiential learning aims
to enhance comprehension, retention, and the transfer of knowledge into real-world contexts.

Conceptual Framework

Figure 1

IPO Model of the Study

Input Process Output

1. Teaching Styles a. Data Effectiveness of

collection teachings tyles
2. Academic
through to the academic
Achievement achievement of
3. Other Potential survey
HUMSS students
questionnaire
Factors: Student in Liceo De
s
Characteristics, Pulilan Colleges
b. Statistical
Classroom
treatment of
Environment data
c. Results and

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 Figure 1 shows the Input-Process-Output (IPO) model of the study. The Input includes the
phenomenon that will be studied which are the teaching styles, academic achievement, and
other potential factors such as student characteristics and classroom environment. Next, the
Process includes the methods by which the variables are collected and synthesized namely data
collection through survey questionnaires, statistical treatment of data, and results and
interpretation. Finally, the Output includes the outcome based on the results of the study which
will be the understanding of the effectiveness of teachings tyles to the academic achievement of
HUMSS students in Liceo De Pulilan Colleges

Research Objectives

This study is anchored to the following objectives:

1. To evaluate the effect of teaching styles to the quality of education of HUMSS students in
Liceo De Pulilan Colleges.
2. To determine which teaching styles are more effective in promoting quality education for
HUMSS students in Liceo de Pulilan Colleges.
3. To determine other factors that affect the quality of education of HUMSS students in Liceo
De Pulilan Colleges.

LITERATURE REVIEW

Related Literatures

In exploring the realm of teaching styles, researchers have delved into a rich body of
related literature. This collection of studies investigates various approaches educators employ to
give knowledge, emphasizing the fundamental aspects that shape effective teaching.
Understanding these diverse teaching styles is pivotal in enhancing pedagogical practices and
optimizing the learning experience for students.

According to Shahida Sajjad (2010), higher education teachers are dedicated to being
more effective in their teaching so that their students can learn more efficiently. To achieve this
goal, many teachers explore a variety of methods to enhance their teaching practices. However,
the specific methods a teacher needs to use in their classroom will depend on many different
factors, such as the subject being taught, the number of students, and the facilities available.

Educators strive for the betterment of their students. There are also factors that they have
to consider that suit their needs in terms of teaching such as the facilities that are available,
number of students, and the subject they are going to teach. These factors play an important
role in making sure the teaching and learning process can be successful. For example, decent
facilities, like air-conditioned classrooms can make a big difference in the learning environment.
Also, the subject being taught can affect how the teacher can teach the class, like how much
time to spend on certain topics and what lessons to include.

It is stated in Çakmak’s (2017) study that student teachers' opinions on the importance of
effective teaching strategies to increase student motivation are also of great importance.
Student teachers believed that effective teaching strategies were very important to improve
student motivation.

Student motivation is important and should be considered by all instructors. By increasing

their motivation, they become more efficient and productive in their assigned tasks. It is also
crucial for educators to find teaching styles that would fit their students' needs. Different
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students may learn better in different ways, and by catering to their needs and preferences,
teachers can increase student engagement and motivation. This includes addressing all aspects
of learning, including social and emotional.

Quality in teaching helps the students to have a better understanding in learning and at
the same time be motivated while learning because they are having fun learning. According to
Marshall (1991), the students will be more successful in learning, be happier, and have good
understanding if the individual's learning pattern were considered in the planning of instruction.
Because teachers teach in the same pattern that not every student can keep up with and have a
good understanding.

According to Haycock (1998), students' academics will increase greatly if they are
assigned to a good teacher that teaches in a good way. Eric Hanushek says that "The difference
between a Good and a Bad teacher can be a full level of achievement in a single school year",
meaning that even if the student is a high-achiever if he/she is assigned to an ineffective teacher
he/she will end up failing the class. That iss why the quality of teaching must be considered for
students' academics to increase and have a successful learning.

For any student, teachers are the first role model; to create effective teaching, it is needed
for a teacher to possess good qualities. According to Martin (2010), as cited in Ponselvakumar, &
Kaleeswaran’s (2023) study, he reveals that humor is one of the creative teaching styles that is
required on the skill and art of an educator. Students can feel more comfortable and connected
in a welcoming and enjoyable classroom environment. Having a lighthearted and humorous
approach can improve communication and build trust, resulting in positive relationships among
teachers and students. Sense of humor is an advantage for teachers in various ways. As Martin
says, a sense of humor is a creative way in teaching students. It helps the students to be
comfortable and lessen the pressure in their environment, and through this sharing and
expressing new ideas can be done. Therefore, a humorous attitude can be a successful process
of teaching, leading to a positive relationship between the students and teachers.

Related Studies

According to Schlecty (1994), students who understand the lesson tend to be more
engaged and show different characteristics such as they are attracted to do work, persist in the
work despite challenges and obstacles, and take visible delight in accomplishing their work.
Student will be encouraged to learn more when they understand the lessons they have received.
The motivation that teachers give to the students makes them inspired and motivated even
when having difficult times in order to pursue their dreams.

Teachers should be flexible and have willingness to turn the teaching method to the style
that the students will be energetic and active. Through that, it will be more effective to meet the
students' needs in studying (Pooja, 2017). Teachers need to have a wider understanding and
capabilities to change their teaching style so that the student will gain knowledge. Every student
has a different capability in understanding the lesson, therefore they must do and find a way on
how they will change their strategies that will suit their students. The student will be comfortable
and motivated and the teacher's responsibility of imparting knowledge to the student will be
fulfilled.

Munyaradzi (2013) in his study revealed that university students tend to perform better
when the active participation from the students is required in the class, (merit points, credit,
etc). On the other hand, they tend to lack when they are required to take note to what the
lecturer is discussing, and try the best of their ability to memorize what is being said.

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 Moreover, a study from Harvard’s Kennedy School (2010) substantiates the claim that
lectures have a higher efficacy in learning for it showed that students who received lectures
learned more than peers exposed to other methods of classroom teaching. Yet again, it has long
been accepted that no instructional approach is best for teaching everything to everybody. And,
it appears that many teachers apparently still need to accept this fundamental principle. An
appropriate approach for one type of student may not be equally effective for another. This is
why it is essential for educators to try to integrate as many different teaching methods and
strategies as possible into the delivery of what they are teaching.

RESEARCH METHODOLOGY

Research Locale

The study was conducted at Liceo de Pulilan Colleges in Bulacan, Philippines. It is a private
higher educational institution founded in 2000 and currently provides basic and higher education
programs. The study was carried out through the school year of 2023-2024.

Participants/Respondents of the Study

The population of the study was limited to Grade 11 and 12 HUMSS students of Liceo De
Pulilan Colleges enrolled during the school year 2023-2024. The sample was determined using
simple random sampling which is a technique by which the researcher selected a smaller group
from a larger group of participants. The students from the HUMSS strand were the selected
groups that were included in the study. Therefore, all students in the HUMMS strand were given
an equal chance to be selected.

Data Gathering Procedure

The researchers conducted an online survey to HUMSS students of Liceo De Pulilan

Colleges. Specifically, the researchers sent it through google forms to determine how the
teaching style of their teacher is being effective or not for them and how it affects them. Before
they start answering, there was a disclaimer that they were able to read before going to the
questionnaires to ask for their permission and also for the respondents to know that their
information and thoughts will remain confidential. The stakeholders were allowed 5 minutes of
their time to answer it. Their responses were used to examine the relationship and importance of
having an effective teaching style to provide to students good behavior and action. The findings
and result were only used for this study to secure the safety and privacy of the stakeholders.

Data Analysis Procedure

The researchers collected, organized, analyzed, and interpreted all data retrieved from the
questionnaire through the use of descriptive statistics specifically percentage to describe the
effectiveness of different teaching styles to quality of education.

Research Instrument

The researchers used online survey questionnaires as the data collection instruments of
the study. The questionnaire consisted of two parts. These are as follows:

I. Teaching styles. This survey questionnaire was used to investigate what are the
effects of different teaching styles of a teacher to HUMSS students of Liceo de
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 Pulilan Colleges. It contained questions of how different teaching styles help
students to be more interested about the lesson and do the students enjoy studying
when teachers use different types of teaching styles.

II. Academic Instructions. This survey questionnaire was used to evaluate what are
the benefits of quality academic instructions, the students’ behavior on how they
take the given teaching style by the instructor, and how quality teaching style
affect the academic performance of a student.

Ethical Considerations

The researcher followed ethical standards such as informed permission, privacy, and
debriefing when collecting the responses and identities of the participants. Since they had the
option to participate or not in the study, participants were not compelled to take part. Those who
consent to participate in the study were sent a survey questionnaire along with information
about the study's objectives and methods. However, the participants were informed by the
researcher that they have the option to withdraw from the study or refuse to participate, and
that doing so will not compromise their confidentiality, even if they have already completed the
informed consent form. Moreover, the participants were given the assurance by the researcher
that whatever information they submitted would only serve the purpose of the study and would
remain anonymous.

RESULTS AND DISCUSSION

This chapter presents the presentation, analysis, and interpretation of data that is relevant
to the current subject. It shows different results according to the respondents who have
answered the survey made by researcher.

Table 1

Percentage of Responses

Grade Level and Section Percentage of Responses

HUMSS 11-A 5.20%

HUMSS 11-B 15.50%

HUMSS 11-C 2.40%

HUMSS 11-D 2.80%

HUMSS 11-E 2.50%

HUMSS 12-A 1.70%

HUMSS 12-B 44.80%

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 HUMSS 12-C 13.80%

HUMSS 12-D 10.30%

HUMSS 12-E 1.00%

TOTAL: 100%

Table 1 shows the percentage of respondents who answered the survey questionnaire.
Five sections each from Grade 11 and Grade 12 HUMSS students participated with a total of ten
sections.

Table 2

Questions on the Effect of Teaching Style on the Bond Between STEM Students and
Teachers

Question Yes No

1. Does the teaching style taught by instructors affect the 98.3% 1.7%
bond between STEM students and their teachers at Baliwag
Polytechnic College?

1.1 Does the teaching style impact student engagement? 98.3% 1.7%

1.2 Does the teaching style influence student perception of 100% 0.0%
teacher approachability?

1.3 Does the teaching style affect students’ willingness to 98.3% 1.7%
seek help from their teachers?

1.4 Does the teaching style affect the level of trust between 98.3% 1.7%
students and teachers?

1.5 Does the teaching style affect students’ overall 93.1% 6.9%
satisfaction with their learning experience?

Table 2 shows the answers of the respondents to the first major question and its sub-
questions. In question 1, it can be seen that 98.3% of respondents state that teaching style
affects the bond between HUMSS students and teachers. In question 1.1, 98.3% of respondents
answered ‘yes’ indicating that teaching styles has an impact towards the student engagement.
In question 1.2, 100% of respondents voted yes indicating that teaching styles influence the
student perception of teachers’ approachability. In question 1.3, 98.3% of respondents voted yes
indicating that teaching styles affect the willingness of students to seek help from their mentors.
In question 1.4, 98.3% of respondents answered yes showing that teaching styles affect the level
of trust between students and teachers. Lastly, in question 1.5, 93.1% of the respondents voted
yes that teaching styles affect students' overall satisfaction with their learning.
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Table 3

Questions on the Effect of Teaching Styles to Learning Environment

Question Yes No

2. Do students become aware of differences in the learning 94.8% 5.2%

environment, including comfort, enjoyment in learning, and
motivation for studying, based on the teaching style used?

2.1 Doe students notice differences in comfort levels based on 91.4% 8.6%
teaching styles?

2.2. Do students perceive variations in their enjoyment of 96.6% 3.4%

learning due to teaching styles?

2.3 Do teaching styles impact students’ motivation for 100% 0.0%

studying?

2.4 Are students aware of differences in learning 96.6% 3.4%

environments created by teaching styles?

2.5. Do teaching styles affect students’ perceptions of the 96.6% 3.4%

overall effectiveness of their learning experience?

Table 3 shows the answers of the respondents to the second major question and its sub-
questions. In question 2, an awareness of how teaching styles affect students' educational
journeys is demonstrated by the 94.8% of respondents who confirmed experiencing these
distinctions. In question 2.1, 91.4% of respondents said they do observe differences in comfort
levels related to various teaching philosophies in the second image. In question 2,2, according to
the teaching approaches used, 96.6% of respondents confirmed that they felt that their
satisfaction of learning varied depending on the teaching style. In question 2.3, all respondents
(100%) said that their drive to study is influenced by the way they are taught. In question 2,4,
96.6% of respondents recognized the differences in learning environments caused by various
teaching philosophies in the fifth image. Lastly, in question 2.5, 96.6% of participants think that
proposed methods do have an impact on their educational background.

Table 4

Questions on the Effect of Teaching Styles to Student Self-esteem, Motivation, and

Passion for STEM Subjects

Question Yes No

3. Do different teaching styles influence students’ self-esteem, 96.6% 3.4%

motivation, and passion for STEM subjects?

3.1 Do difference teaching styles impact student’s self-esteem 89.7% 10.3%

in STEM subjects?

3.2 Do teaching styles play a role in motivating students to 96.6% 3.4%

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excel in STEM subjects?

3.3 Do teaching styles influence students’ passion for STEM 93.1% 6.9%
subjects?

3.4 Do certain teaching styles foster a stronger sense of 98.3% 1.7%

belonging and identity in STEM fields?

3.5 Are students more likely to pursue further studies or 79.3% 20.7%
careers in STEM based on the teaching styles they encounter?

Table 4 shows the answers of the respondents to the third major question and its sub-
questions. It displays the proportion of respondents who concurred that students' motivation,
enthusiasm, and sense of self are influenced by their teachers' methods. In question 3, according
to 96.6% of respondents, different teaching philosophies have an impact on students'
motivation, sense of self, and enthusiasm for HUMSS topics. In question 3.1, 89.7% of
participants concurred that students' self-esteem in HUMSS disciplines is impacted by various
teaching philosophies. In question 3.2, 96.6% of participants said they thought teaching methods
were very important in encouraging students to do well in HUMSS courses. In question 3.3,
93.1% of participants concur that teachers' methods can have an impact on students'
enthusiasm for HUMSS fields. In question 3.4, 98.3% of participants agree that specific methods
of teaching do in fact help HUMSS students feel more a part of the community and like
themselves. Lastly, in question 3.5, 79.3% of respondents think that students' experience with
certain methods of instruction increases their chances of pursuing HUMSS-related employment
or higher education.

Table 5

Questions on the Effect of Teaching Styles to Students’ Academic Performance

Question Yes No

4. Does the teaching style taught by instructors affect the 100% 0.0%
academic performance of STEM students?

4.1 Does teaching style impact STEM students’ 91.4% 8.6%

comprehension and retention of course material?

4.2 Do certain teaching styles cater better to the diverse 98.3% 1.7%
learning needs of STEM students?

4.3 Does teaching styles influences students’ engagement and 100% 0.0%
participation in STEM courses?

4.4 Do specific teaching styles facilitate the development of 93.1% 6.9%

critical thinking and problem-solving skills of STEM students?

4.5 Are STEM students more likely to perform well 94.8% 5.2%
academically if they get used with the teaching style?

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 Table 5 shows the answers of the respondents to the fourth major question and its sub-
questions In question 4, all respondents (100%) agreed that HUMSS students' academic
performance is impacted by the teaching style used by their professors. In question 4.1, 91.4%
of participants said that the way a subject is taught affects how well HUMSS students understand
and remember the material. In question 4.2, 98.3% of respondents agreed that some teaching
philosophies do in fact better meet the varied learning requirements of HUMSS students. In
question 4.3, all respondents (100%) agreed that teaching methods do have an impact on
students' participation and engagement in HUMSS courses. In question 4.4, 93.1% of
respondents agreed with the survey's findings that particular teaching philosophies do help
HUMSS students enhance their critical thinking and problem-solving abilities. Lastly, in question
4.5, 94.8% of participants agreed that HUMSS students are in fact more likely to do well
academically if they get used to the teaching approach.

CONCLUSION AND RECOMMENDATION

Conclusions

Based on the results drawn from the study, the following conclusions are made:

1. Students will have no trouble understanding the lesson and will have a clear
understanding of what the teacher is teaching them. They will also gain a high quality of
knowledge because of how well their teacher is instructing them.
2. Teachers will be able to change and improve their teaching methods depending on what
type of student population they are working with. Additionally, they will be able to impart
high-quality knowledge because they understand how their students want to learn in the
simplest and most effective method.
3. Parents will be complacent, because they can be sure that the education that their child
obtained from their teachers is high quality education. There will be no more doubt if their
child is really learning from their teachers.

Recommendations

This research revealed the importance of quality teaching styles for HUMSS students at
Liceo de Pulilan Colleges. Based on the findings, the following recommendations are given:

1. Students should be encouraged to ask questions and collaborate with their classmates to
learn better. They gain from this educational process and provide information to their
classmates as well.
2. Educators should create a welcoming learning environment where students can speak
comfortably without the fear of being judged. This may include a communication between
the educators and the students, encourage mutual respect, and develop a sense of
understanding.
3. Future researchers should look into the benefits of positive classroom cohesion and
effective teaching strategies. By doing this, the effectiveness of teaching can be enhanced
and promote student engagement.
4. Future researchers can use this study as a guide or reference if they want to do related
research about this study. By using this study as a reference, their research can be easier
and this study can also serve as one of the foundations of the research they're going to
do.
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Bandura, A. (1977). How Social Learning Theory Works. People & Culture. Retrieved from
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Çakmak, M. (2017). Student Teachers’ Views Regarding the Impact of Effective Teaching
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