Teaching Styles Employed by Faculty Members in Tertiary Level Chemistry and Its Relationship to Academic Grades

The study focused on understanding the relationship between the teaching styles of faculty members and the academic grades of students in the Bachelor of Science in Chemistry program. The respondents were composed of the faculty members teaching major chemistry subjects and the graduates of the program from 2019 to 2024. A teaching style questionnaire was employed, and the data were analyzed statistically for the significant relationship between the variables. It was revealed that the faculty members employed a mix of the different teaching styles in all subfields of chemistry. The program was composed of above average students in terms of academic grades with no significant difference between the subfields of chemistry. Moreover, it was revealed that the employed teaching styles of the faculty members have varying relationship to academic grades. The results suggest that utilizing a mix of teaching styles in chemistry inhibits its direct effect on the academic grades of students. As such, bias in instruction delivery may be eliminated by employing a mix of teaching styles. Researchers can build on these initial findings, test them in different settings, and uncover additional variables or patterns that might be crucial in understanding what truly impacts students’ academic performance in chemistry programs.