A Mixed-Methods Study on the Teaching Style of KCAST Mathematics Instructors from the Perspective of Education Students

This study aimed to identify the perception of education students about the teaching styles of mathematics teachers in terms of learning experiences and engagements at KCAST. For this analysis, a concurrent parallel mixed-method design was adopted, with the integration of quantitative and qualitative data. The Likert-scale questionnaire used had already been validated to measure five teaching styles: authority, delegator, demonstrator, facilitator, and hybrid. From the quantitative analysis, all teaching styles were rated highly, though the hybrid teaching style received the highest mean score, followed by facilitator and demonstrator styles. This attests to the flexibility in the way mathematics teachers deliver lessons, using one method or another depending on the time and the situation. Themes that emerged in the qualitative findings through FGDs and IDIs were adaptive learning strategies, enhanced student engagement, and optimization of teaching methods to attain appropriate classroom interaction. Merging the two sets of findings shows that the diversity and adaptability of teaching styles facilitate the students' active participation, collaboration, and critical thinking. In the end, the study concludes that good mathematics teaching requires a balance of structured, teacher-centered activities with interactive, student-centered learning to highlight meaningful and independent learning processes.