Journal of Contemporary Issues in Business and Government

Abstract

Teaching is an art, where the teacher communicates his knowledge using several teaching styles,
which facilitates in ensuring that students are presented with an overall learning environment that
can further promote their academic achievements and excellence. Though, this has remained the
centre of attention for decades, but still studies have frequently overlooked the student’s
perspectives that have left a void in the literature.For the very reason, the current investigation
has shed light on the role of teaching styles in driving quality of student learning and
achievement, where the study has been exclusively limited to Dubai, United Arab Emirates. For
the current investigation, the study has presented the qualitative information collected from 10
students based on interpretivism philosophy as it has helped to ensure that the findings of the
study are critical in nature, while assuring that the topic of interest (i.e. the role of teacher’s style
of students’ achievement, and the provision of quality learning environment) is sufficiently
addressed. Considering the latter, the study has considered the use of thematic analysis for the
information collected through interviews, where themes were formulated based on the common
findings. In reference to the findings, the study has found that teaching style refers to the
reasonable combination and application of skills formed by a teacher in long-term teaching
practice, which reflects the consistent and stable teaching psychological quality of teachers. In
addition, the study also found that students have preferred humorous and rational teaching styles,
as the former focuses on two-way communication to keep the classroom atmosphere quite
entertaining; whereas the latter focuses upon giving the students a feeling of being relaxed, calm
and peaceful environment, where logic prevails over other elements. Hence, both of the teaching
styles were found to yield better academic grades and overall achievement of students in their
respective domain as they are facilitated to learn in a unique environment.