CHAPTER V SUMMARY, FINDINGS, CONCULUSIONS & RECOMENDATION Summary The focus of the study was to find out the

Impact of Teaching Style on the Performance of Student in Technical and Vocational Institution in Lahore. The study was delimited to the impact of teaching style (Concrete, Visual Verbal, Inductive deductive, Active passive and Sequential global) and Performance of the students were examined. The impact of teaching style and performance of students was sought. In the first step, found out the impact of different teaching style of the instructors. In the second step of the study the relationship of attribution variable of Instructors that were designation, gender, age, region, qualification, experience and workload was assessed. In the third step of the study, the relationship between teaching styles and performance of students of technical and vocational institution was found out. The multistage random sampling technique was applied. Through random sampling technique, there were 14 vocational and 13 technical institutions in Lahore, number of instructors were 475 (in technical and vocational) and total enrollment in 2013 was 9177 (2130 female and 7047 male) were taken a sample for this study. Through random sampling technique, 5 vocational and 5 technical institutions were selected as a sample for the study. From each selected technical and vocational Institutions, by using random sampling technique, 3 trades from technical (35=15 trades) and 2 trade from vocational institutions (25=10 trade) were selected as a sample. According to population proportion in the enrollment of male and female students, from each selected trade, through random sampling technique 50 students male (5035= 750) and 20 female students (2025=200) were selected. In this way there were total 950 students as a sample for this study. In the same way according to population proportion in male and female

teacher, 10 instructors from each selected trade of technical institutions (1035=150) and 5 female instructors from each selected trade of vocational institutions (525=50) were randomly selected for the sample of this study. In this way there were 200 instructors as a sample for this study. All principals of selected technical and vocational institutions (5+5=10) were taken a sample for this study. The pre- and post test was conducted to ensure the impact of Teaching Style on the Performance of Student in Technical and Vocational Institution. The question papers was constructed from the text books that was recommended by the National Vocational Technical Training Commission. Two separate questionnaires were constructed, one questionnaire for students and the other for Instructors and principals of the technical and vocational institution. The questionnaires consisted of a combination of instruments. First questionnaire was constructed to measure impact of teaching style. The first part of the questionnaire consisted 5 items to measured concrete abstract style, the second part of the questionnaire consisted 9 items to measured visual verbal style, the third part consisted 8 items to measured inductive deductive style, fourth part consisted 10 items to measured active reflective style and fifth part of the questionnaire consisted 3 items to measured sequential global teaching style. For tested reliability, the second questionnaire that was constructed for instructors and principals. After the initial construction of the research tool, a pilot study was conducted by using 45 students and 20 instructors and 5 principals of technical and vocational institution that were not include in the sample. The respondents for pilot study were similar and compare able with the population that was not included in the sample of study. The purpose of pilot study was to assess the readability, understandability, reliability and validity of the questionnaire. Weights were assigned to the statement. 5 for strongly agree, 4 for agree, 3 for undecided, 2 for disagree and 1

for strongly disagree. The study was experimental and survey type that it deals with variables. The statistical analysis was conducted with the help of computer by using Statistical Package for Social Sciences (SPSS). The following test was applied to analyze the data. 1. ANOVA was applied to the test, the hypothesis that was generated to check the difference in the performance of all students. 2. ANOVA was applied to the test, the hypothesis that was generated to find out the difference of teaching style on performance of all Students. 3. Independent sample t-test was applied to test the hypothesis that was generated to find out the difference of teaching style on gender wise performance of the students. 4. ANOVA was applied to the test, the hypothesis that was generated to check the difference of teaching style on college wise performance of Students. 5. Independent sample t-test was also applied to test the hypothesis that was generated to find out the difference in gender wise instructors about teaching style. 6. Pair sample t-test applied to test the differences in pre-test and post test. 7. ANOVA was applied to the test, the hypothesis that was generated to check the difference in the opinions of technologies wise instructors about teaching style. 8. ANOVA was applied to the test, the hypothesis that was generated to check the opinions of college wise instructors about teaching style. 9. Independent sample t-test was also applied to test the hypothesis that was generated to find out the differences in the opinions of gender wise principals about facilities which was given by TEVTA and teaching style. hypothesis that was generated to find the

Finding from the Instructors 92.5% Instructors strongly agreed that they illuminate students misunderstandings by having them describe their thought processes and explain their ideas during lecture. 90% instructors strongly agreed that they provide a relatively complete content structure for students to memorize so that they can build upon their foundational knowledge later. Finding from the Principals 90% principal strongly agreed that the TEVTA is contributing in the service structure of teaching and training to the teachers of technical and vocational institutions to enhance the performance of the teachers. 90% principals strongly agreed that there is no difference in the achievement among participants who experienced instruction that was incongruent with their perceived learning styles. 90% principals strongly agreed that large class size has negative effect on effective practical teaching. 90% principal strongly agreed that there is inadequate provision of basic workshop tools and equipment. 90% principals strongly agreed that inability to control large class size during practical skills training. 90% principals strongly agreed that the teachers get more chances of being promoted after getting training. 90% principals strongly agreed that the curriculum fulfills the needs of the modern era.

90% principals strongly disagreed that students will acquire basic skills after completion of their courses.

90% principals agreed that the curriculum focuses on skill achievement rather than content memorization.

90% principals strongly agreed that there is enormous amount of books present in the library on all the related subjects.

90% principals disagreed that all the laboratories of technical institutes under TEVTA are fully equipped with the necessary apparatus and materials.

70% principals disagreed that the students have adequate time to practice requisite skills at school during training.

70% principal disagreed that lack of industrial attachment with TVETs teachers affect practical skills training .

Conclusion Majority of Instructors agreed that they illuminate students misunderstandings by having them describe their thought processes and explain their ideas during lecture. All instructors agreed that they provide a relatively complete content structure for students to memorize so that they can build upon their foundational knowledge later. Majority of Instructors united that they illuminate students misunderstandings by having them describe their thought processes and make a case for their concepts throughout lecture. All instructors united that they supply a comparatively complete content structure for college students to learn so they will ride their foundational data later. Majority of principals said that the TEVTA is contributing in the service structure of

teaching and training to the teachers of technical and vocational institutions to enhance the performance of the teachers. All principals agreed that there is no difference in the achievement among participants who experienced instruction that was incongruent with their perceived learning styles. Majority of principals said that large class size has negative effect on effective practical teaching. Majority of principal agreed that there is inadequate provision of basic workshop tools and equipment. All principals said that inability to control large class size during practical skills training. Majority of principals agreed that the teachers get more chances of being promoted after getting training. All principals said that the curriculum fulfills the needs of the modern era. Majority of principals agreed that the curriculum focuses on skill achievement rather than content memorization. All principals said that there is enormous amount of books present in the library on all the related subjects. Majority of principals disagreed that all the laboratories of technical institutes under TEVTA are fully equipped with the necessary apparatus and materials. All principals disagreed that the students have adequate time to practice requisite skills at school during training. Majority of principal disagreed that lack of industrial attachment with TVETs teachers affect practical skills training .

All principals disagreed that students will acquire basic skills after completion of their courses.

Recommendation TEVTAs' laboratories of technical institutes must be fully equipped with the required apparatus and materials. TEVTAs' institutes must provide sufficient time to the students during training at school for obligatory skills practice. TVETAs' should provide industrial accessory to enhanced teachers' practical skills. TVETAs' must set specific goals for students that they acquired basic skills after completion of their courses.