- The document discusses the background and context of a study examining the relationship between teaching styles of teachers and the learning motivation of underachieving secondary school students. - It provides definitions of key terms like teaching style, motivation, and underachieving students. Teaching style refers to a teacher's methods and approaches for instruction. Motivation can be intrinsic or extrinsic. Underachieving students are those performing below their abilities. - The study aims to investigate teaching styles, student motivation levels, the relationship between the two, and ways to improve student motivation. It seeks to contribute knowledge around how teacher approaches impact underachieving students.

1. CHAPTER 1: THE BACKGROUND INFORMATION
1.1 INTRODUCTION
Our national education system might not be the best as it is still going through changes
and experimental stages of its implementation. An effective education system is important
but even with the most perfect system it still would not help solves the low motivation level
from students. A perfect education system should come with perfect teachers with excellent
teaching styles that can cater mix type of learners in the classroom.
As said in the findings of Dahl and Smimou (2011) a correlation analysis found intrinsic
motivation to be positively correlated with the perceived teaching quality. A well rounded
teacher is needed in order to increase student’s motivation. It is better for a student to be
intrinsically motivated as it is more meaningful and sincere but this is often not the case.
Examination oriented culture and mind-set that we have often awakens extrinsic motivation
from the students and this causes unnecessary stress in learning thus decreasing their
motivation level.
Intrinsic motivation is important as Lam et al. (2009) stated in their study, students’
perceptions of instructional support were associated positively with their intrinsic motivation.
When students perceived more instructional support from their teachers, they would report
higher intrinsic motivation in project-based learning. Besides that, they also found the
teacher’s own intrinsic motivation influences the students.
Furthermore, the teacher’s genuine care and attention towards the students can affect their
motivation as suggested in Gopalan et al. (2010). They founded that students actually
expected teachers to display certain behaviour in the classroom and this is true considering
how there are some common cases of misbehaving students trying to seek attentions from the
teacher. This is often the case when teachers favour the active students who participate in
classroom learning and ignored the underachieving and quite students.
In a nutshell, students learning experience is important and it will affect not only their
motivation level but also their overall potential and thinking skills. Thus, it is important for
teachers to be well prepared and possess necessary skills and approaches in order to provide
conducive learning environment for the students.

2. 1.2 BACKGROUND OF THE RESEARCH
In general, motivation is essential for an individual to get things done and it is what drives
people to pursue their goals and aims. Looking at education setting, student’s motivation to
learn and to excel in their studies can determine their success. Teacher’s approach and
teaching style shape their classroom climate and it will affect several aspects of students
learning and that includes their motivation level.
Thus, this study will focus on the relationship between teaching styles of teachers and the
learning motivation of underachieving students in secondary schools. Motivation to learn
ensure students concentration in the classroom during lessons as they will put in effort but
that still depends on how teachers maintain the momentum of the student’s concentration.
According to Long et al. (2013), the intrinsic and extrinsic distinction has been influential
in studies of motivation, and these concepts have been used in various attempts to explain
differences in motivation among different learners. If a student lacks self-confidence, the
teacher’s encouragement will help the student realize his own ability or advantage, which will
motivate the student to set a goal.
On the other hand, (Morrow, 2011) noted that, teaching styles of teachers differ in every
classroom. Researchers have given advice to teachers to align their learning and teaching
styles to that of their students. Selected teaching styles of teachers include those who have a
formal authority teaching style, demonstrator or personal model teaching style, facilitator
model teaching style, and delegated teaching style.
From the researcher perspective, teacher’s way of teaching and how they shape the
classroom climate have a strong connection to how students will adapt themselves and set
their learning readiness. That includes their motivation level, learning style, class
participation and mind-set.
1.3 STATEMENT OF THE RESEARCH PROBLEM

3. In Malaysia, the instance where there was indication of teachers influence on students can
be seen during the implementation of Teaching and Learning of Science and Mathematics in
English (PPSMI) policy. One of the reasons why the policy was not a success was due to the
teacher’s unpreparedness and incompetency in the English language. According to (Howard,
2009) in the classrooms, it is the responsibility of the teachers to communicate the aligned
curriculum to all students. However, teachers vary among schools and classrooms. These
diverse variables could influence the performance of students as well as the discipline. Lack
of teacher preparation to meet the needs of all students can be demonstrated in the delivery
and quality of lesson plans.
It was said in Singh et al. (2013) research, the findings of Malaysian and international
studies strongly show that students tend to learn and perform better in academically when
they are intrinsically motivated. One of the main reasons for better performance among
intrinsically motivated students could be that their teachers are more likely to facilitate
teaching and learning activities which are associated with intrinsic goals and autonomy-
supportive classroom contexts.
Besides that, in a similar research but involving a specific subject, It is believed that
students will be more interested towards the Integrated Living Skills (ILS) subjects when
incorporated with the teaching styles that are identified and implication from the results
show that ILS have had to practice various teaching styles in teaching and learning towards
students’ interest because it shows a spark of students’ interest and a bold move to
effectiveness in students learning process in ILS learning. Pying and Abdullah (2014)
Lastly, in Calabrese et al. (2005) research, they found that teacher play an important
role especially for underachieving students. They conclude that teachers with an effective
attitude and traits were seen as having the ability to integrate into the school and surrounding
community’s culture to encourage students to succeed in school.
Many researches has shown consistent findings on how teachers can influence their
students’ performance but different setting and participants may display different outcomes
thus, in an effort to improve underachieving students’ performance another study should be
conducted.
1.4 RESEARCH OBJECTIVES

4. 1.4.1 To investigate the teaching styles of secondary school teachers.
1.4.2 To analyse the learning motivations of underachieving secondary school students.
1.4.3 To investigate the relationship between teaching styles of teachers and learning
motivations of students.
1.4.4 To identify the ways to improve students learning motivations.
1.5 RESEARCH QUESTIONS
1.5.1 What are the teaching styles of teachers?
1.5.2 What are the learning motivations of students?
1.5.3 What is the relationship between teaching styles of teachers and learning motivations
of students?
1.5.4 What are the ways to improve students learning motivations?
1.6 SIGNIFICANCE OF THE STUDY
The outcome of this proposal will contribute to the knowledge which might explain the
relationship between teachers teaching styles and underachieving students motivation level.
Many researchers believe that the teachers have an essential role in the classroom not only to
deliver knowledge but also provide the correct approaches that can unleash student’s
potential in learning.
The finding of this study will also reveal what are the most effective teaching styles that
motivate students and can provide positive feedback. Besides that, the finding will also
disclose the importance of motivating underachieving students.
1.7 OPERATIONAL DEFINITIONS

5. These following definitions are used in this study:
1.7.1 Teaching Style
The term teaching style or method refers to the general principles, pedagogy and
management strategies used for classroom instruction. It is also consistent with the definition
given by Kaplan and Kies (1995). They define teaching styles as a teacher's personal
behaviours and the media used to transmit data or receive it from the learner. In other words,
it is how teacher conduct their lesson and deliver input with a specific approach.
Besides that, (Olivia, 2005) elaborated, each teacher have their own personal and unique
styles which are influenced by level of energies, language uses, voices interpretation, face
expressions, body language, clothes, motivation, interest towards students, and dramatic
abilities. Thus, teaching style is not only about teaching but it revolves around the personality
and quality of the teacher. A highly passionate and motivated teacher might have the best
teaching style.
For the purpose of this study, the teaching style means the way teachers going to coach
and facilitate student learning and overall comprehension of material.
1.7.2 Motivation
In general motivation can be define as the condition of being eager to act or work or a
force or influence that causes someone to do something. In a more specific term, Gardner
(1985) defines motivation as the combination of effort plus desire to achieve the goal of
learning the language plus favourable attitudes towards learning the language.
Motivation can be seen with two types, intrinsic and extrinsic. The two was define in
Ryan and Deci (2000) intrinsic motivation, which refers to doing something because it is
inherently interesting or enjoyable, and extrinsic motivation, which refers to doing something
because it leads to a separable outcome. In other words, intrinsic is what drives you internally
towards your personal goal for your own sake while extrinsic is the sources of motivation
from the outside like rewards and acknowledgement.
For the purpose of this study, motivation refers to what drives the students to learn,
concentrate and participate in the classroom.
1.7.3 Underachieving student

6. The term underachieving student can be define as when a student performs below
expectations or achieve less than expected, especially by others. According to Brown-
Anfelouss (2012) Underachievement is defined as the failure to do well in school, relative to
one's ability. Some students, for example, fail for cognitive reasons; that is, their low
achievement might be expected given their intellectual abilities.
On the other hand, Reis and McCoach (2000) define underachievers as students who
exhibit a severe discrepancy between expected achievement as measured by
standardized achievement test scores or cognitive or intellectual ability assessments and
actual achievement as measured by class grades and teacher evaluations. These are the type
of students who have the potential but somehow ended up with poor scores.
For the purpose of this study, underachieving students refers to the students with
potential who tend to fail in achieving the target of expectation and need more motivation and
guidance.
1.8 LIMITATION OF THE STUDY
There are a few limitations of the study that have been identified. The first limitation is
the respondents. The respondents for this study are the teachers and students in the secondary
school in SMK Bukit Jelutong. In term of teachers, there is a possibility for them to be bias
towards their own teaching style.
The second limitation is the sample size. The sample size of the study will be small as it
will have 35 students identified as an underachiever. This sample size might not represent the
majority of the underachiever students.
The third limitation is the time constraint. The only time to be able to meet the students
and teachers are in school during school period. Their timetable might be pack thus no time
to cooperate for the research.
The last limitation is the place of the study conducted. The survey and data gathered will
be from SMK Bukit Jelutong, thus the results from this research cannot be generalise and
applied to other secondary schools.