Correlation between Teaching Styles and Approaches to Learning of the Pupils of the Final Year of Primary School

Starting from the understanding that the teacher is one of the most important factors in the educational process, in this paper, we tried to see how his method of work influenced the choice of approach to learning in the pupils of the final grades of the elementary school. The aim of the research was to examine whether there was a connection between teacher style and student learning. In choosing the division of teacher styles, we proceeded from the theoretical basis given by American researcher Adrian Underhill (Adrian Underhill), speaking about three styles: the style of explanation, the style of inclusion and the style of stimulation. The research involved 802 primary school of the last year. Students completed the Learning Learning Questionnaire taken from Biggs, Kember, Leung, translated for the purposes of this research, adapted to age and our speaking area (Biggs, Kember, Leung, 2001). The questionnaire on teachers’ styles was constructed for the needs of this research based on the theoretical basis given by the researcher. According to the results of the correlation analysis, there is a significant correlation between all three styles of teacher work with learning approaches, a positive correlation between all three styles with a deeper approach, and a negative one between the inclusion style and the surface learning approach. In accordance with the results obtained in this research, we can say that in order to adequately select the approach to learning, teachers can significantly influence the reduction of the surface and the support of a deeper approach as a preferred student code