Faculty Teaching Styles on Student Learning and Engagement in Research Classes

The research investigates the relationship between how teachers teach and how students learn and participate in research course. The research was conducted in a private higher education of Bukidnon during the 2024–2025 first semester involving 105 students as participant of the study. A descriptive-correlational research design such-mean and standard deviations to rate teaching approaches composed of inquiry-based learning, mentoring and coaching, and technology-enhanced learning while measuring student performance through cognitive and behavioral retention levels. Pearson’s R Correlation used to find out the relationship of the study’s variable. The research showed that the three teaching strategies achieved successful implementation at a high level. The students displayed limitations in knowledge retention which indicated their ability to remember information remained unknown six months to a year after instruction. Student behavioral engagement reached very high scores while their cognitive engagement levels were assessed as high. Finally, the research found out that there was no significant connection between teaching styles and student academic performance levels in addition to student participative behaviors and educational achievements.