Educational Style Impact on Student Academical Achievements

Regarding the intentions stated in numerous pedagogical speeches namely those in adjusting and optimization of the teaching process from its multiple perspectives, this study aims a punctual investigation within the issues of the educational style. In this context, the central concept is operationalized in terms of four structural elements: teaching style, learning style, assessment and management style of educational activities, intending to reveal a conditionality between theese and the academic preparation of students. Investigative dimension design is controlled to verify the following hypothesis: identifying a statistically significant correlation between the educational style exhibited by teachers and the students academical achievments.