CHAPTER V SUMMARY, CONCLUSIONS AND RECOMMENDATIONS Summary This study was conducted to determine the learning and teaching

styles of high school students of BESTCAP Career College, Inc. It is sought how the students attain their maximum learning. The respondents were the high school students and teachers of BESTCAP Career College, Inc. Descriptive type of research was utilized in this study using questionnaires. The data gathered from the questionnaires were summarized and analyzed to determine the learning and teaching styles of the respondents. Results revealed that twenty-seven (27) or 31% of the High school population are visual learners, nine (9) or 10% were tactile learners, seven (7) or 8% were auditory, twenty-three (23) or 26% were kinesthetic, (8) or 9% were individual learners, and twelve (12) or 14% were group learners. And for the teachers, four (4) or 50% were personal model, six (6) or 75% were facilitator, eight (8) or 100% were delegator, five (5) or 62.5% were formal authority, and six (6) or 75% were expert. Conclusion Based on the results, the following conclusions were conceived: 1.) Twenty-seven (27) or 31% were visual learners. Most of the students learn well from seeing words in books, on the chalkboard, and in workbooks. They remember and understand information and instructions better if they read them.

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2.) Nine (9) or 10% of the high school students are tactile learners. Tactile students learn best when they have the opportunity to do "hands-on" experiences with materials. 3.) Seven (7) or 8% High school students are auditory learners. students learn from hearing words spoken and from oral explanations. They may remember information by reading aloud or moving their lips as they read, especially when they are learning new material. 4.) Twenty-three (23) or 26% of the High school population are kinesthetic learners. They remember information well when they actively participate in activities, field trips, and role-playing in the classroom. 5.) Eight (8) or 9% of the secondary department students were individual learners. They think better when they study alone, and they remember information they learn by themselves. 6.) Twelve (12) or 14% for the entire High school department are group learners. Group learners tend to learn more easily when they study with at least one other student, and they will be more successful completing work well when they work with others. 7.) Four (4) or 50% of the teachers are high in the personal model which means that teachers with this teaching style are interested in encouraging student participation and adapting their presentation to include various learning styles. 8.) Six (6) or 75% of the teachers got a high score in the facilitator which means that they typically design group activities which necessitate active learning, student-tostudent collaboration and problem solving.

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9.) Eight (8) or 100% of the high school teachers are delegator which means that the teachers who have a delegator teaching style tend to place much control and responsibility for learning on individuals or groups of students. 10.) Five (5) or 62.5% of the high school teachers are high in formal authority

which means that they are not as concerned with the building of relationships with their students nor is it as important that their students form relationships with other students. 11.) Six (6) or 75% of the high school teachers posses expert teaching style.

They strive to maintain status as an expert among students by displaying detailed knowledge and by challenging students to enhance their competence. Recommendations Based on the conclusions conceived on this research, the following are recommended: 1.) Learning styles of the students should be determined and assessed by the teachers at the beginning of the school year to ensure the compatibility of the teachers teaching style and the students teaching styles. 2.) Parents and teachers should support the students to learn using their own learning styles to maximize their full potentials and to develop their self-direction and self-esteem. 3.) Teachers should give tasks and tests that are based on their capabilities and strengths.

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4.) Students should identify their learning style. They should give time in studying by using their own learning styles. In addition, they should be conscientious and assiduous in managing their studies. 5.) The administration should provide seminars to the teachers to be able to cope with the common problems on learning styles of the students. 6.) The students have different learning styles. The teacher should strive for the balance of instructional methods. 7.) A further research on the other factors regarding on the different learning styles and teaching styles should be conducted. 8.) Students should study hard for them to feel confident. 9.) Teachers should do their jobs well in emphasizing on mastery on the topics being discussed to prepare the students for their future. 10.) Because of the maturity of the high school students, they should be the one

who will adopt the teaching styles of the teachers.

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BIBLIOGRAPHY See T. Tighe (1982):Psychology of Learning and Behavior http://www.questia.com/library/education/educational-psychology/learningstyles-and-theories/learning-styles.jsp Sandman, Wadhwa, Hetrick, Porto & Peeke. (1997):Human fetal heart rate dishabituation between thirty and thirty-two weeks gestation http://en.wikipedia.org/wiki/Learning Multiple Learning Style, http://www.learning styles-online.com/overview/ Learning Style,http://www.learning_styles/char_assea.gfjk Learning Style, http://www.ion.uillinois.edu/resources/tutorials/id/learningStyles.asp Keefe, J. W. (1979): Learning style: An overview http://www.nwlink.com/~donclark/hrd/styles.html Williams, L. (1988):Learning Disabilities http://www.oakmeadow.com/resources/articles/Styles.html Teaching Style, http://auburn.edu/~clarkkr/teaching style.html Riding, R. & Rayner, S. (1999):Cognitive styles and learning strategies: Understanding style differences in learning and behavior http://polaris.umuc.edu/~rouellet/learnstyle/learnstyle.html Kolb, D.A., (1984:Experiential Learning http://www.style.edu.lkjflk-jshd.ph Carbo, M., & Hodges, H. (1988):Teaching Exceptional Children http://www.vccaedu.org/inquiry/inquiry-spring97/i11tayl.html Learning Style,http://www.socyberty.com/Education/Learning-Styles-and-TeachingMethods.125284 Dunn, R. (2000):Learning styles: Theory, research, and practice http://www.teresadybvig.com/learnsty.html

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APPENDICES

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Table 1.The Number of Students in Different Learning Style Learning styles Visual Tactile Auditory Kinesthetic Individual Group First year 5 3 2 7 3 4 Second year 8 1 3 6 3 4 Third year 6 2 1 6 1 3 Fourth year 8 3 1 4 1 1 Total 27 9 7 23 8 12

Table 2.Different Teachers with their Teaching Styles T1 T2 T3 T4 T5 T6 T7 T8 Personal Model 6.0 6.7 5.5 6.1 6.0 5.5 3.7 5.6 Facilitator 5.3 6.5 5.7 5.6 6.2 5.7 4.5 6.0 Delegator 5.1 6.0 4.7 5.2 6.5 6.2 4.3 5.3 Expert 4.5 5.5 6.0 5.2 6.5 5.5 4.6 5.0 Formal Authority 4.3 6.0 5.7 5.7 7.0 6.2 4.6 4.6

TEACHING AND LEARNING STYLES OF HIGH SCHOOL STUDENTS: ITS IDICATION TO MAXIMUM LEARNING Name: _________________ Year level: ____________ Direction: the following is a set of questions that would determine your learning style. Respond to questions below by using the following rating scale: SA= Strongly Agree A= Agree U=Undecided D=Disagree SD=Strongly Disagree

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_____1. When the teacher tells me the instructions I understand better. _____2. I prefer to learn by doing something in class. _____3. I get more work done when I work with others. _____4. I learn more when I study with a group. _____5. In class, I learn best when I work with others. _____6. I learn better by reading what the teacher writes on the chalkboard. _____7. When someone tells me how to do something in class, I learn it better. _____8. When I do things in class, I learn better. _____9. I remember things I have heard in class better than things I have read. _____10.When I read instructions, I remember them better. _____11.I learn more when I can make a model of something. _____12.I understand better when I read instructions. _____13.When I study alone, I remember things better. _____14.I learn more when I make something for a class project. _____15.I enjoy learning in class by doing experiments. _____16.I learn better when I make drawings as I study. _____17.I learn better in class when the teacher gives a lecture. _____18.When I work alone, I learn better. _____19.I understand things better in class when I participate in role-playing. _____20.I learn better in class when I listen to someone. _____21.I enjoy working on an assignment with two or three classmates. _____22.When I build something, I remember what I have learned better. _____23.I prefer to study with others.

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_____24.I learn better by reading than by listening to someone. _____25 I enjoy making something for a class project. _____26.I learn best in class when I can participate in related activities. _____27.In class, I work better when I work alone. _____28.I prefer working on projects by myself. _____29.I learn more by reading textbooks than by listening to lectures. _____30.I prefer to work by myself

TEACHING AND LEARNING STYLES OF HIGH SCHOOL STUDENTS: ITS IDICATION TO MAXIMUM LEARNING Name: _________________ Major Subject:___________ Direction: the following is a set of questions that would determine your learning style. Respond to questions below by using the following rating scale: SA= Strongly Agree A= Agree U=Undecided D=Disagree SD=Strongly Disagree

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_____1. Facts, concepts, and principles are the most important things that the students should acquire. _____2. I set high standards for students in the class. _____3. What I say and do models appropriate ways for students to think about issues in the content. _____4. My teaching goals and methods address a variety of student learning styles. _____5. Students typically work on course projects alone with little supervision from me. _____6. Sharing my knowledge and expertise with students is very important to me. _____7. I give students negative feedback when their performance is unsatisfactory. _____8. Students are encouraged to emulate the example I provide. _____9. I spend time consuming with students on how to improve their work on individual and/or group projects. _____10. Activities in this class encourage students to develop their own ideas about content issues. _____11. What I have to say about a topic is important for students to acquire a broader perspective on the issues in that area. _____12. Students would describe my standards and expectations as somewhat strict and rigid. _____13. I typically show students how and what to do in order to master course content. _____14. Small group discussions are employed to help students develop their ability to think critically. _____15. Students design one of more self-directed learning experiences. _____16. I want students to leave this course well prepared for further work in this area. _____17. It is my responsibility to define what students must learn and how they should learn it. _____18. Examples from my personal experiences often are used to illustrate points about material.

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_____19. I guide students work on course projects by asking questions, exploring options, and suggesting alternative ways to do things. _____20. Developing the ability of students to think and work independently is an important goal. _____21. Lecturing is a significant part of how I teach each of the class sessions. _____22. I provide very clear guidelines for how I want tasks completed in this course. _____23. I often show students how they can use various principles and concepts. _____24. Course activities encourage students to take initiative and responsibility for their learning. _____25. Students take responsibility for teaching part of the class sessions. _____26. My expertise is typically used to resolve disagreements about content issues. _____27. This course has very specific goals and objectives that I want to accomplish. _____28. Students receive frequent verbal and/or written comments on their performance. _____29. I solicit student advice about how and what to teach in this course. _____30. Students set their own pace for completing independent and/or group projects. _____31. Students might describe me as a storehouse of knowledge who dispenses the fact, principles, and concepts they need.

BESTCAP CAREER COLLEGE, Inc. Malacampa, Camiling, Tarlac _______________ Date To: ____________________

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____________________ ____________________ Greetings in the name of service. We, the undersigned fourth year students of BESTCAP Career College Inc. will present our research proposal entitled TEACHING AND LEARNING STYLES OF HIGH SCHOOL STUDENTS: ITS INDICATION TO MAXIMUM LEARNING on July 1, 2009 at 3:00pm. In connection in connection to this matter, we are asking for your appearance as a/an _____________. Your favorable response upon the request is very much appreciated. Thanks for your appreciation. Respectfully yours,

Angelene C. Decano Researcher Aldwin D. Sumaoang Researcher Noted by:

Darwin D. Esteban Adviser

BESTCAP CAREER COLLEGE, Inc. Malacampa, Camiling, Tarlac _______________ Date To: ____________________

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____________________ ____________________ Greetings in the name of service. We, the undersigned fourth year students of BESTCAP Career College Inc. will present our research defense entitled TEACHING AND LEARNING STYLES OF HIGH SCHOOL STUDENTS: ITS INDICATION TO MAXIMUM LEARNING on October 14, 2009 at 10:00am. In connection in connection to this matter, we are asking for your appearance as a/an _____________. Your favorable response upon the request is very much appreciated. Thanks for your appreciation. Respectfully yours,

Angelene C. Decano Researcher Aldwin D. Sumaoang Researcher Noted by:

Darwin D. Esteban Adviser

BESTCAP CAREER COLLEGE, Inc. Malacampa, Camiling, Tarlac _______________ Date To: ____________________

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____________________ ____________________ Greetings in the name of service. We, the undersigned fourth year students of BESTCAP Career College Inc. will present our final defense entitled TEACHING AND LEARNING STYLES OF HIGH SCHOOL STUDENTS: ITS INDICATION TO MAXIMUM LEARNING on January 11, 2010 at 10:00am. In connection in connection to this matter, we are asking for your appearance as a/an _____________. Your favorable response upon the request is very much appreciated. Thanks for your appreciation. Respectfully yours,

Angelene C. Decano Researcher Aldwin D. Sumaoang Researcher Noted by:

Darwin D. Esteban Adviser