Chapter 4

PRESENTATION, ANALYSIS OF DATA AND

INTERPRETATION OF FINDINGS

This chapter presents the analysis of data and interpretation findings on the

use of learning styles of Senior High School students as assessed by themselves

and as perceived by the teachers.

THE PROFILE OF THE RESPONDENTS

ACCORDING TO TEACHERS

Table 2 represents the profile of the teachers as respondents in terms of

age, sex, civil status, highest educational achievement, length of service, and

relevant training.

Profile of the Respondents

Reflected in Table 2 is the profile of the teachers as respondents.

Age. In terms of age, 83.33% of the respondents belonged to the age group

of 21-30 years with the frequency of 25, followed by the age brackets of 41-50

years and 61 and above with a frequency of 2 or a percentage of 6.67%. 31-40

years of age gained a percentage of 3.33% or only 1 respondent belonged in this

group. And lastly, there is no respondent belongs in the age group of 41-50 years

of age. In conclusion, most of the teacher respondents are in their early adulthood

who most likely to begin their working experiences.

These are the freshly graduate teachers who started a job in teaching.

Table 2
Frequency Distribution of Respondent’s (Teacher’s) Profile as to
Age, Sex, Civil Status, Highest Educational Attainment
Length of Service, and Relevant Training
n = 30

Profile Variable Frequency Percentage

Age
21 – 30 25 83.33
31 – 40 1 3.33
41 – 50 2 6.67
51 – 60 0 0
61 and above 2 6.67
Sex
Male 14 46.67
Female 16 53.33
Civil Status
Single 24 80
Married 6 20
Widow 0 0
Separated 0 0
Highest Educational Attainment
BSE / BSEED 23 76.67
with MA Units 3 10
MA Degree Holder 0 0
with Ph.D. / Ed.D. Units 0 0
Ph.D. / Ed.D. Holder 1 3.33
Another course 3 10
Length of Service in Senior High School
0 -1 year 14 46.67
1 1/2 - 2 years 8 26.67
2 1/2 - 3 years 8 26.67
Relevant Trainings
International Level 0 0
National Level 7 23.33
Regional Level 7 23.33
Provincial Level 4 13.33
Division Level 9 30
District Level 3 10
 Sex. There is an almost equal distribution of respondents between the

frequency of male and female. There is a frequency of 16 or 53.33% of female

among the population of the respondents while the male respondents have a

frequency of 14 46.67%

In general, even though the teaching field was originally thought to be

dominated by female, there is still a great proportion that teaching can also be a

field among the male population. Given the fact that the Department of Education

received the highest budget for the recent years so there is no doubt that many

professionals, regardless of sex, would venture towards the teaching profession.

Civil Status. Single status dominated the total population with a frequency

of 24 or 80% followed by married being 20% or a frequency of 6. Both the status

of the widow and separated garnered no respondents. In summary, the majority of

the respondents are in their early adulthood, they are mostly single and still

planning to get married.

Highest Educational Attainment. A frequency of 23 or 76.67% of the total

population of the teacher respondents has a bachelor’s degree in education

(BSE/BSEED).

Another degree such as BS Mass Communication and Political Science,

and those with a graduate degree, garnered a frequency of 3 or 10% of the total

population. There is only one, or a percentage of 3.33%, of the respondents has a

doctoral degree. In conclusion, there is a large percentage of teachers that have a

bachelor’s degree in education. Even though other degrees move toward having
a Professional Education Units, new education major graduates are also

competitive.

Length of Service. A frequency of 14 or 46. 67% of teachers who have 0-

1 year of teaching in senior high comprise the total population of teacher

respondents. Both 1 ½ years - 2 years and 2 ½ - 3 years of teaching experience

in senior high school got the frequency of 8 or a percentage of 26.67%. Generally,

in Dagupan City, the first batch of senior high school students started last School

Year 2016-2017. There is a great portion of the teacher respondents with no

teaching experience at all in senior high school.

Relevant Trainings. Lastly, in terms of relevant training among the

teachers, 30% or a frequency of 9 of the respondents engaged in training at the

division level. While 3.33% or a frequency of 7 attend regional and national level.

Only garnered 23.33% or a frequency of 7 attend provincial level training and 10%

or a frequency of 3 respondents engaged in district-level training. There are

teachers that have no relevant training at all. Thus, different institutions from

national to local level provide training to K-12 teachers. In private universities, book

companies provide training in exchange for the purchase of their books. However,

book companies only allow a minimum number of participants to undergo the

national level training.

THE PROFILE OF THE RESPONDENTS

ACCORDING TO STUDENTS

For the profile of the students as respondents, Table 3 provided the

summary of the students’ profile in terms of age, sex, and grade level.
 Table 3
Frequency Distribution of Respondent’s (Student’s) Profile
as to Age, Sex, and Grade Level
n = 30

Profile Variable Frequency Percentage

Age
15 – 16 22 73.33
17 – 18 8 26.67
19 and above 0 0
Sex
Male 11 36.67
Female 19 63.33
Grade Level
Grade 11 23 76.67
Grade 12 7 23.33

Age. In terms of age, the majority of respondents belonged to the age group

of 15-16 years. 73.33% or 22 total respondents followed by 26.67% of respondents

belong to the age bracket of 17-18 years of age with a frequency of 8. Lastly, there

is no respondent who belongs to the age group of 19 and above. In conclusion,

the students are mostly in their middle adolescence.

This is the start of their life in preparation for adult life. Senior High School

program aims to prepare students for entrepreneurial and/or college life by

developing skills that are beneficial to them in global competition.

Sex. With regards to sex, 63.33% of the respondent, or a total of 19,

belonged to the female category while 36.67% are male with a frequency of 11. In

general, a female population dominated the senior high school program. There are

fewer female students in a classroom than the male population. Throughout

history, male and female have different learning patterns.

 Grade Level. Lastly, in terms of grade level, grade 11 students dominated

the population of the respondents with a total frequency of 23 or 76.67%, while a

frequency of 7 or 23.33% of the respondents belonged to grade 12 level.

THE EXTENT OF USE OF THE DIFFERENT LEARNING STYLES

OF STUDENTS IN PRIVATE UNIVERSITIES

This represents the extent of use of the visual learning style as perceived

by the teachers and assessed by students. Teacher’s perception among the

students helps them gather information about their qualities and differences.

In terms of visual learning style, teachers and students were asked to rate the most

used strategy for the visual learners. Results were shown in Table 4.

Visual / Spatial Learning Styles

Table 4 shows the extent of use of the learning styles among the senior high

school students as perceived by the teachers in terms of visual/spatial learning

styles.

The table presented all ten indicators identified in visual learning styles that

had values equivalent to “effective” and have an average weighted mean of 3.99.

Table 4 shows the teachers’ perceived extent of use of visual learning style

of the senior high school students. The mean weight of the teachers that said that

students prefer a lesson with a picture to be an effective learning style is 4.30 The

results also show that the mean weight of the students who add visual images to
main ideas, as well as who watch non-verbal clues (teacher’s body language,

gestures, physical posture) 4.17

Table 4
The Extent of Use of Visual / Spatial
Learning Style of Students
n = 30

Teacher Student
Indicator Statement Weighted Weighted
TR TR
Mean Mean
1. prefer lessons where there is something to look at (like a 4.30 E 4.13 E
picture or chart).
2. create graphic organizers such as diagrams and concept
maps that use visual symbols to represent ideas and 4.00 E 3.93 E
information.
3. draw or sketch to add visual images to main ideas of the
4.17 E 3.97 E
topic.
4. pay attention to repeated information and underlined or 4.07 E 4.30 E
starred material on the board.
5. prefer to watch someone else demonstrate a new skill. 4.00 E 3.80 E
6. integrate tactile and visual learning techniques by taking 4.00 E 4.40 E
notes and writing down as much information as possible.
7. make lists, charts, matrixes, maps, outlines, and webs of 3.93 E 3.77 E
information as study aids.
8. watch non-verbal clues (teacher’s body language,
gestures, physical posture) signifying important information 4.17 E 3.33 ME
during a lecture.
9. pick out key words and ideas in their own writing and
highlight them in different colors to clearly reveal 3.77 E 4.57 HE
organizational patterns.
10. draw pictures or cartoons of concepts. 3.50 E 2.97 ME
Average Weighted Mean 3.99 E 3.92 Effective
Legend:
Statistical Range Descriptive Equivalent Transmuted Rating
4.50 – 5.00 Always Highly Effective
3.50 – 4.49 Often Effective
2.50 – 3.49 Sometimes Moderately Effective
1.50 – 2.49 Seldom Slightly Effective
1.00 – 1.49 Never Not Effective

The weighted mean of the teacher that perceive that students who pay

attention to repeated information and underlined or starred material on the board

learns best with this kind of style is 4.07

 In addition, the weighted mean of teachers who stated that creating graphic

organizers, watching someone else demonstrate a new skill and integrating tactile

and visual learning techniques to acquire information, is perceived to be effective

learning styles of students is 4.00.

Based on the teachers’ perceived extent of use of the visual learning style,

the weighted mean of the students who highlight and pick out keywords and idea

is 3.77. Those who draw pictures or cartoons of concepts make use of an effective

tool to obtain information is 3.50

Table 4 revealed the students’ assessment of their visual learning style.

Visual learning learner looks at pictures and graphs to learn efficiently and acquire

information. The students rated the different strategies presented and the results

were shown in Table 4.

The weighted mean of the students who assessed that they learn effectively

when they integrate tactile and visual learning techniques is 4.40. The weighted

mean of the students who answered that they learned effective when they pay

attention to repeated information is 4.30. Students’ assessment shows that it is

effective in learning when there are pictures or charts to be looked at with a 4.13

weighted mean. Students who answered that effectively learn information when

they create graphic organizers to represent ideas has 3.93 weighted means.

In general, the extent of use of the different learning styles differs between

the student and the teacher’s assessment. Though there is a close gap between

the scores of the teachers and students, there is still a slight difference in their
answers. In addition, visual learners use tools such as visual metaphors and

highlighting written text in multiple colors Remarkably, students assessed

themselves that they acquire information effectively when they pick out key words

and ideas and highlight them.

The extent of Use of the Different Learning Styles

Along Auditory Learning Style

This represents the answers of the teachers based on their perception and

student self-assessment in terms of auditory learning style. Teachers’ rated the

different strategies of the students in learning. Auditory learning styles require

listening skills. Most often the teachers’ strategy involves explaining the lesson and

interact with students through question and answer. The assessment of both the

teacher and the student are in the table below.

Auditory / Aural Learning Styles

Table 5 shows the extent of use of the learning styles among the senior high

school students, as perceived by the teachers in terms of auditory/aural learning

styles. The overall weighted mean is 3.95 with a value of “effective”.

The result shows that the perception of the teachers on students who

engage in conversation about the subject matter weighted mean of 4.37.

Furthermore, the mean weight of the teachers who also perceived that students

prefer teachers to explain lesson as effective is 4.23. For teachers, auditory

students learn effectively when someone explains how to do a new skill has a 4.13

weighted mean. Based on the teachers’ perception, listening to the lessons as well
as using color highlighters to emphasize ideas work effectively among the students

has a weighted mean of 4.07.

Table 5
The Extent of Use of Auditory / Aural
Learning Style of Students
n = 30

Teacher Student
Indicator Statement Weighted Weighted
TR TR
Mean Mean
1. prefer to listen to the lessons and stories. 4.07 E 4.40 E
2. like someone explaining how to do a new skill. 4.13 E 4.20 E
3. use color highlighters to emphasize important ideas
when reading. 4.07 E 4.30 E

4. engage in the conversation about the subject matter. 4.37 E 4.13 E

5. prefer a teacher who explains the lessons. 4.23 E 4.63 HE
6. integrate auditory and visual learning styles by making
mind pictures as they recite. 3.97 E 3.93 E

7. use their cell phones to record a lecture or read notes

out loud for later review. 3.60 E 2.80 ME

8. join a study group or find a study buddy and work out

loud with them. 3.83 E 3.43 ME

9. study out loud in a place where privacy will be ensured.

3.47 ME 3.77 E

10. read text out loud and like discussing current trends or
issues especially complex material. 3.80 E 3.57 E

Average Weighted Mean 3.95 E 3.92 E

Legend:
Statistical Range Descriptive Equivalent Transmuted Rating
4.50 – 5.00 Always Highly Effective
3.50 – 4.49 Often Effective
2.50 – 3.49 Sometimes Moderately Effective
1.50 – 2.49 Seldom Slightly Effective
1.00 – 1.49 Never Not Effective

The weighted mean of teachers who believed that it is an effective

technique among the auditory learners to integrate auditory and visual learning

styles by making mind pictures as they recite is 3.97. Based on the teachers’

answers, they observed that students join a study group and work out loud with
them is an effective learning style. In addition, as perceived by teachers, auditory

learners read text out loud and discuss current trends was also effective.

And as observed by teachers, students who use their cellphones to record

a lecture for review was also an effective style has 3.60 weighted mean. However,

teachers who agreed that studying out loud in a private place is moderately

effective among students gained a weighted mean of 3.47.

Table 5 also provided the data on the students’ assessment in terms of

auditory learning style. The table shows the strategies that the auditory students

preferred during class discussion. Auditory learning style characterizes the

preference of listening to obtain knowledge in classroom discussions.

Reflected in Table 5 is the extent of use of the learning styles among the

senior high school students as assessed by themselves in terms of auditory/aural

learning styles. The overall weighted mean is 3.92 with a value of “effective”. The

students who assessed themselves to have a highly effective auditory learning

style when the teachers explain the lessons for them has a 4.63 weighted mean.

Students who also use color highlighters when they read to emphasize important

ideas is effective and has a 4.30 weighted mean. In addition, students who prefer

someone to explain a new skill have 4.20 weighted mean. Students’ answer

confirm that they engaged in conversation about the subject matter is assessed to

be effective and has a weighted mean of 4.13 Students’ assessment revealed that

it is an effective tool when they recite; they make mind pictures to visualize the

words they utter. This answer has a 3.93 weighted mean. Studying out loud in
private place is also an effective strategy with 3.77 weighted mean, followed by

when they the text out loud and discuss current trends with 3.57 weighted mean.

However, students who join a study group to work out loud with them was

moderately effective in learning with 3.43 weighted mean. And since students are

mostly not allowed to use cell phones in the classroom to record lectures or to read

notes, this revealed a moderate effectiveness in learning with 2.80 as the lowest

weighted mean.

The extent of the Use of The Different Learning Styles

Along Verbal Learning Style

This represents the extent of use of the different learning styles in terms of

verbal learning style as perceived by the teachers and assessed by students.

Verbal learning style is the ability of the students to communicate using language

and vocabulary in classroom discussion and learning.

One of the most common strategies which require the students to speak in

front of the class are reporting and graded recitation. The extent of use of verbal

learning style is shown in the table presented.

Verbal / Linguistic Learning Style

Table 6 reflects the extent of use of the verbal/linguistic learning styles

among the senior high school students as perceived by the teachers. The overall

weighted mean is 3.96 with the value of effective.

In terms of verbal / linguistic learning style, as perceived by teachers,

creating lists with keywords and phrases to remember concepts was effective and
has highest weighted mean of 4.33 The teachers’ answers revealed that for verbal

learners, the use of acronym mnemonics and making summaries of their notes

were effective tools in learning with 4.20 weighted mean.

Table 6
The Extent of Use of Verbal / Linguistic
Learning Style of Students
n = 30
Teacher Student
Indicator Statement Weighted Weighted
TR TR
Mean Mean
1. create lists with keywords and phrases to help them
remember the concepts. 4.33 E 4.43 E

2. use acronym mnemonics to assist in recall. 4.20 E 3.97 E

3. make summaries of their notes. 4.20 E 4.23 E
4. reread and rewrite their notes. 3.77 E 4.37 E
5. adept at processing information through the use of
language. 3.77 E 3.80 E

6. enjoy all types of word games, puns, rhymes, and

tongue twisters. 4.03 E 3.70 E

7. create activities wherein they portray roleplay, read

aloud or get dramatic. 4.17 E 3.37 ME

8. attach acronyms or mnemonic devices to lessons

which can help them remember more effectively. 4.07 E 3.73 E

9. act out a situation where they are selling a product to M

another student. 3.40 3.00 ME
E
10. pretend they are conducting a television or radio
program where there is audience participation. 3.63 E 3.07 ME

Average Weighted Mean 3.96 E 3.77 E

Legend:
Statistical Range Descriptive Equivalent Transmuted Rating
4.50 – 5.00 Always Highly Effective
3.50 – 4.49 Often Effective
2.50 – 3.49 Sometimes Moderately Effective
1.50 – 2.49 Seldom Slightly Effective
1.00 – 1.49 Never Not Effective

Based on the results, as for verbal learning style, teachers perceived that it

is effective when students prefer activities such as portrayed in a roleplay, read

aloud and get dramatic with 4.17 weighted mean. Teachers also observed that

students attach mnemonic devices to remember effectively with 4.07 weighted

mean and playing games such as word games, puns, rhymes, and tongue twisters

was effective to stimulate the minds of the learners with 4.03 weighted mean.

For teachers, students are effectively adept at processing information

through language use as well as they reread and rewrite their notes with a

weighted mean of 3.77. Teachers agreed that students prefer to pretend that they

are conducting a television program with audience participation for meaningful

learning with an effective outcome and is rated with a 3.63 weighted mean. Yet,

teachers believe that it is moderately effective in learning if students act out a

situation where they sell a product to another student with a 3.40 weighted mean.

Table 6 also designates the students’ assessment in the extent of use of

verbal learning style as a means for information acquisition. The education

program has always catered the linguistic aspect of every learner wherein the

teachers’ activities are more about expressing oneself through communication and

interaction.

Given the current educational paradigm, where the concept of learning by

doing is promoted inside the classroom, verbal learners will need to adjust and use

their other skills to accomplish the tasks.

Based on the results as assessed by students on their verbal learning style,

the overall weighted mean is 3.77 with the value of effective. For students, creating

lists with keywords and phrases is an effective way to remember information and

it has a 4.43 weighted mean. Students also assessed that rereading and rewriting

their notes as effective in learning with 4.37 weighted mean as well as making

summaries of their notes is also effective with 4.23 weighted mean.

 Further, students the use of acronym mnemonics was effective for recall

with 3.97 weighted mean. Students are adept at processing information through

language use with a weighted mean of 3.80. The results of the students’

assessment revealed that they often attach mnemonic devices to lessons with 3.73

weighted mean. They also enjoy all types of word games, puns, rhymes and

tongue twister which ranked seventh on its effectiveness in learning with 3.70

weighted mean.

On the other hand, the results showed that there are also some parts of the

verbal learning style that is moderately effective in learning as assessed by

students. Included in the list were: create activities wherein they portray in a

roleplay or get dramatic with 3.37 weighted mean followed by pretending that they

are conducting a television program with 3.07 weighted mean, and lastly, act out

a situation where they are selling a product to other students with a weighted mean

of 3.00.

The extent of the Use of The Different Learning Styles

Along Kinesthetic Learning Style

This signifies the results of the teachers’ perception and students’

assessment in terms of the extent of use of the kinesthetic learning style. Learning

the material while engaging the body for movement is believed to benefit the

students and they easily learn the lesson in this manner. The extent of the use of

this strategy is shown in the tables below.

Kinesthetic Learning Styles

Table 7 shows the extent of use of the learning styles among the senior high

school students as perceived by the teachers in terms of kinesthetic learning

styles. The overall weighted mean for the kinesthetic learning style is 4.08 and

described as effective.

Table 7
The Extent of Use of Kinesthetic Learning
Style of Students
n = 30
Teachers Student
Indicator Statement Weighted Weighted
TR TR
Mean Mean
1. exhibit, sample, work in models and products
that bring reality to the classroom. 4.30 E 3.83 E

2. use real-life examples to explain things. 4.50 HE 4.30 E

3. utilize all their sensory modes to present their
4.23 E 4.17 E
ideas.
4. demonstrate thru dance, play, or roleplay
activities to reinforce information. 3.97 E 3.47 ME
5. use the outdoors for learning opportunities
3.87 E 3.53 E
when possible.
6. use clever quotations, metaphors, examples,
and analogies in written work. 4.07 E 3.83 E

7. teach concepts through games and projects. 3.97 E 3.83 E

8. answer questions during class on the
whiteboard using think, pair, share. 4.03 E 3.80 E

9. use graphic note-taking methods such as

mapping, concept trees or timelines. 4.00 E 3.83 E

10. write vocabulary words or terms on an index

card and walk around while reviewing or reciting 3.83 E 3.83 E
them.
Average Weighted Mean 4.08 E 3.84 E
Legend:
Statistical Range Descriptive Equivalent Transmuted Rating
4.50 – 5.00 Always Highly Effective
3.50 – 4.49 Often Effective
2.50 – 3.49 Sometimes Moderately Effective
1.50 – 2.49 Seldom Slightly Effective
1.00 – 1.49 Never Not Effective
 As perceived by teachers, their answers revealed that in kinesthetic learning

styles, the use of real-life examples to explain things is highly effective in acquiring

an information with 4.50 weighted mean. The rest of the indicator identified to be

effective style among the students as perceived by the teachers are the following:

exhibit sample, work in models and products that bring reality to the classroom

garnered a weighted mean of 4.30 followed by the utilization of all the student’s

sensory models to present ideas with 4.23 weighted mean. The use clever

quotations, metaphors, and analogies is an effective tool in learning with 4.07

weighted mean whereas the think, pair, share strategy to answer questions

garnered 4.03 weighted mean.

Another technique that was effective as perceived by the teachers was the

use of mapping, concept trees or timelines with 4.00 weighted mean. Based on the

results as perceived by teachers to be effective were demonstrative activities that

reinforce information like dance, play, or roleplay and using games and projects to

teach concepts with 3.97 weighted mean. In addition, the use of outdoor activities

for learning opportunities was also perceived as effective with 3.87 weighted mean

followed by writing terms in index cards and reviewing them while walking around

with 3.83 as the lowest weighted mean.

Table 7 also represents the students’ assessment on the extent of use of

their kinesthetic learning style. Body movements, motor skills, and demonstrations

are the common characteristics of kinesthetic learning styles. The said table

provides the rated answers of the students on the extent of use of the kinesthetic

learning style.
 The overall weighted mean for the kinesthetic learning style is 3.84 and

described as effective. The students’ assessment revealed the extent of use of

kinesthetic learning styles in the learning process, the following learning styles

were rank from highest to lowest as follows: students use real-life examples to

explain things with 4.30 weighted mean followed by the utilization of all sensory

modes to present ideas with a weighted mean of 4.17.

Students’ assessment of their kinesthetic learning style also revealed that

they learn best when they exhibit samples, work in models and product; use

quotations, metaphors, and analogies in written work through games and projects;

use mapping, concept trees and timelines; and write vocabulary or terms in index

card and review it while walking with 3.83 weighted mean.

Likewise, students prefer to answer questions using the think, pair, share

with 3.80 weighted mean. Furthermore, learning opportunities using outdoors

activities are also effective with 3.53 weighted mean. Yet, students assess that

demonstrative activities to reinforce information such as dance, play or roleplay

contributes to their learning with moderate effectivity with 3.47 weighted mean.

In conclusion, the results show that kinesthetic learning style, with an

average weighted mean of 4.08, effective, in transmuted rating, have the highest

AWM compared to the other three learning styles in the study. This revealed that,

from the perspective of the teachers, kinesthetic learning style is the most effective

among the senior high school students. As a result, teachers always geared

towards the preparation of the lessons that incorporates various activities and

tasks concerning their lessons. And using real-life examples to explain things was
perceived to be highly effective. This strategy and concept are in support of the

“Learning by Doing” proposed by the educators.

In contrast, students’ assessment of the extent of use of the different learning

styles shows that both the visual and auditory learning styles the highest average

weighted mean of 3.92, effective in transmuted rating. This means that they are

more adept in visual and auditory styles of learning which involves looking at

pictures, listening to teachers, and highlighting the keywords and important terms.

The extent of the Use of The Different Learning Styles

Summary

Table 8 represents the overall weighted mean of the teachers’ perception

and students’ assessment on the extent of use of the different learning styles of

students. This also denotes the most preferred learning styles of the students and

what the teacher’s believed to be an effective learning style.

Table 8 shows that the kinesthetic and visual learning styles with 3.96

overall weighted effective and gained the highest overall weighted mean among

the four learning styles. Students who are visual learners prefer to look at pictures,

observe teachers’ visual presentation, and learn from visual images such as

graphic organizers. Students’ also learn from real life examples given by the

teachers along with exhibitions, samples, and models of concrete objects in the

classroom.

Auditory learning style obtained an overall weighted mean of 3.94, which is

also effective and then the verbal learning style with 3.87 overall weighted mean.
There is no superior learning style to another. Every student is unique and

possesses their own preferences in learning.

Table 8
Overall Weighted Mean Result

Learning Styles Teachers’ Students’ Overall

Perception Assessment Weighted Mean
Visual 3.99 3.92 3.96
Auditory 3.95 3.92 3.94
Verbal 3.96 3.77 3.87
Kinesthetic 4.08 3.84 3.96
Grand Overall
3.93
Weighted Mean
Legend:
Statistical Range Descriptive Equivalent Transmuted Rating
4.50 – 5.00 Always Highly Effective
3.50 – 4.49 Often Effective
2.50 – 3.49 Sometimes Moderately Effective
1.50 – 2.49 Seldom Slightly Effective
1.00 – 1.49 Never Not Effective

They may have a mix learning style or only one preference. However, the

teachers’ job is to engage diverse learners in class discussion to achieve a

meaningful learning experience. Teachers’ knowledge of student’s learning

preferences is essential to plan their lesson every day.

SIGNIFICANT DIFFERENCE IN THE EXTENT OF USE OF DIFFERENT

LEARNING STYLES OF STUDENTS AS PERCEIVE BY TEACHERS AND
PROFILE VARIABLES

Table 9 shows the summary of the significant difference of the different

learning styles of the students as perceived by teachers across their profile

variables. As shown in the table, when the computed value is greater than the

tabular value the result is measured as Sig. (Significant). In contrast, if the

computed value is lesser than the tabular value it is considered as NS (No

Significance).

Table 9
ANOVA RESULTS

LEARNING STYLES
Visual Auditory Verbal Kinesthetic

Category Fc Ft Sig. Fc Ft Sig. Fc Ft Sig. Fc Ft Sig.

Age 3.24 2.12 Sig. 8.17 2.12 Sig. 8.66 2.12 Sig. 8.59 2.12 Sig.
Sex 2.06 2.97 NS 2.01 2.97 NS 2.03 2.97 NS 1.65 2.97 NS
Civil Status 1.67 2.21 NS 1.66 2.21 NS 1.67 2.21 NS 1.64 2.21 NS
Highest
Educational 8.75 2.12 Sig. 8.61 2.12 Sig. 8.61 2.12 Sig. 8.53 2.12 Sig.
Attainment
Length of
Service in
3.35 2.4 Sig. 5.04 2.40 Sig. 5.13 2.40 Sig. 7.60 2.40 Sig.
Senior High
School
Relevant
13.23 2.07 Sig. 13.20 2.07 Sig. 13.72 2.07 Sig. 5.53 2.07 Sig.
Trainings
Legend: S = there is a significant difference at 0.05 level of significance
NS = there is no significant difference at 0.05 level of significance

The extent of use of the visual, auditory, verbal, and kinesthetic learning

styles of students as perceived by teachers have a significant difference to the

following profiles: age of the teachers, educational attainment, length of service in

Senior High School as well as the relevant training they undergone. While there

is no significant difference in the sex and civil status of the teachers.

In general, the teachers’ age, educational background, length of service and

relevant training greatly affects the extent of use of the different learning style of

the students. New teachers tend to be more idealistic in terms of teaching, they

also struggle to keep up with paper works and lesson planning, especially the K+12

Program encourages teachers to provide performance tasks for the students.

Training and seminars are needed to catch up with the needs of the students.

Private universities provide training; however, it is just a day or two days seminar

unlike in public schools wherein the Department of Education gives a month-long

seminar/workshop for the teachers.

Educational background of the teachers also affects their perceived extent

of use of the learning styles. The senior high school also caters teachers who are

not a graduate of Elementary or Secondary Education. The senior high curriculum

offers skills-based and specialized subjects, and teachers coming from another

profession other than Education courses qualifies to teach in senior high school.

Their professional expertise will benefit the senior high school students. However,

the Government stated that teachers from another field who ventures in teaching

is expected to take Professional education units and pass the Licensure

Examination for Teachers and are on probation for 5 years. Senior high school,

specifically in Dagupan City, was implemented and taken by different universities

last School Year 2016-2017. It is expected that teachers have no teaching

experience in senior high school given the current situation that it was implemented

2 years ago.

Significant Difference in The Extent of Use of Different Learning

Styles of Students as Assessed by Themselves and Profile Variables

Table 10 represents the significant difference in students’ profile variables

and the different learning styles. When the computed value is greater than the

tabular value, the result is measured as Sig (Significant). In contrast, if the

computed value is lesser than the tabular value it is considered as NS (No

Significance).

In Table 10, as assessed by the students, visual, auditory, verbal, and

kinesthetic learning styles have a significant difference with sex and grade level,

whereas these four learnings styles have no significant difference with the age of

the respondents.

Table 10
ANOVA RESULTS

LEARNING STYLES
Visual Auditory Verbal Kinesthetic
Category Fc Ft Sig. Fc Ft Sig. Fc Ft Sig. Fc Ft Sig.
Age 2.19 2.40 NS 2.21 2.40 NS 2.20 2.40 NS 2.22 2.40 NS
Sex 3.02 2.97 Sig. 3.28 2.97 Sig. 3.09 2.97 Sig. 7.89 2.97 Sig.
Grade
9.02 2.97 Sig. 20.59 2.97 Sig. 13.93 2.97 Sig. 3.30 2.97 Sig.
Level
Legend: S = there is a significant difference at 0.05 level of significance
NS = there is no significant difference at 0.05 level of significance

SIGNIFICANT RELATIONSHIP IN THE EXTENT OF USE OF DIFFERENT

LEARNING STYLES OF STUDENTS
AS PERCEIVED BY TEACHERS

Table 11 shows the summary of the significant relationship of the different

learning styles of students as perceived by teachers to their profile variables as

computed by chi-square at .05 level of significance. As shown in the table, if the

computed value is greater than the tabular value that means there is a significant

relationship, whereas if the computed value is less than the tabular value, it is

considered not significant (NS). With regards to the age of the respondents, the

visual, verbal, and kinesthetic have a significant relationship with it, while auditory
learning style has no significant relationship with the age of the respondents. This

means that the perception of the teachers on the learning styles of the students is

affected by their age.

Table 11
Chi-Square Result @ 0.05 df

AGE
Computed DF Tabular
Categories Significance
Value 5% Value
VISUAL 51.334 27 40.113 Significance
AUDITORY 12.337 27 40.113 NS
VERBAL 40.944 27 40.113 Significance
KINESTHETIC 45.917 27 40.113 Significance
SEX
Computed DF Tabular
Categories Significance
Value 5% Value
VISUAL 8.464 9 16.919 NS
AUDITORY 7.760 9 16.919 NS
VERBAL 15.868 9 16.919 Significance
KINESTHETIC 19.341 9 16.919 Significance
CIVIL STATUS
Computed DF Tabular
Categories Significance
Value 5% Value
VISUAL 5.223 9 16.919 NS
AUDITORY 8.185 9 16.919 NS
VERBAL 35.414 9 16.919 Significance
KINESTHETIC 37.645 9 16.919 Significance
HEA
Computed DF Tabular
Categories Significance
Value 5% Value
VISUAL 50.858 27 40.113 Significance
AUDITORY 25.255 27 40.113 NS
VERBAL 36.981 27 40.113 NS
KINESTHETIC 50.343 27 40.113 Significance
LENGTH OF SERVICE
Computed DF Tabular
Categories Significance
Value 5% Value
VISUAL 29.607 18 28.869 Significance
AUDITORY 39.403 18 28.869 Significance
VERBAL 14.348 18 28.869 Significance
KINESTHETIC 31.324 18 28.869 Significance
RELEVANT training
Computed DF Tabular
Categories Significance
Value 5% Value
VISUAL 59.157 36 50.998 Significance
AUDITORY 52.346 36 50.998 Significance
VERBAL 40.967 36 50.998 NS
KINESTHETIC 51.348 36 50.998 Significance
S - There is a significant relationship
 NS - There is no significant relationship

New teachers expected more of the students and they observed that

students need visual aids like power point presentation, pictures, texts, modules

to aid the students in their learning. Teachers in any age group employ

performance tasks and activities to let the students engage their motor skills for

meaningful learning. The result also showed that there is a significant relationship

in terms of the sex of the respondents and the auditory, verbal, and kinesthetic

learning styles among the students, whereas visual learning style has no

significant relationship with regards to the sex of the respondents.

With regards to the civil status of the respondents, it has a significant

relationship with the verbal and kinesthetic learning styles; on the other hand,

visual and auditory have no significant relationship to the respondents’ civil status.

This means that, teachers who are single or married perceived verbal and

kinesthetic learning styles as more effective among the students.

Also, the educational attainment of the teacher has a significant relationship

with visual and kinesthetic learning styles. But the auditory and verbal learning

styles have no significant relationship to the profile variable. The teachers’

knowledge in teaching diverse students helps them analyze and formulate

strategies.

The length of service of teachers in senior high school was one of the factors

that determine the extent of use of the different learning styles of students. It also

has a significant relationship to all the learning styles categories present in the
study. This means that work experience is an essential aspect needed to

determine the extent of use of the different learning styles of their students.

However, it was a struggle for teachers to plan their lessons for the students

given a short period of time since the university per se is also struggling to maintain

a learning environment that is conducive for the senior high school students.

Lastly, in terms of relevant training, the result showed that relevant training

have a significant relationship with visual, auditory, and kinesthetic learning styles

while verbal learning style has no significant relationship with the profile variable.

SIGNIFICANT RELATIONSHIP IN THE EXTENT OF USE OF DIFFERENT

LEARNING STYLES OF STUDENTS
AS ASSESSED BY THEMSELVES

As shown in table 12, the extent of use of different learning styles of

students as assessed by themselves. The results show a summary of the

effectiveness of the different learning styles.

In terms of age, there is a significant relationship with visual, auditory, and

verbal learning styles among the students. On the other hand, the kinesthetic

learning style has no significant relationship with the age of the student

respondents. This shows that the age of the respondents affects their assessment.

In the study, the majority of the students belong to the age group of 15-16 years of

age. These students can learn information effectively with visual aids, texts,

pictures, music, rhythmic associations, verbal communications, and speaking

activities. Every age group has developmental changes which can affect their
learning styles. As students grow, there will be a change in how they acquire

information.

Table 12
Chi-Square Result @ 0.05 df

AGE
Computed DF Tabular
Categories Significance
Value 5% Value
VISUAL 18.506 9 16.919 Significance
AUDITORY 21.475 9 16.919 Significance
VERBAL 33.545 9 16.919 Significance
KINESTHETIC 8.634 9 16.919 NS
SEX
Computed DF Tabular
Categories Significance
Value 5% Value
VISUAL 25.361 9 16.919 Significance
AUDITORY 8.973 9 16.919 NS
VERBAL 25.829 9 16.919 Significance
KINESTHETIC 17.394 9 16.919 Significance
GRADE LEVEL
Computed DF Tabular
Categories Significance
Value 5% Value
VISUAL 25.664 9 16.919 Significance
AUDITORY 9.146 9 16.919 NS
VERBAL 26.166 9 16.919 Significance
KINESTHETIC 17.050 9 16.919 Significance
S - There is a significant relationship
NS - There is no significant relationship

On the sex of the respondents, the results revealed a significant relationship

between the sex of the respondents and the visual, verbal, and kinesthetic learning

styles, while auditory learning style has no significant relationship with the profile

mentioned above. Male and female differ in their learning styles. The gender of the

student respondents affects the assessment of their own learning styles. Also,

visual, verbal and kinesthetic learning styles are more effective in their learning.
 Lastly, the grade level of students has a significant relationship to the extent

of use of visual, verbal, and kinesthetic learning styles, whereas the auditory

learning style has no significant relationship with the grade level.

PROPOSED INTERVENTION ACTIVITIES TO ENHANCE

THE DIFFERENT LEARNING STYLES

The proposed intervention activities were all based on the results and

findings of the researcher in the study.

This includes the specific area of the learning styles to be taken into

consideration along with the time frame and expected outcome if implemented.

The researcher gathered supplementary information about the proposed activities

to the different scholarly studies and recommendations of academic professionals

as a basis to effectively employ the intervention activities provided in the study.

The proposed intervention activities were based on the curriculum calendar

of the private universities. The senior high school curriculum is divided into two

semesters. The first semester, classes start in June and end in October. While the

second semester starts on November and ends in March or April.

 URDANETA CITY UNIVERSITY
GRADUATE STUDIES
URDANETA CITY

Proposed Intervention Activities for Teacher/Students

Evaluation to Enhance the Learning Styles

of Senior High School Students

Rationale:

This proposed intervention activity is to enhance the learning styles of

students in private universities. This was framed according to the answers of the

students which were rated with the lowest extent of use among the learning styles

presented. This aimed to aid the teachers to formulate their teaching strategies

and for the students to improve their existing learning styles.

Submitted by: JANICA PEARL R. CARBON

Recommended for: Private Universities in Dagupan City

 Proposed Intervention Activities for Teacher/Students Evaluation to
Enhance the Learning Styles of Senior High School Students

PERSON TIME EXPECTED

AREA OBJECTIVE ACTIVITIES
INVOLVED FRAME OUTCOME

Visual Learning Style

The teacher should
To enhance the
insert simple to The students
ability of the
Draw pictures or complex mind- Teachers will increase
students in Twice a
cartoons of mapping techniques and their ability in
learning month
concepts in the lesson for students organizing
through visual
emphasis of important ideas
presentations
terms
Watch non-verbal
To improve
clues (teacher’s
communication The teachers need to The teachers
body language,
skills in practice and monitor will achieve the
gestures, Teachers
highlighting an effective body proper way of
physical posture) and Weekly
important languages to communication
signifying students
lesson through communicate with through non-
important
non-verbal their students verbal actions
information
actions
during a lecture.
Auditory Learning Style
1. Supplementary The students
To establish a activities and
Use their cell will enhance
good listening assignments like
phones to record Teachers their listening
attitude of the dictation test, spelling Twice a
a lecture or read and ability to learn
students for words, listening to month
notes out loud for students and
greater lesson lesson-related
later review. concentrate on
comprehension recordings and videos the lessons
1st
Semester
To develop The students
Join a study June-
effective social will learn to
group or find a Teachers October
skills and learn Form study groups or effectively and
study buddy and and
while buddy program efficiently
work out loud with students 2nd
interacting with collaborate
them. Semester
other people with their peers
November
– March
Verbal Learning Style
Act out a situation To become a The teacher will The students
wherein they are well-trained provide activities like Teachers will establish
selling a product speaker in their commercials, and Monthly confidence and
to another respective personal selling, and students increase self-
student fields product presentation esteem
The students
To boost active
The teacher will will be
Create activities participation for
prepare rubrics for proficient in
wherein they effective Teachers
differentiated lesson communicating
portray role to acquisition of and Monthly
activities for the their emotions
play, read aloud knowledge in students
portrayal of role play, and able to act
or get dramatic. word
and short skits under
proficiency
pressure.