1

CHAPTER 1

The Problem and its setting

This chapter includes the introduction, the theoretical framework, the

conceptual framework, the scope and limitation, the definition of the study, the

statement of the problem, the null hypothesis, and the significance of the study.

Introduction

One of the leading factors that affect student performance are the multiple

learning barriers that may come during the student state of learning. A learner

may experience one or more learning barriers through a person education.

These barrier may occur as learning style or preferences of a student.

What is a learning styles?

A learning style speaks to the understanding that every student learns

differently. Technically, an individual’s learning style refers to the preferential in

which the student absorbs, processes, comprehend, and retain information.

This notion only proves that every individual manifest unique skills and abilities.

(teach.com/blog/)

The acronym VARK stands for Visual, Aural, Read/write, and Kinesthetic

sensory modalities that are used for learning information. Fleming and Mills

(1992) suggested four modalities that seemed to reflect the experiences of the

students and teachers.

Moreover, according to David Kolb (1976) sets out four distinct learning
 2

styles, which are based on a four-stage learning cycle. Kolb explains that

different people naturally prefer a certain single different learning style. Various

factors influence a person's preferred style. For example, social environment,

educational experiences, or the basic cognitive structure of the individual.

Whatever influences the choice of style, the learning style preference itself

is actually the product of two pairs of variables, or two separate 'choices' that

we make, which Kolb presented as lines of axis, each with 'conflicting' modes

at either end. Knowing a person's (and your own) learning style enables

learning to be orientated according to the preferred method. That said,

everyone responds to and needs the stimulus of all types of learning styles to

one extent or another - it's a matter of using emphasis that fits best with the

given situation and a person's learning style preferences.

Understanding the different learning styles of a student would help a

teacher innovates on what method or style of teaching would be best utilized in

order for the students learn effectively to the lessons.

Higher education particularly San Jorge National High School where classes

gets larger and students are broader.

The learning process in the classroom is based on the transfer of content from

the instructor to student. At this state, the learning of the student will only

depend on how teachers deliver the lessons.

Recognizing and understanding what learning styles do student often

learned would give a teachers an accurate style of teaching the students in the
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class. Indeed there are four major learning styles that affects the students

performance, initially the visual learning style, auditory learning style, read and

write learning style and kinesthetic learning styles. These factors are the

premiere reasons why some students doesn’t have an interest to learn because

they don’t understand or comprehend the way of teaching of the teacher.

Every student can be a visual learner, auditory learner, read and write

learner and kinesthetic learner where in, visual learner are individuals who

prefer the use of images, maps, and graphic organizers to access and

understand information, while auditory learner are individuals that understand

most through listening and speaking in situations such as lectures and group

discussions.

Moreover, read and write learner are individuals with a strong reading or

writing preference learn best through words and kinesthetic learner are

individuals that best understand through tactile representation of informations

they are also called as hands-on learners.

Perhaps, understanding and recognizing the social need of the students

will help teachers to prevent learning barriers and probably would find solutions

on what method or style of teaching would be best applied during classroom

discussions.

This study aims to identify what learning style does a student acquire or

what kind of learner they are and also the purpose of this is to identify their

capability to learn in every class discussions. This focuses on providing an

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assessment test to identify if the student is a visual learner, auditory learner,

read and write learner and Kinesthetic learner. Distinguishing these learning

styles of students would help teachers formulate a lesson plans that would

effectively makes the learning of students easier, and fortunately everyone

would actively participate in the class.

Therefore, the researcher ought to propose an assessment test to senior

high school student in San Jorge National High School to identify on what

method of teaching would be best utilized after understanding what kind of

learners are the students in one section or course. Recognizing the learning

styles of the students makes learning less difficult and probably help improve

student performance.

Theoretical Framework

The current study was anchored from theorists and researcher who have
 5

conducted similar studies.

According to the theorist David Kolbs (2006) stated that different people

naturally prefer a certain single different learning style. Various factors influence

a person's preferred style: notably in his experiential learning theory model

(ELT) Kolb defined three stages of a person's development, and suggests that

our propensity to reconcile and successfully integrate the four different learning

styles improves as we mature through our development stages.

Perhaps, A learning style is not in itself an ability but rather a preferred way

of using one’s abilities (Sternberg 1994). Individuals have different learning

styles, that is, they differ in their ‘natural, habitual, and preferred way(s) of

absorbing, processing, and retaining new information and skills’ (Reid 1995:

viii).

Learning styles are typically bipolar entities (for example reflective versus

impulsive, random versus sequential), representing two extremes of a wide

continuum; however, where a learner falls on the continuum is value neutral

because each extreme has its own potential advantages and disadvantages

(Dörnyei 2005).

Moreover, although individuals may have some strong style preferences

and tendencies, learning styles are not fixed modes of behaviour, and, based

on different situations and tasks, styles can be extended and modified (Reid

1987; Oxford 2011).

However, the extent to which individuals can extend or shift their styles to
 6

suit a particular situation varies (Ehrman 1996).

In general psychology, interest in learning styles goes back to at least the 1920s

when Carl Jung proposed the theory of psychological types (Sternberg and

Grigorenko 1997). In the field of education, the learning style concept has been

recognized since at least the mid-1970s (Griffiths 2012).

Subsequently, many different dimensions of learning styles have been

investigated both conceptually and empirically, and numerous theories and

multiple taxonomies attempting to describe how people think and learn have

been proposed, often classifying individuals into distinct groups (for example

visual versus auditory, global versus analytic, inductive versus deductive).

Furthermore, various learning style instruments (for example written

surveys) have been developed for both research and pedagogical purposes

(for a critical review of some of the most influential models and instruments,

see Coffield, Moseley, Hall, and Ecclestone 2004)).

According to Sternberg and Grigorenko (op.cit.: 702), there are three main

motivations for the interest in the study of styles: ‘providing a link between

cognition and personality; understanding, predicting, and improving educational

achievement; and improving vocational selection, guidance, and possibly,

placement’.

While there is ample evidence that individuals differ in how they prefer to take

in, process, and acquire new information, the educational implications of such
 7

preferences have been a source of great controversy among researchers and

educators over the years (Pashler, McDaniel, Rohrer, and Bjork 2009).

Proponents of learning styles assessment in instruction believe that

learning styles can be measured and used as a valuable teaching tool inside

the classroom (for example Sternberg, Grigorenko, and Zhang 2008).

According to these scholars, by diagnosing students’ learning styles and

matching them to teaching methods (for example for a ‘visual learner’,

presenting information through pictorial illustrations), learning can be greatly

enhanced. Other scholars have rejected the value of learning styles in

educational practice and claim that tailoring instruction to students’ individual

learning styles does not lead to better learning outcomes (for example Stahl

1999; Willingham 2005).

Moreover, according to the authors Frank Romanelli, PharmD, MPH,

Eleanora Bird, MS, and Melody Ryan, PharmD, MPH (2008) proposed that the

ability to typify student learning styles can augment the educational experience.

As such, instructors might tailor their teaching style so that it is more congruent

with a given student's or class of students' learning style. Others have argued

that a learning/teaching style mismatch encourages and challenges students to

expand their academic capabilities. Best practice might involve offering courses

that employ a variety of teaching styles.

Further research with more appropriate methodologies is needed to

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validate the use of learning styles assessment in instruction (Pashler et al.

op.cit.). Until this occurs,

however, as Chapelle (1992: 381) states, we simply cannot disregard the

concept of learning style, ‘which expresses some of our intuitions about

students and which facilitate[s] appreciation for the divergent approaches to

thinking and learning.

CONCEPTUAL FRAMEWORK
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Recognizing Learning Styles

1. Distinguishing which learning styles do

students excel most.

2. Identifying the multiple intelligences of the

students

3. Make a checklist that identify the learning

styles of a student

4. Find solutions and set up learning goals

Learning style Assessment Test

Figure 1. The Schematic Diagram of the Study

The researcher, determine the ways in recognizing the learning style of

students through systematic approaches of identifying the learning preferences

which student’s excel most.

Furthermore, Learning style Assessment Test was made as an output for

this is the proposed solution of the study.

Statement of the Problem

The study seeks to recognize the learning styles of the students in the
 10

classroom.

Specifically the researcher ought to answer the following questions:

1. What is the profile of the respondents in terms of:

1.1 Age

1.2 Course

1.3 Gender

1.4Profession

2. What is the relationship of learning styles to the student’s performance?

3. Why does it corresponds to the multiple intelligences of students?

4. How do these learning styles differ from each other?

5. Why these learning styles affect their ability to learn?

Null Hypothesis

There is no significant difference between the learning styles in every tracks

of senior high school student.

Significance of the Study

This study will be beneficial to the following:

 11

THE STUDENT. This study would be a great benefit to the student as this will

help them recognize what kind of learner they are and they will able to know

which learning style they outstand in the class.

THE TEACHER. The teacher will have a great benefit to this study as this will

help them formulate a precise lesson plan and a method of teaching after

understanding what kind of learner his or her students in the class.

THE SCHOOL. The school will also gain benefit when the study succeeds as

this will help improve the learning system and method of teaching of the

teachers and make it more effective in providing the education of the students.

THE FUTURE RESEARCHER. This study will help the future researchers

scrutinize more ideas and concept in improving the learning system of the

school. They will able to know what kind of learners are the students in the

school and this will give them a concept to make more proficient research.

Scope and Limitation of the Study

This study was conducted in San Jorge National High School located at

Barangay Poblacion 2, San Jorge Samar School year 2016-2017.

Specifically to recognize the learning style or learning preferences of senior

high school students in the classroom.

Definition Of Terms

The following terms used in the study are defined conceptually and
 12

operationally for better understanding.

Learning Goals – Are specific statements of intended student attainment of

essential concepts and skills. The learning is the heart of assessment for

learning manageable. ( K12>Iowa>core power point ).

Learning goals is used in the study to set an attainment for effective education

to the students.

Learning style – Speaks to the understanding that every student learn

differently. (https:// teach.com>what>teachers-teach).

Learning style is used in the study as this is the main focus for the evaluation

of the students learning preferences.

Proficient – Well advanced in any branch of knowledge or skills; possessed of

considerable acquirements. (English Dictionary)

Proficient is used in the study as this is the element for acquiring successive

research.

Innovative – This refers to using or showing new methods or ideas. ( Collins

English Dictionary ).

In this study, innovative approach is used to provide teachers an idea or concept

of what is the appropriate teaching method or style that would suit to the

students learning preferences.

Assessment – The act of making a judgment about something. (Merriam-

Webster Dictionary).

Assessment is used in the study as this the method of recognizing the learning
 13

styles of the students. This will serve as an evaluation proposed by the

researcher.

CHAPTER 2

Related Literature and Studies

 14

This chapter presents the related literatures and studies relevant to the

current study.

Related Literature

The concept of learning styles is based on the theory that an individual

responds to educational experiences with consistent behavior and performance

patterns. The complexity of the construct, the psychometric problems related to

its measurement, and the enigmatic relationship between culture and the

teaching and learning process means that the body of research on learning

styles must be interpreted and applied carefully.

Analyses presented in this paper suggest that the widespread conclusions

in the literature that African American, Hispanic American, and Indian students

are field-dependent learners who prosper academically when taught with field-

dependent teaching strategies are premature and conjectural. Research does

not support the supposition that members of a particular ethnic group have the

same learning style.

The body of research does have implications for enhancing the academic

achievement of culturally diverse students by reminding teachers to be alert to

individual students' learning styles as well as their own actions and methods in

reference to their students' cultural experiences and preferred learning

environments.( Arvine, Jacqueline Jordan)York, Darlene Eleanor

https://eric.ed.gov/?id=ed382722
 15

A review of theories, research, and models of the learning styles of

American Indian/Alaska Native students reveals that American Indian/Alaska

Native students generally learn in ways characterized by factors of

social/affective emphasis, harmony, holistic perspectives, expressive creativity,

and nonverbal communication. Underlying these approaches are assumptions

that American Indian/Alaska Native students have been strongly influenced by

their language, culture, and heritage, and that American Indian/Alaska Native

children's learning styles are different—but not deficient. Implications for

interventions include recommendations for instructional practice, curriculum

organization, assessment, and suggestions for future research. (Vol. 41, No. 3

(2002), pp. 22-56).

http://www.jstor.org/stable/24398583

An enduring question for educational research is the effect of individual

differences on the efficacy of learning. Aspects of individual differences that

have been much explored relate to differences in learning styles, strategies and

conceptions of learning. Such differences present a profound challenge for

instructional designers, as research has shown that the quality of learning

material is enhanced if the material is designed to take into account learners'

individual learning styles (Rasmussen, 1998; Riding & Grimley, 1999). In the

context of the present research, learning style is taken to mean a consistent or

habitual of mode of acquiring or imparting knowledge through study, experience

or teaching (Beishuizen & Stoutjesdijk, 1999). The purpose of this article is to

 16

propose ways in which individual differences can be accommodated when

designing self-instructional learning materials in print for distance learners. It is

advocated that instructional designers turn to research on learning styles to

inform the design of adaptive learning material. Kolb's (1984) learning cycle and

associated learning styles are described with a view to providing instructional

design guidelines which accommodate (i) each stage of the learning cycle (ii)

individual differences between learners in processing and presenting

information. Examples of learning activities for each stage of the learning cycle

are provided from a tertiary bridging course for adult learners. It is

recommended that in designing for a diverse student body, the research

literature on learning styles can provide insights that have the potential to

improve instructional design.( Catherine McLoughlin)

https://ajet.org.au/index.php/AJET/article/view/1859

A review of theories, research, and models of the learning styles of Black

children reveals that Black children generally learn in ways characterized by

factors of social/affective emphases, harmony, holistic perspectives, expressive

creativity, and nonverbal communication. Underlying these approaches are

assumptions that Black Americans (African Americans) have been strongly

influenced by their African heritage and culture, and that Black children's

learning styles are different-but not deficient. Implications for interventions

 17

include recommendations for instructional interventions, curriculum

organization, assessment, and suggestions for future research.

(February 1, 1989)

http://journals.sagepub.com/doi/abs/10.1177/009579848901600105

In the past 3 years there has been a resurgence of interest in learning styles

as applied to education generally and to professions education in particular. For

all this activity there are difficulties preventing significant progress. Chief among

these is the bewildering confusion of definitions surrounding learning style

conceptualization, and the concomitant wide variation in the scale of behavior

claimed to be predicted by learning style conceptualizations. This presentation

outlines a technical reorganization of learning style constructs and proposes an

empirically testable structure encompassing style concepts that have

established psychometric standards. (Author)( Curry, Lynn)

https://eric.ed.gov/?id=ED235185

Related Studies

Students have different levels of motivation, different attitudes about

 18

teaching and learning, and different responses to specific classroom

environments and instructional practices. The more thoroughly instructors

understand the differences, the better chance they have of meeting the diverse

learning needs of all of their students. Three categories of diversity that have

been shown to have important implications for teaching and learning are

differences in students' learning styles (characteristic ways of taking in and

processing information), approaches to learning (surface, deep, and strategic),

and intellectual development levels (attitudes about the nature of knowledge

and how it should be acquired and evaluated). This article reviews models that

have been developed for each of these categories, outlines their pedagogical

implications, and suggests areas for further study.

http://onlinelibrary.wiley.com/doi/10.1002/j.2168-9830.2005.tb00829.x/full

Some students prefer to learn by themselves in their own pace, in familiar

surrounding rather than in groups. Students tend to perceive information

differently, such as by “viewing and listening, reflection and action, to reasoning

logically and intuitively and also scrutinizing and visualising” (Felder &

Henriques, 1995). This has resulted in education institutions paying great detail

to students’ learning styles to nurture them to be responsible towards their own

learning process. With this in mind, a study was conducted to investigate the

most preferred learning styles of students taking English 1119 paper in SMK

Tengku Intan Zaharah and if the teachers were aware of these learning styles.

More specifically, the study aims to identify the most preferred learning styles
 19

of students learning the 1119 English paper according to gender and academic

streams (Pure Science and Account). In addition, this study investigated

whether their teachers are aware of the learners’ language learning needs. This

study was carried out among 60 selected form 4 students and 48 form 5

students selected using cluster random sampling. A questionnaire was used for

the students, adapted from Perceptual Learning Styles Preferences (PLPS)

Survey by Joy Reid (1984) while for the teachers, the researcher used a closed

format questionnaire adapted from Brindley (1984). Data were analysed and

presented in the form of descriptive statistics, frequency and independent T-

tests. This research found out that the most preferred learning styles of the

students is Visual learning style while the major factor that influenced their

learning style is that they are ‘digital natives’. Finally, this study revealed that

the teachers were aware of the students’ preferred learning style and tried their

best to match their teaching styles to suit the students’ preferences. From these

findings, a few recommendations suggested that it is crucial to understand the

importance of learning styles, to be effective and sensitive in teaching styles, to

have flexible and wide-ranging instructional planning, and use diversity of

teaching aids. (November 2012)

https://www.researchgate.net/publication/274780335_

From an anthropologist’s (Maddock, 1981) point of view, “science and science

education are cultural enterprises which form a part of the wider cultural matrix

of society and educational considerations concerning science must be made in

 20

the light of this wider perspective”(p.10). In addition, Spindler (1987) states

that teaching science is considered cultural transmission while, Wolcott (1991)

focuses on learning science as culture acquisition. In these statements,

culture is defined as “an ordered system of meaning and symbols, in terms of

which social interaction takes place” (Geertz, 1973). Thus, learning and

culture are a partnership. Jones and Fennimore (1990) state: “Every culture

brings habits of thought, resources, and context, which have built into them

vehicles that promote learning and inquiry. Accordingly, children of any culture

can and should have curriculum and instructional practices that draw from that

culture.” (p.16). Unfortunately, even though this statement is probably accurate,

most schools still use the same curriculum, instructional methods, and

assessment strategies for all students regardless of their differences in learning

styles. (Huban Kutay, B.S., M.A., M.S. 2006)

http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.860.7071&rep=rep1

&type=pdf

The purpose of this research was to investigate the effects of formative

assessment and learning style on student achievement in a Web-based

learning environment. A quasi-experimental research design was used.

Participants were 455 seventh grade students from 12 classes of six junior high

schools. A Web-based course, named BioCAL, combining three different

formative assessment strategies was developed. The formative assessment

strategies included Formative Assessment Module of the Web-Based

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Assessment and Test Analysis system (FAM-WATA) (with six Web-based

formative assessment strategies), Normal Module of Web-Based Assessment

and Test Analysis system (N-WATA) (only with partial Web-based formative

assessment strategy) and Paper and Pencil Test (PPT) (without Web-based

formative assessment strategy). Subjects were tested using Kolb's Learning

Style Inventory, and assigned randomly by class into three groups. Each group

took Web-based courses using one of the formative assessment strategies.

Pre- and post-achievement testing was carried out. A one-way ANCOVA

analysis showed that both learning style and formative assessment strategy are

significant factors affecting student achievement in a Web-based learning

environment. However, there is no interaction between these two factors. A post

hoc comparison showed that performances of the FAM-WATA group are higher

than the N-WATA and PPT groups. Learners with a ‘Diverger’ learning style

performed best followed by, ‘Assimilator’, ‘Accommodator’, and ‘Converger’,

respectively. Finally, FAM-WATA group students are satisfied with six strategies

of the FAM-WATA (10 May 2006).

http://onlinelibrary.wiley.com/doi/10.1111/j.1365-2729.2006.00166.x/full

Learning styles are often assessed through students' self-reports on

instruments such as Vermunt's Inventory of Learning Styles (ILS). Recent

research, however, has questioned the adequacy of questionnaires for the

assessment of learning styles. The objective of this paper is to evaluate

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methods of learning style assessment as a means for identifying students at

risk. Therefore, the ILS as a self-report instrument will be compared with the

students' actual study processes, assessed through the thinking-aloud method.

In the first study 1,060 students from the Technical University of Delft

participated. Thirty-three of them were selected on the ILS for participation in

the second study. The ILS was administered to the 1,060 participants and their

study results (GPA and credit points) were collected. Next, the selected 33

participants studied a technical text while thinking aloud. Knowledge acquisition

was measured by means of a post-test. Thinking-aloud protocols were

analyzed on frequencies of study activities, thus representing process

measures of learning styles. The ILS proved to be a rather weak predictor of

study results in Study 1. Results from Study 2 show hardly any correspondence

between ILS and study process measures, although principal component

structures of both measures were highly similar. Furthermore, study process

measures outweighed the ILS in the prediction of study results (post-test, GPA

and credit points).Learning style theory was confirmed by results on the study

process measures. The assessment of learning styles through self-report

instruments such as the ILS, however, should be reconsidered. (September

2003)

http://onlinelibrary.wiley.com/doi/10.1348/000709903322275885/full

CHAPTER 3

Methodology
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This chapter presents a comprehensive discussion on the process used in

the study. The discussion consists of research design, locale of the study,

respondents of the study, instrumentation, validation of the instrument,

sampling procedure, data gathering procedure and statistical treatment.

Research Design

This study utilized the descriptive design, the descriptive method was

employed since the researcher is aiming to provide learning style assessment

test to the senior high school students in San Jorge National High School.

To define the descriptive type of research, Creswell (1994) stated that the

descriptive method of research is to gather information about the present

existing condition.

The aim of descriptive research is to verify formulated hypotheses that to

the present situation in order to elucidate it.

Moreover, the study is descriptive in the sense that the researcher intend

to recognize the students learning style inside the classroom as well as what

learning preferences do they outstand in classroom activities.

Time and locale of the study

This study was conducted in San Jorge National High School located at

Barangay Poblacion 2, San Jorge Samar ,School Year 2016-2017.

Respondents of the study

The respondents of the study were the senior high school students in San
 24

Jorge National High School. Random year courses were acquired both Grade

11 and Grade 12 senior high school students.

Sampling Procedure

The researcher looked into the students academic performance and

determine what learning barriers that makes their learning difficult and what

learning styles does they more preferred to learn effectively.

The researcher utilized the student’s academic performance in San Jorge

National High School through getting their form 138 from the adviser.

In identifying as to who would be in the sample as the actual student respondent

of this study. The researcher used a simple random sampling specifically

through the use of fish bowl method.

This method was used for selecting the number if students as the specified

respondents to answer the survey questionnaire.

Instrumentation

The researcher prepared a questionnaire used in collection of the data. It

was followed and verified by giving the living the survey questionnaire

personally to ensure an accurate response from the participant.

The questionnaire has only one part which consist a checklist about the

four learning styles of the students. The visual, auditory, bodily kinesthetic and
 25

read-write learning styles.

Validation of the Instrument

To ensure the content validity of questionnaire, the researcher’s initial draft

was presented to the English teacher for review, comments, suggestions, and

corrections.

Additional questions will be applied in to the questionnaire as suggested by

the English teacher. Then these instruments will be presented to the panel of

examiners in the oral defense for critiquing purpose and approval.

After which the study was presented the questionnaire will be redrafted with

incorporating the suggestions and corrections given by the panel for the final

result of the study.

Data Gathering Procedure

In gathering the data, the researcher conducted the process on how the

study will be successful in employing the Learning style Assessment Test for

the effective teaching method and learning system in San Jorge National High

School.

Furthermore, the researcher secured a written permit to the administrators

of San Jorge National High School, records from the registrar office and

guidance office are useful enough for the needed data on the list of students

enrollees both grade 11 and grade 12 senior high school students.

 26

After given the permission, the researcher explained the purpose of the

study to the selected respondents and made sure that each participants will

correspond to the predefined criteria.

The researcher collected the data by means of survey questionnaire that

comprises their year level and students status. The learning styles of the

students will be recognized after answering the survey questionnaire which

consist the different learning preferences that was given to them.

After the respondents have taken the tests, the papers were checked,

tallied, interpreted and analyzed.

Statistical Treatment

The distribution of learning styles into eight groups was divided among the
 27

senior high school students both grade eleven and grade 12 was examined

using the chi-square distribution to demonstrate whether there is a significant

difference between the learning styles of each tracks whether rejecting or

supporting the null hypothesis.

Moreover the percentage formula was also utilized as to show the average

score of those students who were a visual learner, auditory learner, bodily-

kinesthetic learner or read write learner. It was utilized to demonstrate what

learning styles did each tracks excel most.

Furthermore the researcher utilized a checklist to identify the mean score

of each learning styles.

CHAPTER 4

RESULTS AND DATA ANALYSIS

 28

This chapter describes the analysis of data followed by a discussion of the

research findings. The findings relate to the research null hypothesis that

guided the study. Data were analyzed to identify, describe and explore the

relationship between the learning styles of senior high school among different

tracks from grade eleven to grade twelve students. Data were obtained from

self-administered questionnaires, completed by 24 respondents taken from

grade eleven students (n=24) and 24 respondents gathered data from grade

12 students (n=24).

A total of 48 questionnaires were distributed and received after conducting

a survey to every year courses of senior high school students in San Jorge

National High School.

The questionnaire comprised of two sections and data generated will be

presented as follows: The first section comprises of demographic data such as

age, sex, and year course, indicating which tracks they belong. The second

section comprises a checklist divided into four categories indicating the four

learning styles it was then described by a statement demonstrating the possible

learning styles of every student.

Methods of Data Analysis and Presentation of Data

Descriptive statistical was used to identify the percentages to get all the

data gathered from the survey questionnaire. Chi- square distribution was

utilized in analyzing the data getting the total chi-square test of the learning
 29

styles of students with the level of significance .005 to get the critical value. This

demonstrates whether the proposed null hypothesis will be rejected or

supported.

DISCUSSION OF FINDINGS

Demographic Relationships and Study Variables

This set of data was intended to describe demographic variables of the

sample and to assess for any influence on the research findings. The

demographic data consisted of age, sex, and year courses.

Student demographic consisted of both male and female students (n= 48)

within the following age ranges: 15-20, 18-25 and >25 older.

Table 1. Student demographics compared by Age, Gender, and tracks

(Grade-11)

OVERALL

M 14 F 10 ALL 24
ABM HUMMS COOKERY AUTOMOTIVE Gender OVERALL
Totals
Gender M F M F M F M F M F M and
F
15-18 2 3 5 1 1 4 6 0 14 8 22
18-25 0 1 0 0 0 1 0 0 2 2
>25 0 0 0 0 0 0 0 0
M/F 2 4 5 1 1 5 6 0
GRP Totals 6 6 6 6

Table 2. Student demographics compared by Age, Gender, and Tracks

(Grade -12)
 30

ABM HUMMS COOKERY AUTOMOTIVE Gender OVERALL

Totals
Gender M F M F M F M F M F M and F
15-18 2 3 1 3 1 3 3 0 7 9 16
18-25 1 0 1 1 1 1 3 0 6 2 8
>25 0 0 0 0 0 0 0 0 0 0 0
M/F 3 3 2 4 2 4 6 0 0 0 0
GRP Total 6 6 6 6

OVERALL

M 13 F 11 ALL 24

Table 3. Association between the Learning Styles of every Tracks (Grade 11)

ABM HUMMS COOKERY AUTOMOTIVE

Observed learning styles 41 40 51 31

Expected 40.75 40.75 40.75 40.75

Residual =(obs-exp) 0.25 -0.75 10.25 -9.75

(obs-exp)^2 0.0625 0.5625 105.0625 95.0625

Component= (0bs- 0.001533472 0.01380368 2.578220859 2.332822086

exp)^2/exp

TOTAL 4.926

(Total chi-square test= 4.926)

*( A p-value of >.005 denotes significance)

Table 4. Association between the Learning Styles of every Tracks (Grade 12)
 31

TOTAL 12.344

ABM HUMMS COOKERY AUTOMOTIVE

Observed 65 54 57 31

learning styles

Expected 51.75 51.75 51.75 51.75

Residual =(obs- 13.25 2.25 5.25 -20.75

exp)

(obs-exp)^2 175.5625 5.0625 27.5625 430.5625

Component= 3.394251208 0.097826086 0.532608695 8.320048309

(0bs-exp)^2/exp

(Total chi-square test= 12.344)

(p-value.005 denotes significance)

In this study the correlation of learning styles of senior high school student

were interpreted and analyzed by utilizing chi-square distribution. In grade 11

senior high school student the result has a significant difference as the total chi-

square test was larger than the total result in chi-square table subsequently with

the level of significance .005 and a degrees of freedom 3.

According to the research if the chi-square value is more than the critical value

then there is a significant difference (Wikipedia).

Since the result of data turned out that the chi-square value was larger than

the critical value then there is significant difference between the learning styles
 32

of grade 11 students supporting the null hypothesis.

However, In grade 12 senior high school students, the result were then

analyzed that every tracks consisting accountancy business and management,

humanities and social sciences, cookery and automotive a total of 24 students

(n=24)correspond to survey were then interpreted utilizing the chi-square

distribution. The total result of chi-square test was larger than the critical value

with a level of significance .005 and a degrees of freedom 3. Subsequently to

the assumptions of chi-square distribution if the chi-square test is larger than

the critical value then there is a significant difference between the learning

styles in every tracks of grade 12 senior high school students.

The result regarding to the test statistic implies that every students in senior

high school have individual preferences and every tracks have a diverse

learning styles.

Response Rate of Survey

In this study, 48 questionnaires were distributed and 48 respondents

corresponds to the survey both grade 11 and grade 12 senior high school

students (n=48). The researcher utilized the Percentage formula as to get the

percentage of every learning styles of students in every tracks of senior high

school.

Accountancy Business and Management (grade

11)

Visual learning style

41.67%
48.83%
Auditory learning style
 33

Figure2: Percentage of learning styles in Accountancy Business and

Management

According to the result of data, Accountancy and Business Management

students are likely to have a homogenous learning style where in most of the

students are a visual learner, auditory learner and bodily-kinesthetic learner

While read-write learning have the lowest rate of students preferred type of

learning.

Hummanities and Social Sciences (Grade 11)

Visual learning style

37.5% 48.83%
Auditory learning style

37.5%
Bodily-kinesthetic learning
48.83% style
Read-Write learning style

Figure 3: Percentage of learning styles in Humanities and Social Sciences

According to the result of response rate in humanities and social sciences,
 34

students learning styles are likely to have a similar learning styles mostly they

are a visual learner and auditory learner.

Cookery (Grade 11)

Visual learning style

54.16% 58.33%

Auditory learning style

48.83% 54.16% Bodily-kinesthetic learning

style
Read-write learning style

Figure 4: Percentage of learning styles in Cookery

Regarding to the result of data , cookery grade 11 senior high school students
are a visual learners and mostly are auditory learners and read-write learners.

Moreover few are a bodily-kinesthetic learners.

Automotive (Grade 11)

Visual learning style
29.17 33.33%
Auditory learning style

Bodily-kinesthetic learning
style
29.17
29.17 Read-write learning style

Figure 5: Percentage of learning styles in Automotive

According to the result, automotive students excel most in visual learning style
 35

with a percentage of 33.33% as it has the highest response rate from the

automotive students.

However, few are auditory learner, bodily-kinesthetic leaner and read-write

learner as it has the lowest percentage of 29.17%.

Accountancy Business and Management (Grade 12)

Visual learning style

54.17% 75%
Auditory learning style

62.50%
79.17% Bodily-kinesthetic learning
style
Read-write learning style

Figure 6: Percentage of learning styles in grade 12 Accountancy Business and

Management

According to the result, grade 12 accountancy business and management

students are likely to be an auditory learners which has the highest percentage

79.17% while it was followed by a visual learning style that has 75% percentage

demonstrating that students excel most at this style of learning. Only few are

read- write learner with the lowest percentage 54.17%.

Humanities and Social Sciences (Grade 12)

54.17%
68.67% Visual learning style
Auditory learning styl
 36

Figure 7: Percentage of learning style in grade 12 Humanities and social

sciences

According to the result, humanities students are likely to be visual learners with

the highest percentage 68.67% response from the respondents. Moreover, it

was then followed by an auditory learners which has the second highest rate.

Few are bodily- kinesthetic learners which has the lowest percentage of 45.83%.

Cookery ( Grade 12)

54.17% Visual learning style

62.50
Auditory learning styl

58.33% Bodily-kineshetic learning styl

62.50% Read-write learning styl

Figure 8: percentage of learning styles in grade 12 Cookery

According to the result, cookery students are likely to be a visual learners and

auditory leaners with a percentage of 62.50% as this perhaps the style that
 37

most of them excel most .

Automotive (Grade 12)

25% 33.33%
Visual learning style
Auditory learning styl
33.333%
Bodily-kineshetic learning styl
37.50%
Read-write learning styl

Figure 9: Percentage of learning styles in grade 12 Automotive

According to the result, automotive students are likely to be an auditory

learners with the highest percentage of 37.50% response from the survey.

However, few are read-write learners with the percentage of 25% lowest

response from the respondents.

Results from the response rate of every tracks of senior high school

students demonstrates the percentage of learning styles that each tracks has

responded on the survey, through utilizing the percentage formula the

researcher able to find out which learning styles each tracks of senior high

school excel most.

 38

Summary

. In this chapter, data analysis methods, study results and discussions of

the findings have been presented. Findings from this study have been found

out to be consistent with the findings of several related studies of learning styles.

In addition the impact of demographic data and the result of the chi-square test

has been explored. Data findings were described as correlation to the study

variables and presented as tabulations.

In the next chapter the implication of findings about the learning styles and

diverse learning styles of every tracks in senior high school student will be

discussed. The limitations to this study will also be presented.

Chapter 5

Summary, Conclusions and Recommendations

 39

This chapter presents the summary of the findings, conclusions and

recommendations based on the data analyzed in the previous chapter.

Summary

The preponderant purpose of the study was to determine the learning styles

in each tracks of senior high school students both grade 11 and grade 12.

Recognizing what style of learning each track in senior high school excels most

would help teachers innovate an accurate method of teaching to the students.

Perhaps understanding the preferences of students in the class would improve

the relationship between teacher and the student, to accomplish that goal it

became necessary to reach some prerequisite goals.

Moreover, knowing the students’ preferred learning styles, this research

also sought to investigate the teachers’ awareness of their students’ preferred

learning styles. By knowing their students’ learning styles, these educators

would tend to match their teaching styles by preparing suitable activities that

cater their students’ needs. Thus, this chapter discusses the conclusions and

recommendations of this study.

Conclusions

The findings revealed that grade 11 and grade 12 students specifically

accountancy and business management, humanities and social sciences,

cookery and automotive students preferred visual learning style and auditory
 40

learning style. Visual learners means that the students preferred the use of

more media, pictorial materials, written materials, and any other informations

associated with images. In this way students are able to understand more to

every class discussions.

The researcher found out one of the main reasons the students were fond

of Visual learning style is because they love to spend their time chatting and

surfing the Internet, looking at pictures and websites as well as playing online

games all day long and this had been supported by Prensky (2001, p. 1)

Kirk and Scott (2012) in their online journal stated, teachers who have

access to blog, Wikipedia, podcast, wireless access to internet, handheld

computers online textbooks, visuals and virtual experiments or activities allow

the teachers to cater to the students’ need, as these tools help to meet the

needs of their students by tapping into their students' learning styles and

building upon their strengths.

Moreover, as these students undertaking the k-12 curriculum where

knowledge can be acquired through student centered learning.

As a result, these students feel that they need to work either in pair or self-

learning as they needed more the internet support to enable them to feel

confident in getting the right information to be reported in the class. Above and

beyond, through working in pair or individual these students are able to develop

good communication skill while sharing ideas and receiving feedbacks during

the learning process in the class. As for the teachers, they realize the fact their
 41

learners feel more contented and become linguistically fecund by working in an

environment where they are able to interact positively while having their voices

heard and their opinions respected.

The study shows, by knowing the students’ preferred learning styles the

teachers are able to suit and prepare their teaching and learning session before

hand. This will enable teachers to be more creative and take into consideration

the differences in learning styles among the students in planning activities,

coming up with workbooks or modules as to make the lesson more meaningful

to the students and also to assist the students to perform better in their state

examination. Moreover, by being aware of the students’ preferred learning

styles it would also remind the teachers that they must be sensitive to the

students’ needs.

Moreover, aside from being a visual learners, the result revealed that

students are an auditory learner as well. They learn not just by seeing actual

images but by also through what they heard. This means that students also

understand new content through listening and speaking in situations such as

lectures and discussions.

These students who tend to retain information more thoroughly when the

information is reinforced through sound are able to learn the discussion

effectively. Auditory learning methods could include anything from using

musical notes to memorize lists, to using voice recordings or chants to

memorize history terms. Moreover, these Students with strong auditory learning
 42

preferences may prefer listening class lectures over reading assigned

segments of a difficult text.

Perhaps, an auditory learner may benefit from using the speech recognition

tool available on many PCs and on cell phones. They may have a knack for

ascertaining the true meaning of someone's words by listening to audible

signals like changes in tone.

This preference would initially give teachers a hint what style to be used,

students at this type of preferences would have an interest to an active class

discussions, teachers could use a microphone or any audible materials that

would clearly reach the students attention. Through this research is that the

students unanimously agreed that they are fond of learning by copying

notes from board, listening to their teachers teaching and copying it and also

through reading and making some notes out of it . Moreover, students are not

encouraged to share their opinions as what matters is teacher opinion as that

will be the answer script for their examination.

Students are like pieces of white cloth, teachers are the artists that colour

them and mold them according to the mould and due to that by helping the

students to know their preferred learning styles these students can develop new

strategies and techniques in learning. Successful students normally, have a

diverse range of learning styles and can easily fit themselves in any classroom

situation. This happens as the students are able to adapt and adopt their

learning styles accordingly to suit the teachers’ teaching style.

 43

Furthermore, regarding to the result from the chi- square statistical test,

learning styles in every tracks of senior high school has significant difference

means that every students of different course acquire distinct learning

preferences and teachers have to adapt these learning preferences as to easily

have an active discussions and obtain students participation inside the

classroom.

Recommendations

This study was conducted as to provide some light to students and teachers

regarding learning styles. The purpose of the study was to give teachers an

idea what learning preferences acquired by their students in the class and also

to determine the learning preferences in each tracks of grade 11 and grade 12

students. On top of that, the outcomes from the research will provide the

students opportunity to assess their learning preference. Besides that, it will

enlighten them that there are more than just one learning style or preference in

learning (Azlinda, 2006).As a result, students will have a sense of responsibility

for their own learning and at the same time they may want to adopt other

learning styles to aid them for advanced learning in the future.

The findings from this research will also benefit the school staffs as it will

give excellent opportunity for every teachers in San Jorge National High School

to understand their students’ learning styles better, as it will make them aware

that a variety of learning styles and learning preferences do exist in their

 44

classrooms where it will assist teachers to incorporate in their teaching

materials and methods of delivery to address the need of each students.

Withal, the school administration will also find this study to be beneficial as

it will appraise the variety of learning styles that students adapt in learning. The

information can help administration to establish courses, activities or

instructional materials that suite students learning styles. On the other hand,

the findings will make the administrators realize that there is a need for them to

look into the problems regarding students’ performance.

So it is recommended that, understanding the Importance of Learning Styles in

Learning, students and teachers should be encouraged to keep abreast with

the latest subjects on learning styles. As we all know, it is not an easy task to

adapt to a different learning styles as perhaps one’s learning style has been in

grained from young (Rosniah, 2004). Thus students must take the responsibility

and play an active role in their own language learning. The students must take

the initiative to increase self-awareness, set goals and choose appropriate

learning strategies to achieve successful language learners. Meanwhile,

teachers must provide opportunities for students to venture into several learning

styles and learning strategies through suitable class activities and exercises.

Furthermore the researcher recommend the Learning Style Assessment

Test as this would help teachers to have an idea what learning style does their

student understand most . It would help teachers create a method of teaching

 45

or a precise lesson plan on how to attain the active participation of the students

in the class.

Learning style Assessment test could be used in examinations as this would

help evaluate the learning style of the student. Another is effective and sensitive

teaching style, teachers initiate their lesson differently, so they should be aware

of their teaching style preferences. The teacher ought to vary their teaching

styles as to carter multiple learning styles of their students. By understanding

students’ learning styles, and by being flexible regarding their own teaching

styles, teachers can amplify their awareness and be more sensitive of their

teaching environment, observation, preparation, presentation, and interaction

with the students. They can be more effective if they can provide more

variations and choices to tailor the stylistic differences of their students. Messick

as cited in Rosniah (2004) stated that it is not always suitable for teachers to

accommodate to students’ preferences, instead teachers should expose the

students to techniques that are not their preferences. This somehow helps the

students to gain more educational experiences, as they are required to adapt

to diverse learning styles. Similarly Reid (1995) believes that versatility is

important in the classroom if learning is to transpire.

Recommendations for Future Researchers

For future research related to this topic, the researcher does not use a large

number of sample but they could use a large sample if they would do the same
 46

research .Future researcher could create a more versatile survey questionnaire

as to attain proficiency in conducting the research. Utilizing an accurate

statistical tools would help validate the study.

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