International Journal of Recent Technology and Engineering (IJRTE)

ISSN: 2277-3878, Volume-8, Issue-2S11, September 2019

Preferred Learning Styles of Technical-

Vocational and Livelihood (TVL) Students in
Public Senior High School in
Sta. Rosa, Laguna
Jackie D. Urrutia, Irish Jade R. Constantino, Nancy F. Sabordo, Judy H. Verzo

 different learning situations. [1]

Abstract— This research intends to seek understanding on the By the year 2013, the Department of Education in the
learning preferences of the TVL senior high school students. Philippines implemented its biggest reform in education
Results showed that most of the respondents are visual when through the Republic Act No. 10533, otherwise known as the
asked how they use their physical senses. When they are asked
how they expose themselves to learning situations, they are “Enhanced Basic Education Act 0f 2013” From the previous
introvert , concrete sequential when questioned about how they ten-year basic education, it added up another two more years
handle possibilities, closure oriented when dealing with ambiguity in the learning experience of the students. And so, on 2013,
and deadlines, particular when receiving information, the first senior high school of the Republic of the Philippines
synthesizing when asked on how they further process information, was pioneered. One of its salient features was to provide
sharpener when grouped according to how they further process
information, deductive when asked how they deal with language
specialized upper secondary education. The program aimed
rules, field- independent when rated on how they deal with to prepare students for college, job or business and in so
multiple inputs, reflective when they were asked how they deal doing; allows students to get a glance on the area they want to
with response time and literal when they were asked how they deal pursue in the latter years of their life.
with response time Learners will have to undergo assessment in order to
The results will be an effective tool to maximize their potentials determine their strengths and interests. This assessment will
and help them cope with the challenge brought about the
individual differences and their unique talents. Also, the result
then help them decide what specialization to take. One of the
will be a useful feedback to teachers to tailor-fit their teaching specializations under the senior high school program is the
styles and competencies to cope with students varied needs. The Technical- Vocational and Livelihood track wherein students
school and the Department of Education should also take into can accomplish Certificates of Competency or National
consideration the result of this study in revisiting and revising the Certificates Level I and II. This aims to prepare them for
curriculum to meets the needs and demands of the 21st century
chances of employment to middle-level skills or
clients.
entrepreneurs after graduation. Secondary schools offering
Index terms: Technical- Vocational and Livelihood (TVL), technical vocational and livelihood track are now challenged
Learning Styles, Descriptive Study, Senior High Student, Sta. by the idea of crafting teaching strategies and method to cater
Rosa Laguna the need of preparing these students for job.
In an article published online about the DepEd- CEAP
I. INTRODUCTION Mindanao Summit organized by CEAP’s National Basic
In an article published by the Education research newsletter Education Commission and co-hosted by Ateneo de Davao
and webinars (ernweb) last March 18, 2018, states the University, an issue had arise during the said forum on the
importance of understanding different learning styles as implementation of the TVL Track. According to Fr. Onofre
regard to the teaching and learning process. Inocensio of Don Bosco Schools “the senior high school core
Learning differences, as mentioned by Robert Sternberg curriculum requirement are so heavy that there would be no
are not due solely to differences in ability. Learning styles are time to develop hands on skills in the students that such as the
directly related to how students achieve in school. He states manufacturing industry requires”.[2] Moreover, it won’t be
that most people are flexible in their use of different learning possible to fully equip a student to be ready for employment
styles and can adapt with varying degrees of success to with all the technicalities and dept within a span of two years
given that a student shall be required to have 31 subjects
Revised Version Manuscript Received on 10, September 2019. (combined core and specialized subjects) given that every
Jackie D. Urrutia, Professor, College of Education-Graduate School, subjects shall require an 80 hours per semester of actual
Polytechnic University of the Philippines, Sta. Mesa, Manila, Philippines. classroom contact. Very minimal time will be allotted for
Email: [email protected] / [email protected]
Irish Jade R. Constantino, Teacher II, Aplaya National High School, hands on activities and very little time to master required
Sta. Rosa Laguna, Philippines. Email: [email protected] skills for employment.
Jackie D. Urrutia, Teacher III, Judge Feliciano Belmonte Sr. High
School, Quezon City, Philippines. Email: [email protected]
Irish Jade R. Constantino, Teacher I, Balibago Integrated High
School, Sta. Rosa Laguna, Philippines. Email: [email protected]

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PREFERRED LEARNING STYLES OF TECHNICAL- VOCATIONAL AND LIVELIHOOD (TVL) STUDENTS IN
PUBLIC SENIOR HIGH SCHOOL IN STA. ROSA, LAGUNA
Added to this problem is the stigma in selecting tech-voc as learners are known by gaining information through hearing
this is seen by many as the course for poor performing and/ or and by having “finely tuned ears” - they can accurately
problematic students [3] Orale, 2016). In this dilemma, a remember details of information heard on conversations or
teacher’s role will have an incredible effect on the learning lectures and they also have strong language skills that include
process and thus it is important to analyze what the classroom well-developed vocabularies and appreciation of words.
manager should use to facilitate learning effectively in order Kinesthetic learners learn by using their hands (“hands-on
to inculcate the Vision, Mision and Goal of the Department of learning) or by full body movement; they also learn well in
Education for them. As for Stensmo (2008): “As the students activities that involve performing. [10]
have to find their best way of working and learning, teachers Muhundan, cited that the need for studying learning
must find their best way to teach and lead in the classroom and styles was highlighted as the need for a comfortable learning
other educational places” (p. 130) [4]. environment which will result in effective and efficient
One of the many factors helpful in determining future knowledge acquisition. When a student is comfortable in
success of students is understanding the learning styles of the learning and acquiring knowledge, undoubtedly effective
learners in order to help them individually or collectively. A learning will take place. Comfort level can be acquired by
lot of studies were conducted in order to analyze the learning ensuring that a student is in an environment that offers no
styles. One of those studies considered learning styles as the threats. [11]
basis to academic performance [5] (Cox, 2013; Lockie, Lanen Denig stated that the Dunns believed that people are not
& Mc Gannon, 2013; These studies have proven the positive necessarily intelligent because they have a potential, talent, or
effect of learning styles to academic performance. innate ability. Rather, people can demonstrate intelligence
Just as Fr. Joel Tabora, S.J., President of Ateneo de Davao because of the manner in which they perceive, comprehend,
University mentioned in his article, “putting together adapt to new situations, learn from experience, seize the
curricular requirements for the K-12 reform is one thing. essential factors of a complex matter, demonstrate mastery
Teaching them is quiet another. A curriculum is like a wish over complexity, solve problems, critically analyze and make
list, but all the components of curricula need real teachers.” productive decisions. Thus, learning becomes a lifelong
[6] journey when learning styles are recognized and accounted
At the end of the day, teachers are the real heroes in honing for. [12]
and training students for life. That is why; there is a greater According to Coffield, et.al, knowledge of an
need for teachers to determine what better strategies to individual’s learning style allows complementary teaching
implement in the day to day class hours to enable the resources, materials and techniques to be used appropriately.
accomplishment of the institutional objectives- which is In over three decades, researchers established a logical
preparing senior high students to job, business and college. principle: the more closely a student is taught in congruence
with his/her learning style, the greater that learning and
II. REVIEW OF RELATED LITERATURE retention of what he learns. [13]
Learning is an activity of one who needs to acquire The importance of learning styles is not only necessary,
knowledge. It may be intentional or at random; it may involve but plays an important part for individuals in academic
acquiring new information, new attitudes and understanding settings. Often, one’s learning styles is identified to
of values. It is usually accompanied by a change in behaviour determine strengths for academic achievement. Abidin, et.al
and goes on throughout life. It is often thought of as both identified that students retain 10% of what they read, 26% of
processes and outcomes. As mentioned by Gross, education what they hear, 30% of what they see, 50% of what they see
can then be defined as the organized, systematic effort to and hear, 70% of what they say, and 90% of what they say as
foster learning, to establish conditions and to provide the they do something. These facts reveal that each learning style
activities through which learning can occur. [7] has its own strengths and weaknesses. Some students learn in
According to Felder & Brent, learning styles are many ways, while others might only favour one or two.
cognitive, affective and psychological behaviors that serve as Abidin, et.al further cited that those students with multiple
relatively stable indicators of how learners perceive, interact learning styles tend to gain more and obtain higher scores
with and respond to the learning environment. [8] Cassidy compared to those who rely solely on one style. Additionally,
mentioned that learning styles are internally based on the differences in learning styles have also been reported
characteristics of individuals for intake of understanding of between gifted and the underachievers, between the learning
new information. All learners have individual attributes disabled and average achievers; among different types of
related to the learning processes. Some people may rely on special education students; and among secondary students in
visual presentations; others prefer spoken languages; still comprehensive schools and their counterparts in vocational
others may respond better to hands-on activities. [9] education and industrial arts. Some special students favor
As stated by Linda Wong on page 5 of her book, kinesthetic instruction, such as experiential, active and
Essential Study Skills, 7th Edition, the three types of learners hands-on, while many others are more auditory and visually
are visual, auditory and kinesthetic. Visual learners learn best oriented. [14]
by seeing information because they have strong visualization
skills and can easily recall information in the form of
numbers, words, pictures, charts and diagrams. They also pay
close attention and learn to interpret body language. Auditory

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 International Journal of Recent Technology and Engineering (IJRTE)
ISSN: 2277-3878, Volume-8, Issue-2S11, September 2019

Successful learning requires students to interact closely A. Objectives of the Study

with teachers and peers. Steedly, et.al believed that “social The study assesses the preferred learning styles of technical
skills are not the same thing as behaviour, rather a set of vocational and livelihood senior high school students in the
competencies that allow an individual to initiate and maintain division of Sta. Rosa City, Laguna. Specifically, it
positive social relationships; contribute to peer acceptance investigated the demographic profile of the respondents in
and to a satisfactory school adjustment; and allow an terms of age, gender, technical vocational and livelihood
individual to cope effectively with the social environment.” specialization, and academic grade. It also discovered which
[15] learning styles are preferred by technical vocational and
Akey asserted that teachers and school-based livelihood students.
administrators alike have searched to find ways to increase
student achievement in schools. Several widely known and B. Scope and Limitation
discussed strategies include using data to drive instruction, This study was conducted to the Technical-Vocational and
employing highly qualified teachers, and improving school Livelihood public senior high school students in the division
leadership. Additionally, positive student engagement in the of Sta. Rosa, Laguna. Its focus is to examine the learning
classroom is another compelling factor. Engaged students styles preferred by these students.
also are more likely to perform well academically. Thus,
C. Materials and Methods
teachers are key players in fostering student engagement.
They work directly with the students and typically as the most This study employed a descriptive research design.
influential in a student’s educational experience. Creating a According to Calderon and Gonzales, descriptive research
culture of achievement on their classroom, developing maybe defined as a purposive process of gathering, analyzing,
interactive and relevant lessons and activities, and being classifying and tabulating data about prevailing conditions,
encouraging and supportive to students are all ways in which practices, beliefs, processes, trends and cause effect
teachers can foster student engagement in the classroom. [16] relationships and then making adequate and accurate
interpretation about such data with or without the aid of
III. RESEARCH PARADIGM statistical methods. This method were used to determine the
preferred learning styles of the students. [17]
The research paradigm of this study is to give a view of the
work to be done. As shown in Figure 1 below, the inputs are D. Respondents of the Study
the demographic profile and the different learning styles such The respondents of the study were 261 technical vocational
as visual, auditory, tactile/ kinesthetic, extroverted, and livelihood students in public senior high in the City
introverted, random intuitive, concrete-sequential, Schools Division of Sta. Rosa, Laguna. For the sampling,
closure-oriented, open-oriented, global, particular, Cochran sampling formula was applied in the selection of the
synthesizing, analytic, sharpener leveler, deductive, respondents. All data gathered in this study are obtained from
inductive, field-independent, field-dependent, impulsive, the TVL- Senior High School students from the Division of
reflective, metaphoric and literal. The process is the strategy Sta. Rosa City, Laguna. The total population size is 820. As
use in this research and that is through the use of survey shown below, Cochran formula was used to determine the
questionnaire and the output shows the preferred learning total sample size and was able to arrive at a number of
styles of the technical-vocational and livelihood senior high respondents as shown in Table I which results to 261.
school students.

In which n is the size of the sample, N is the size of the

population and e is the margin of error which is 5% or 0.05.
Applying the formula, the computation of the sample size is
shown below:

Fig. 1. Research Paradigm

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PREFERRED LEARNING STYLES OF TECHNICAL- VOCATIONAL AND LIVELIHOOD (TVL) STUDENTS IN
PUBLIC SENIOR HIGH SCHOOL IN STA. ROSA, LAGUNA

Table I: Distribution of the Respondents

Population Sample Population Sample
Name of School
Frame Scheme Frame Scheme
Grade 11 Grade 12

Aplaya National High School 63 20 54 17

Balibago National High School 112 36 77 25
Don Jose National High School 71 23 58 18
Santo Domingo National High School 118 38 110 35
Sinalhan Senior High School 90 29 67 21
Total No. of TVL Students 454 146 366 115
E. Research Instrument and Data Collection
The table II shows the table of specification with the item
A standardized questionnaire developed by Andrew D. placement for each different learning styles and table III
Cohen, Rebecca L. Oxford, and Julie C. Chi (Mikk e al., shows the numeric rating and verbal interpretation for
2009) was utilized with permission from the Center of learning styles. It was formulated from the standardized
Advanced Research and Language Acquisition (CARLA) at questionnaire developed by Andrew D. Cohen, Rebecca L.
the University of Minnesota. Oxford, and Julie C. Chi (Mikk et al., 2009). Upon the
Table II: Table of Specification for Learning Styles successful retrieval of the questionnaire, data were organized
Learning Styles Item Placement and tallied systematically. Descriptive statistics were mainly
Visual 1,4,7,10,13,16,19,22,25,28 frequency count and percentages were used by employing
Auditory 2,5,8,11,14,17,20,23,26,29 SPSS computer software in the presentation, analysis and
Kinaesthetic 3,6,9,12,15,18,21,24,27,30 interpretation of the findings.To compare the respondents’
Extroverted 1,3,5,7,9,11 response derived from the questionnaire, the statistical
Introverted 2,4,6,8,10,12 formula used was the frequency count and percentage. It is
Random-Intuitive 1,3,5,7,9,11 calculated through the following formula:
Concrete-Sequential 2,4,6,8,10,12
Closure-Oriented 1,3,5,7 Where: P is the percentage
Open 2,4,6,8 f is the frequency
Global 1,3,5,7,9 n is the number of cases
Particular 2,4,6,8,10
Synthesizing 1,3,5,7,9 IV. RESULTS AND DISCUSSION
Analytic 2,4,6,8,10 The study was conducted to assess the preferred learning
Sharpener 1,3,5 styles of TVL students in the Division of Sta. Rosa. While the
Leveler 2,4,6 objective of the study is not to predict a particular behavior,
Deductive 1,3,5 learning style preference is an effective tool for students to
Inductive 2,4,6 attain academic success. Also, the result of this study is useful
for teachers and other academicians to help students
Field-Independent 1,3,5
individually and collectively.
Field-Dependent 2,4,6
Table IV: Frequency and Percentage Distribution of
Impulsive 1,3,5 TVL Senior High School Students According to Their
Reflective 2,4,6 Age
Metaphoric 1,3 Frequency Percentage
Age
Literal 2,4 (f) (%)
16 years old 29 11.1%
Table III: Numeric Rating and Verbal Interpretation 17 years old 102 39.1%
for Learning Styles 18 years old 82 31.4%
19 years old 34 13.0%
Numeric Rating Verbal Interpretation
20 years old and 14 5.4%
4 Always
above
3 Often
Total 261 100.0%
2 Sometimes
1 Rarely
0 Never

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 International Journal of Recent Technology and Engineering (IJRTE)
ISSN: 2277-3878, Volume-8, Issue-2S11, September 2019

Majority of the respondents (39.1%) were seventeen (17) (2013) who found the same result in their study.
year of age at the time of the conduct of the study. Table IX: Frequency and Percentage Distribution of
Table V: Frequency and Percentage Distribution of TVL Senior High School Students According to How they
TVL Senior High School Students According to Their expose themselves to learning situations
Gender Learning Frequency Percentage Rank
Gender Frequency (f) Percentage (%) Style (f) (%)
Male 130 49.8% Extroverted 87 33.3% 2
Female 131 50.2% Introverted 134 51.3% 1
Total 261 100.0% Both 40 15.3% 3
There were 130 (49.8%) male and 132 (50.2%) female Total 261 100%
respondents. It is expected that the number of male and female
respondents is closely the same since the TVL track offers With regards the respondents were asked how they expose
both specialization suited for male and female. themselves to learning situations, it came out that most of
Table VI: Frequency and Percentage Distribution of them are introverts than extrovert which means they prefer to
TVL Senior High School Students According to Their work independently and they prefer to work on tasks alone.
TechVoc Frequency Percentage Although they can work with other people, students with this
Specialization (f) (%) kind of preference might tend to choose people they feel
Home Economics 81 31.0% comfortable with especially in pairs. They also appear to be
Industrial Arts 77 29.5% reflective or reserved (Carson, 2009, Dunn & Burks, 2006,
ICT 103 39.5% Felder, 1996). The result supports the findings of Tudy (2014)
Total 34 100.0% who found their respondents to be introverts.
Table X: Frequency and Percentage Distribution of
Among the four TVL specializations offered by the said
TVL Senior High School Students Preferred Learning
division, most of them took the Information and
Style According to How they handle possibilities
Communication Technology or ICT which was identified as
39.5% of the total population. Frequency Percentage Rank
Learning Style
Table VII: Frequency and Percentage Distribution of (f) (%)
TVL Senior High School Students According to Their Random-Intuitive 112 42.9% 1
Grade Concrete-Sequential 88 33.7% 2
Both 61 23.4% 3
Age Frequency (f) Percentage (%) Total 261 100%
97-100 3 1.1%
94-96 12 4.6% This table shows that a general population of TVL students
91-93 32 12.3% are random- intuitive rather than concrete sequential when
88-90 41 15.7% questioned about how they handle possibilities. This means
85-87 131 50.2%
that they are more likely to be future oriented, pefer what can
82-84 25 9.6%
be over what is. They also like to be speculative on things and
80-81 12 4.6%
enjoy abstract thinking and tend to tend to disfavor
78-79 5 1.9%
step-by-step instruction. (CARLA Ins.).
Total 261 100.0%
Table XI: Frequency and Percentage Distribution of
The greatest population as identified according to their
TVL Senior High School Students Preferred Learning
general average on their specialized subject were among those
Style According to How they deal with ambiguity and
who got the grades between 85- 87% (50.2%).
with deadlines
Table VIII: Frequency and Percentage Distribution of
TVL Senior High School Students Preferred Learning Frequency Percentage Rank
Learning Style
(f) (%)
Style According on How they use their physical senses
Close Oriented 142 54.4% 1
Learning Frequency Percentage Rank Open Oriented 60 23.0% 2
Style (f) (%) Both 59 22.6% 3
Visual 113 43.3% 1 Total 261 100.0%
Auditory 66 25.3% 2
Kinaesthetic 35 13.4% 4 Table XI depicts a great number of students whose
Combination 47 18.0% 3 preference on how they deal with ambiguity and deadlines is
Total 261 100.0% closure- oriented and a least number is open- oriented.
Table VIII show that the learning preference of the TVL According to the article who authored the learning styles
students is visual rather than auditory and kinesthetic when survey, a student who perceived to be closure oriented when
asked how they use their physical senses which mean that they dealing with ambiguity and deadlines probably focus
prefer visual presentations of materials such s diagrams,
charts, graphs and pictures (Felder & Solomon, 2002). This
finding is in agreement with the study of D’ Cruz and Raja
Ratman (2013) and Contreras, Velez and Golem Bienki

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PREFERRED LEARNING STYLES OF TECHNICAL- VOCATIONAL AND LIVELIHOOD (TVL) STUDENTS IN
PUBLIC SENIOR HIGH SCHOOL IN STA. ROSA, LAGUNA
carefully on most or all learning tasks. They strive to meet Table XV: Frequency and Percentage Distribution of
deadlines, plan ahead for assignments, and want explicit TVL Senior High School Students According to How they
directions. deal with language rules
Table XII: Frequency and Percentage Distribution of
TVL Senior High School Students According to How they Frequency Percentage Rank
Learning Style
receive information (f) (%)
Deductive 115 44.1% 1
Frequency Percentage Rank Inductive 78 29.9% 2
Learning Style
(f) (%) Both 68 26.1% 3
Global 76 29.1% 2 Total 261 100.0%
Particular 140 53.6% 1
Both 45 17.2% 3
Table XV shows that most of the respondents are deductive
Total 261 100.0%
than inductive when asked how to deal with language rules.
Table XII indicates that most of the respondents As described by the Learning styles Survey, students that fall
appeared to be Particular than Global under that category of under this category go from general to the specific, to apply
Receiving of Information. As mentioned by CARLA students generalizations to experience, and to start with rules and
possessing this type of learning preference enjoy getting the theories rather than with specific examples.
gist or main idea and are comfortable communicating even if
Table XVI: Frequency and Percentage Distribution of
you don’t know all the words or concepts. TVL Senior High School Students According to How they
deal with multiple inputs
Table XIII: Frequency and Percentage Distribution of
Frequency Percentage Rank
TVL Senior High School Students According to How they Learning Style
(f) (%)
further process information
Field-independent 93 35.6% 2
Frequency Percentage Rank Field-dependent 95 36.4% 1
Learning Style Both 73 28.0% 3
(f) (%)
Synthesizing 120 46.0% 1 Total 261 100%
Analytic 95 36.4% 2
Both 46 17.6% 3 Table XVI states that a big number of TVL students lean
Total 261 100.0% towards being field- dependent than being field- independent
Table XIII details a big percentage of students whose when rated on how they deal with multiple inputs. In the same
preference is synthesizing rather than analyzing when asked way, it was analyzed that having this kind of preference means
according to how they further process information. In the they like to separate or abstract material from within a given
same article, it was mentioned that learners with this context, even in the presence of distractions. They may,
preference can summarize material well, enjoy guessing however, have less facility dealing with information
meanings and predicting outcomes, and notice similarities holistically.
quickly. Table XVII: Frequency and Percentage Distribution of
TVL Senior High School Students According to How they
Table XIV: Frequency and Percentage Distribution of deal with response time
TVL Senior High School Students According to How they Frequency Percentage Rank
commit material to memory Learning Style
(f) (%)
Frequency Percentage Rank Impulsive 74 28.4% 3
Learning Style
(f) (%) Reflective 111 42.5% 1
Sharpener 122 46.7% 1 Both 76 29.1% 2
Leveler 67 25.7% 3 Total 261 100%
Both 72 27.6% 2 Table VII summarizes that the students are more
Total 261 100.0% reflective than impulsive when they were asked how they deal
Table XIV reveals that most of the TVL students in the with response time which means they think things through
Division happened to be sharpener and least of them are before taking action and often do not trust their gut reactions.
Leveler when they are grouped according to how they further In this case, action usually follows thought (CARLA).
process information. It was mentioned by CARLA Inst. that
students having this kind or preference tend to notice
differences and seek distinctions among items as you commit
material to memory. They like to distinguish small differences
and separate memories of prior experiences from memories of
current ones. These type of students can easily retrieve the
different items because they store them separately. They like
to make fine distinctions among speech sounds, grammatical
forms, and meaningful elements of language (words and
phrases).

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ISSN: 2277-3878, Volume-8, Issue-2S11, September 2019

Table XVIII: Frequency and Percentage Distribution reforming the system by implementing the k12 curriculum
of TVL Senior High School Students According to How adopted a strategy of localization, indigenization and
they literally take reality contextualization of curriculum. An article from
Frequency Percentage Rank blogpost.com by Pecson (2014) describes localization as the
Learning Style
(f) (%) process of adapting and relating the content of the curriculum
Metaphoric 84 32.2% 2 and the process of teaching and learning to local condition,
Literal 96 36.8% 1 environment and resources. Meanwhile, he defined
Both 81 31.0% 3 contextualization as the process of presenting lesson in
Total 261 100% meaningful and relevant context based on previous
experiences and real-life situations. This idea addresses what
This table described the majority of the TVL students that the learners need especially amongst students who perceived
falls under Literal rather than Metaphoric when asked as to to be random intuitive, particular, sharpener, field- dependent
how they literally take reality. CARLA described these types and literal. [25]
of students as the group who enjoy getting the gist or main For TVL students whose learning styles are synthesizer and
idea and are comfortable communicating even if they don’t deductive, the researchers recommend that educators may use
know all the words or concepts. variety of teaching styles such as mind mapping. A teacher
can also lay down the concept of the lesson to be taught with
V. CONCLUSION AND RECOMMENDATION what was learned yesterday for the discussion today. In this
This assessment to learning style is highly beneficial since way, students will find it easy to understand the connection of
the main focus of this study is the improvement of learning the new lesson to the entirety of the course. In this manner,
outcomes. On the part of the teacher, it will be an effective students whose preference is particular according to how they
feedback on knowing students in a deeper level (Evans and receive information and field- dependent according to how
Waring, 2006) and in so doing could adjust their teaching they deal with multiple inputs will grasp the knowledge in a
styles to suit individual needs. [18] more meaningful way (Cox, 2012). [26]
Furthermore, teachers should also take into consideration Teachers who present examples and let students explain
applying variety of strategies even if some has their own their thinking, let them generate their own examples
preferred learning style [19]. As what Hall and Mosley, afterwards addresses the need of those students that are
Honigsfeld and Scheiring (2004); Sternberg et al., (2008) synthesizer. Added to this is establishing a connection of the
said, “When teachers have a better understanding on students lesson to the course description and bringing the activity to
learning styles, there is a high degree of effectiveness on closure.
instruction and assessment” [20] [21]. Personalizing learning aligns with the idea that
Based on the study conducted, the researchers would like education should not be a one-size fits all model (Amanda
recommended the following techniques for instruction: For Morin). But we should not limit them on the preference they
students who perceived to be visual learners as grouped as to find easy. Instead, allow them to expose themselves to their
how they use their physical senses, visual representations such least preferred style in order to develop them holistically and
as diagrams, charts, graphs and pictures will be a better tool to help them adjust to the real world when they go out of
aid instruction (Felder & Solomon, 2002). [22] Long lectures, education. [27] Even before planning suitable teaching
conversations and oral directions without any visual back up design, teachers must consider the learning styles of the
can be very confusing (Oxford, 2003). [23] students (O’Leary & Stewart (2013). [28] Similarly, teachers
Introverts prefer to work independently. They like to study are encouraged to employ different teaching techniques
or read by themselves. They can learn with a company or (Bostrom & Hallin, 2013) to cater to differences among the
partnered task would also be beneficial to them but only to varied learning styles.[29] Then, If teachers use teaching
those they like working to. Tanner Higgin (2017) suggested strategies suited to the learning styles of the learners, the latter
building a quiet time into the school day by having fifteen (15) will improve in their academic performance. [30]
minute- set aside time every day for just reading time. In the
same article, he also added to reform recess by letting students REFERENCES
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