PREFERRED LEARNING STYLES AND ACADEMIC PERFORMANCES

OF SENIOR HIGHSCHOOL STUDENTS

A Thesis Presented to the

Senior High School Department
Central Philippine University

In Partial Fulfillment of the

Requirements for the Subjects
Practical Research ll

by:
Regie Ann D. Ibañez
 October 2017

PREFERRED LEARNING STYLES AND ACADEMIC PERFORMANCES

OF SENIOR HIGHSCHOOL STUDENTS

A Thesis Presented to the

Senior High School Department
Central Philippine University

In Partial Fulfillment of the

Requirements for the Subjects
Practical Research ll

by:
Regie Ann D. Ibañez
 October 2017

CENTRAL PHILIPPINE UNIVERSITY

SENIOR HIGH SCHOOL DEPARTMENT
Iloilo City

APPROVAL SHEET

PREFERRED LEARNING STYLES AND ACADEMIC

PERFORMANCE OF SENIOR HIGHSCHOOL
STUDENTS

A Research Work for the course

Practical Research 2

Regie Ann D. Ibañez

Approved by the Research Committee

__________________________________
DR. BELINDA R. VAQUIO, Research Adviser
__________________________________

__________________________________

___________________________________
PROFESSOR EDGAR A. ERIMAN, MA, Ed
Director, Senior High School

October 2017
ACKNOWLEDGEMENT

The researcher would like to express her heartfelt appreciation to the following

who contributed and made research paper possible;

First and above all, the Almighty Father for the guidance at all times and the

knowledge, wisdom and blessings which helped me to finish the study with patience

and cooperation.

To my parents, for their love, patience, monetary assistance, and most especially

for their guidance.

To Dr. Belinda Valaquio, the research teacher and mentor for her overwhelming

support, guidance in each step made, perseverance, patience and precious assistance

in reviewing and correcting the research paper.

To the school administrators, thank you for making this research study possible.

To my statistician, Prof. Ma. Eddie A. Sia, for sharing her knowledge and

technical know-how.
 My thanks and appreciation also go to my colleague and and the people who

have willingly helped me out with their abilities. To you all thank you from the bottom of

my heart.

The Researcher

TABLE OF CONTENTS

ACKNOWLEDGEMENTS………………………………………………………………..…….iii

LIST OF TABLES AND FIGURES……………………………………………………..……..vi

ABSTRACT………………………………………………………………………………........viii

CHAPTER Page

I INTRODUCTION

Background of the Study………………………………………………………...……..1

Statement of the Problem……………………………………………………...……....2

Hypothesis…………………………………………………………….…………..…….2

Paradigm………………………………………………………………………..……….4

Significance of the Study……………………………………………………………….4

Scope and Delimitation…………………………………………………………………5

Definition of Terms……………………………………………………………..……….5
II REVIEW OF RELATED LITERATURE

Learning Style……………………………………………………………………..…….7

Types of Learning Styles………………………………………………….………...….8

The Effects of Learning Styles on Course Performance………………….....……..9

Differential use of learning strategies in first-year……………………………..…...10

Higher education: The impact of personality,

Academic motivation and teaching strategies.

Brain-Based Learning, Learning Styles……………………………………………..11

Social Sciences Students,

Measuring and Evaluation Course,

David Kolb’s learning styles model…………………………………………….…….12

And experiential learning theory (ELT)

Kolb’s Experiential Learning………………………………………………….………14

Theory (learning styles) Model

III RESEARCH METHODOLOGY

Research Design…………………………………………………………………...….15

Respondents of the Study……………………………………………………….…...15

Data Gathering………………………………………………………………………...15

Sampling Procedure……………………………………………………………….….16

Research Instrument……………………………………………………………….….17

Statistical Treatment of the Data………………………………………………….....18

IV RESULTS AND DISCUSSION

Results…………………………………………………………………………..…..….19

V SUMMARY, CONCLUSION, AND RECOMMENDATION

Summary………………………………………………………………………………..26

Conclusion………………………………………………………………………….…..26

Recommendation……………………………………………………………………...27

REFERENCES…………………………………………………………………………………28

APPENDICES………………………………………………………………………………….29
 LIST OF TABLES

Table 1 Total Population and Sample Size……………………………………..…………..16

Table 2 Profile of the Respondents………………………………………………………….20

Table 3 Learning Styles Preferred by the ………………………………………………..…21

Students when Taken as a Whole and Ranked

Table 4 Learning Styles when…………………………………………………..…………....23

Categorized According to Sex and Year Level

Table 5 Difference in the Preferred Learning Styles of Students…………….………..…23

When Categorized According to sex and Year Level

Table 6 the Level of Academic Performance as …………………………………….…….24

Students when Taken as a Whole Group

And when Categorized According to Sex and Year Level

Table 7 Difference between Preferred Learning Styles……………………………………26

And Academic Performance of Students Correlations

 LIST OF FIGURES

Figure 1 Paradigm……………………………………………………………………………....4

Figure 2 Methodology Numerical Weight……………………………………………..…….17

Figure 3 Scale of Means…………………………………………………………………..….17

Abstract
Continuation
Introduction
Statement of the Problem

This study aimed to determine the learning styles of the Senior High School

students of Central Philippine University, enrolled during this semester of school year

2017- 2018.

Specifically, this study sought to answer the following questions:

1. What is the learning style preferred by the students when taken as a whole and

when categorized according to sex and year level?

2. Is there a significant difference in the preferred learning styles of students when

they are categorize according to sex, and year level?

3. What is the level of academic performance of students when taken as a whole

and when they are categorized according to sex and year level?

4. Is there a significance difference in the level of academic performance of

students when they are categorized according to sex and year level?

5. Is there a significant relationship between preferred learning styles and academic

performance of students?
 Hypothesis of the study

1. There is no significant difference in the preferred learning styles of students when they

are categorized according sex, and year level.

2. There is no significant difference in the level of academic performance of students when

they are categorized according to sex and year level.

3. There is no significant relationship between preferred learning styles and academic

performance of students.

Theoretical Framework

This study is anchored on the advocates of learning style models by Claxton &

Murrel in 1978, and Coffieid et al., in 2004 postulates that students learn in different

ways.

Taking that as a basic premise leads to the implications that higher education

faculty should not assume that all adult students learn the same way, that a faculty

member own a deposition and or preferences for learning are broad enough to

accommodate the learning needs of most or all the students.

According to McAdams and Pals (2006), it offers a five-principle model if the

whole person then encompasses evolutionary design for human nature, dispositional

traits, characteristics adaption, self-defining life narratives, and culture-social context.

Learning style falls into categories of dispositional traits and characteristics adaption

where there are differences across individual humans but there are groupings of

humans who have common or similar learning style characteristics.

 This is the model, based in phenomenological research as well as Kolb’s

experiential learning cycle, that defines learning style as “distinctive” and observable

behaviours that provide clues about the radiation abilities of individual and how their

mind relate to the world, therefore how they learned (Gregorc & Ward, 1977).

Gregorc (1979) also claims that individuals have natural predisposition for

learning along for bipolar, continuous mind qualities that function as mediators as

individuals learn from an act upon their environment.

Paradigm of the study

INDEPENDENT VARIABLE ANTECENDENT VARIABLE DEPENDENT VARIABLE

Sex Preferred Learning Academic

Grade Level Style Performance

Significance of the study

This study will be beneficial to the following:

Instructors. Through the results of this study, they can be able to identify the

learning styles used by the students, and through that they can align their teaching

strategies to be more effective for the learning of their students.

 Students. The results of this study will make students aware of the different

learning styles and can have the opportunity to choose what learning style will be

effective in a popular situation.

School Administration. This study can give the school administrator an idea on

the needs of the students regarding their learning styles. Through that, they can provide

facilities or other teaching aids which will be of great help to the students.

Scope and Limitation

This study focused mainly on the Learning styles of Senior High School student

of Central Philippine University.

This study will be conducted at Central Philippine University, Jaro, Iloilo City in

this month of this September, 2017 using the survey approach of conducting research.

Specifically, it utilizes the descriptive survey design. The researcher will provide a

survey questionnaire to the student respondents.

Definition of terms:

To provide clarity and understanding of the study , the following terms are

defined conceptually and operationally:

Learning Style – refers to the range of competing and contested theories that aim

to account for differences in individual’s learning. These theories propose that all people
can be classified according to their style of learning, although the various theories

present differing views on how the styles should be defined and categorized. A common

concept is that individuals differ in how they learn. (Wikipedia, 2017). In this study,

"learning style" refers to prepared weight of learning of students.

Academic Performance – in educational institution, success measured by

academic performance, or how well a student meets standard set out by local

government in the institution itself. (Melissa J. Bell). In this study, “Academic

Performance" refers on how the teachers’ way of teaching the students.

Senior high school – a school attended after Junior high school and usually

consisting of grades 11 to 12. (www.dictionary.com). In this study, "Senior High School"

refers to the department in which the respondents belong.

Sex – the sum of the structural and functional differences by which the male and

female are distinguished, or the phenomena or behavior dependent on these

differences. Either male or female division of a species, especially as differentiated with

reference to the reproductive functions (www.dictionary.com). In this study, “sex”

biological identification of students whether they are male or female in the Central

Philippine University senior high school.

Grade level – is a term used to describe the grate level or year of attendance of

someone who is in school. It is also used to describe the term of any type of enrollment.

In this study, "grade level" refers to the grade level of respondents whether grade 11 or

grade 12.
 CHAPTER II

REVIEW OF RELATED LITERATURE

Types of Learning Styles

There are three main types of learning styles which is the auditory, visual, and

design Kinesthetic. Most people learned best through the combination of these types of

learning styles. The auditory learners are the people who would rather listen to things

being explained than reading about them. Reciting information out loud and having

music in the background may also be a common study method. Other noises may

become a distraction resulting for individual needs in relatively quiet place. Visual

learners learned fast and best by looking at graphics, watching a demonstration or

videos or reading. Mostly individual, having trouble, some individual seems easy to look

at charts and graphs, but they may have difficulty in focusing while listening to an

explanation. Kinesthetic learners process information best through a "hands-on"

experience. Actually, doing an activity or hands on activities can be the easiest way to

learn, it's close to sitting still while studying may be difficult, but writing things down

makes is easier to understand (Gibson, 2003).

Learning Styles
 According to Romanelli, Frank, Bird, Eleanora, and Ryan (2009), an American

Journalist of Pharmaceutical Education most of them said that the diversity of students

engaged to a higher education that continues to expand. Students come to colleges

with varied ethnic and cultural backgrounds, from a multitude of training programs and

institutions, and with differing learning styles. Coupled with this increase in

diversification has been a growth in distance education programs and expansions in the

types of learning styles.

A benchmark definition of “learning styles” is characteristic cognitive, effective, and psycho-

social behaviors that serve as relatively stable indicators of how learners perceive, interact with,
and respond to the learning environment. Learning styles are considered by Manu to be one
factor of success in higher education. Confounding research and, in many instances, application
of learning style theory has begat the myriad of methods used to categorize learning styles. No
single commonly accepted method currently exists, but alternatively several potential scales and
classifications are in use. Most of these scales and classifications are more similar than
dissimilar and focus on environmental preferences, sensory modalities, personality types,
and/or cognitive styles. Lack of a conceptual framework for both learning style theory and
measurement is a common and central criticism in this area. In 2004 the United Kingdom
Learning and Skills Research Center commissioned a report intended to systematically examine
existing learning style models and instruments. In the commission report, Canfield et al
identified several inconsistencies in learning style models and instruments and cautioned
educators with regards to their use. (February 2009).

Types of Learning Styles

There are three main types of learning styles which is the auditory, visual, and Kinesthetic. Most
people learned best through the combination of their types of learning styles. The auditory
learners are the people who would rather listen to things being explained than reading about
them. Reciting information out loud and having music in the background may also be a common
study method. Other noises may become a distraction resulting for individual needs in relatively
quiet place. Visual learners learned fast and best by looking at graphics, watching a
demonstration or videos or reading. Mostly individual, having trouble, some individual seems
easy to look at charts and graphs, but they may have difficulty in focusing while listening to an
explanation.
Kinesthetic learners process information best through a “hands-on” experience. Actually, doing
an activity or hands on activities can be a the easiest way to learn. It’s close to sitting still whole
studying may be difficult, but writing things down makes it easier to understand (Gibson, 2003)