The Learning Styles of Grade 12 Stem Students Amidst The Global Pandemic

ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL i
THE LEARNING STYLES OF GRADE 12 STEM STUDENTS AMIDST THE

GLOBAL PANDEMIC
____________________
A Quantitative Research
Presented to
The Faculty of the Science, Technology, Engineering and Mathematics (STEM)
Senior High School
Ilocos Sur National High School
Vigan City, Ilocos Sur
____________________
In Partial Fulfillment of the

Requirements for the Subject
Practical Research 2
____________________
by:
TRISHA MAE A. JARAMILLO

DIANA ROSE P. PACPACO
MIKHAELLA ANGEL R. VISTE
2021
ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL ii
CERTIFICATION
This quantitative research entitled, “THE LEARNING STYLES OF GRADE 12

STEM STUDENTS AMIDST THE GLOBAL PANDEMIC,” prepared and
submitted by Trisha Mae A. Jaramillo, Diana Rose P. Pacpaco, and Mikhaella
Angel R. Viste, in partial fulfillment of the requirements in subject, Practical
Research 2, First Semester, School Year 2020 – 2021, has been examined and is
recommended for acceptance and approval for Oral Examination.
_____________________________
Statistician
CLARK V. CORTEZ, Ed. D.

Adviser
ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL iii
APPROVAL SHEET
Approved by the Panel of Examiners for Oral Examination with a grade of
__________.
CLARK V. CORTEZ, Ed. D

Chairman
__________________________________
Member
_____________________________________
Member
Accepted and approved in partial fulfillment of the requirements for the
subject, Practical Research 2, First Semester, School Year 2020 - 2021.
RUHIEL F. BOSQUE, Ed. D.

Subject Group Head
Science, Technology, Engineering and Mathematics (STEM)
ROMULO Q. QUITEVIS
Principal IV
Date: March, 2021
ACKNOWLEDGMENT
ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL iv
For the successful completion of this work, the researchers wish to express
their deepest sincerest gratitude for the assistance extended by the people who were
instrumental in sharing their invaluable time, constant motivation, inspiration, and
pieces of advices in the realization of this study, particularly to the following:
Mr. Romulo Q. Quitevis, Principal IV of Ilocos Sur National High School
(ISNHS), for his wholehearted support, concern and untiring effort in giving
constant reminders for the completion of the study;
Dr. Ruhiel F. Bosque, Subject Group Head of the Science, Technology,
Engineering and Mathematics (STEM), for his parental concern, efforts, full
guidance, suggestions and all-out support from the conceptualization to the
finalization of the study;
Mr. Clark V. Cortez, panel chairman and research adviser, for his
intelligent ideas, suggestions, technical assistance and expertise that contributed for
the refinement and improvement of the study;
Mr. Edward Henry M. Caoile, Mr. Eugene R. Aguilar, and Mrs.
Maricon Garcia, their questionnaire content validators, for having time in checking
and validating their research questionnaires to be used for the conduct of the study;
Mr. Lexter C. Supnet, section adviser for his constant motivation, guidance
and support in the conduct of the study;
The respondents of this study for their insights, experiences and for
patiently answering the questionnaires;
Mr. and Mrs. Cliford Jaramillo, Mr. and Mrs. Demetrio Pacpaco, and
Mr. and Mrs. Arnold Viste, their parents, who inspired them with their love and
endless support for them to continue pursuing their study;

ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL v
Their relatives, classmates, friends, advisers and everybody who helped
and encouraged the researchers;
All the people whose names were inadvertently omitted but who contributed
to the success of the study, and
Above all, to Almighty God, for His countless and bountiful blessings for
through Him nothing is impossible.
M.A.R.V
T.M.A.J
D.R.P.P
DEDICATION
The completion of this study was not possible without the efforts,
ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL vi
hard work and perseverance of us researchers.
In this, we dedicate this research to our Almighty Father,

Who is the source of enlighten and guidance.
for You never failed to listen and grant our prayers,
You’re always by our side giving us the strength and wisdom
in conducting this study as well as in fulfilling our dreams in life.
To our Parents,
whom guided and supported us all the way by any possible means,
Who never failed to assist us and guide us their precious times,
without your molar and financial support, we cannot make this possible.
to our Research Adviser,
whom given us his best in supporting and helping us
in the completion of this study
And to all who participated and shared their expertise
whom we shared our success and failures
Wee appreciate all sorts of support you’ve given us. .
We dedicate this to all of you.
Mikhaella
Trisha
Diana
ABSTRACT
This study aimed to assess the learning styles of the grade 12 Science,
Technology, Engineering, and Mathematics (STEM) students along the following:

ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL vii
(1) personal-related factors; (2)learning styles; (3) and level of academic
performance of the STEM students. Likewise, it determined the significant
relationship between the personal-related factors and the learning styles. And also
the significant relationship between the learning styles and the level of academic
performance of the grade 12 STEM students.
The descriptive correlational method of research was used in the study. The
respondents of this study were the Grade 12 Science, Technology, Engineering and
Mathematics (STEM) Students. Random sampling was done among the Grade 12
STEM students to determine the respondents of the study.
On personal-related factors, results revealed that the STEM are dominated
by females, most of them fall under the age of 18 years old, and almost all of them
are Roman Catholic. Majority of the grade 12 STEM students are using mobile
phones and most of them uses the internet around 4-6 hours a day.
Results further revealed that the STEM students are high negotiators wherein
the results came up with “Agree of the Information or Fact”. This concludes that
grade 12 STEM students are knowledgeable on the different learning styles and be
able to distinguish the learning styles the grade 12 use amidst the pandemic.
Moreover, the students agreed with respect to level of academic performance. This
means that the learning style used by Grade 12 students affect the level of academic
performance.
Grade 12 Science, Technology, Engineering and Mathematics (STEM)
students personal-related factors does not affect the level of academic performance
of the students on the different learning styles. However, the personal-related factors
ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL viii
of grade 12 STEM students particularly the hours of internet usage affect the
learning style particularly in the visual learning style. This implies that the personal
and professional related factors have influenced the learning styles the STEM
students used. It is therefore recommended that the Grade 12 Science, Technology,
Engineering and Mathematics (STEM) students should maintain their learning
styles in times of pandemic. This also affect the level of academic performance. For
further researches, it is recommended that other researchers should conduct the
research with a wider range of respondents to generalize the results. Moreover,
future researches must study the effect of learning styles in the new normal of the
school.
TABLE OF CONTENTS
Page
Preliminaries
ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL ix
Title Page………………………………………………………………………… i
Certification……………………………………………………………………… ii
Approval Sheet…………………………………………………………………… iii
Acknowledgement……………………………………………………………….... iv
Dedication……………………………………………………………………….... vi
Abstract………………………………………………………………………....... vii
Table of Contents……………………………………………………………….... ix
List of tables………………………………………………………………………. xi
List of figures …………………………………………………………………….. xii
Chapter
I THE PROBLEM
Introduction……………………………………………………………… 1
Statement of the Problem ………………………………………………... 5
Scope and Delimitation of the Study …………………………….............. 6
Theoretical Framework ………………………………………………...... 7
Conceptual Framework …………………………………………………. 14
Operational Definition of Terms ………………………………………… 15
Assumptions ……………………………………………………………… 17
ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL x
Hypotheses ……………………………………………………………...... 17
Methodology ……………………………………………………………… 18
Research Design …………………………………………………... 18
Population and Sample ……………………………….…………… 18
Data Gathering Instrument ……………………………...……….... 19
Data Gathering Procedure ................................................................. 20
Statistical Treatment of Data …………………………………….... 21
Chapter
II PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
Profile of the Respondents………………………………………............... 22
Learning Styles ……..…………………………......................................... 24
Level of Academic Performance of STEM students……................................ 33
Relationship between Personal-related factors and Learning Styles………. 39
Relationship between Learning Styles and the Level of Academic

Performance of STEM students………………………………………. 40
Chapter
III SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Summary ……………………………………………………………............. 39
Findings……………………………………………………………………… 40
Conclusions…………………………………………………………………. 44
Recommendations…………………………………………………………... 45
ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL xi
BIBLIOGRAPHY……………………………………………………………............. 47
APPENDICES………………………………………………………………….......... 51
CURRICULUM VITAE……………………………………………………….......... 64
LIST OF TABLES
Table Page
1 Distribution of the Summary of Population and Sample ……….…………. 19
2 Profile of the Grade 12 STEM students……………………………….…… 22
3 Item Mean Ratings on the Learning Styles in terms of Visual Learner….…. 25
Item Mean Ratings on the Learning Styles in terms of Auditory

4 Learner………………………………………………………………………. 26
5 Item Mean Ratings on the Learning Styles in terms of Verbal Learner……. 28
Item Mean Ratings on the Learning Styles in terms of Kinesthetic

6 Learner………………………………………………………………………. 29
Item Mean Ratings on the Learning Styles in terms of logical
7 Learner………………………………………………………………………. 30
8 Item Mean Ratings on the Learning Styles in terms of Social Learner…… 31
Item Mean Ratings on the Learning Styles in terms of Solitary
9 Learner………………………………………………………………………. 33
Item Mean Ratings on the Level of Academic Performance in terms of
10 Students Achievement………………………………………………………. 34
11 Discipline …………..….……………………………………………………. 35
12
Attendance Rate ……………………………………………………………. 36
13 Item Mean Ratings on the Level of Academic Performance in terms of

Teachers Satisfaction….……………………………………………………. 38
14
ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL xii
Correlation Coefficient Between STEM student Personal-Related Factors

39
and the Learning Styles…………………………….……………………….
15 Correlation Coefficient Between the learning styles and the Level of

Academic Performance ……………………………………………………. 41
LIST OF FIGURES
Figure Page
1 Conceptual Framework....................................................................... 15
ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL 1
Chapter I
THE PROBLEM
Introduction
Before the Year 2020 started, a virus has risen from the Province of Wuhan,
China that has killed approximately over four thousand (4000) people in their own
country. After several weeks the virus has spread rapidly in different countries,
many of them close their borders to overseas and lock their doors to protect them
from this Corona Virus Disease 2019. Many individuals are affected by this sudden
out break of diseases, and one of them are the students who are not familiar with
this new system of education in learning.
Students are adjusting through to this pandemic that we are facing right now.
The pandemic has inevitably impacted social and economic activities of the nation,
including those in the education sector. Learning activities has been forced to move
online, in this difficult situation, many students may find it difficult to adapt to the
so-called “new normal” ways of learning.
Students were highly motivated by grades and program requirements. However,
students who enjoyed guided learning had significant differences between intrinsic
value, self-determination, and self-regulation. Though students found the course
challenging and uninteresting, the external motivation of grades increased their
intrinsic motivation, which is reported to be associated with high levels of effort and
task performance (Wang, 2012).
Some educational institutions implemented online classes, and some are
modular since the students are more used to face-to-face learning with their
instructor/teacher in the classroom and more likely to face challenges in learning.
Students, instructors/teachers, and institutions had a little time to prepare for this
sudden unanticipated shift (Chhetri, 2020).
In addition, students are challenged by connectivity, e-learning system support,
and technological and self-regulation issues. Rather, lecturers are being challenged
by competency, operational, and self-regulation
This deadly situation has flipped out the offline teaching process. E-learning
has become the mandatory component of all educational institutions around the
world due to this pandemic (Corona Virus Disease). E-learning provides an
effective teaching method that brings out the best in students to find out the
student’s attitude towards e-learning and process among students who are familiar
with web-based technology, it also helps to find out solutions to improve the self-
study skills of the students (Radha, Mahalakshmi & Kumar, 2020).
Schools and teachers utilized several facilities such as Zoom, Google
classroom, and other online facilities that can still connected to the students. Facing
the Covid-19 Pandemic, the President moved students learning from school to their
homes through the study from home. The objectives of the study to explore the
relationship of students support to academic stress level (Pajarianto, Karid, Galugu
&Sari, 2020).
According to Aristovnik, Kerzic, Ravseli, Tomazevic & Umek (2020), the
students perceive the impacts of the first wave of Covid-19 crisis in early 2020 on
various aspects of their lives on a global level. Students were mainly concerned
about issues to do with their future professional career and studies, and experienced
boredom, anxiety, and frustration. The policy makers and higher education
institutions around the world may benefit from these while formulating policy
strategies to support students.
In this days, students think way better in quiet than with sound, needs bright
instead of dim light, and who concentrate superior in formal seating than on a
delicate chair or couch tend to be successive and tireless learners: They move from
the starting of a assignment to the conclusion in a series of discrete stages. In
expansion, successive and diligent learners prefer to work on only one task at a
time. Once they start something, they remain with it until it is completed.
Students have their own way of learning. They have their own comparative
ways that's why learning styles are basic and fundamental to all students. It depends
on the learning style that fits themselves or the styles that they are comfortable of.
Moreover, it depends on the teacher's approaching style on their students. When
teachers uses mindful ways or style to their students, it can be a boost or an
advantage to their learning.
Learning style refers to the unique ways an individual processes and retains
new information and skills. There are 7 types of learning styles according to
literacy planet, (2017);
First is the Auditory and Musical learning style. Auditory learners like to listen
solutions and examples clarified to them, and may gravitate towards music subjects
and group learning as a way to understand information.

Second is the Visual and Spatial learners. Visual learners like graphs, drawing
out concepts, charts and processes. They learn by looking at visual concepts,
making them, and observing other individuals make them.
Third is Verbal learning. Verbal learning incorporates both writing and
speaking. They might have inclination for reading and writing, word games and
sonnets.
Fourth is the Logical and Mathematical learners. Mathematical learners fail
towards careers in programming, accountancy, science, research and other number
and pattern-oriented careers.
Fifth is Physical and Kinesthetic learner. Commonly called hands-on learners,
kinesthetics incline towards to physically engage with the materials of the subject.
They are the active type and like to watch some demo for them to learn.
Sixth is the Social and Interpersonal learner.social learners appear inclination
towards groups and collaboration. Some gravitate towards leadership inside a group.
And lastly is the Solitary and Intrapersonal learning. Solitary learners can be
visual, auditory, physical, verbal or logical learners. Satisfying all the needs of the
solitary student will ensure they are completely engage.
Utilizing numerous learning styles and different intelligence for learning is a
relatively modern approach. This approach is one that teachers have only recently
begun to recognize. Traditional schooling utilized (and continues to utilize) mainly
linguistic and logical educating strategies. It also uses a restricted range of learning
and educating strategies.

Numerous schools still depend on classroom and book-based educating, much
redundancy, and influenced exams for fortification and survey. A result is that we
frequently label those who utilize these learning styles and methods as bright. Those
who use less favored learning styles frequently discover themselves in lower
classes, with various not-so-complimentary labels and sometimes lower quality
instructing. This could make positive and negative spirals that strengthen the belief
that one is "smart" or "idiotic".
Statement of the Problem
This study aimed to determine the learning styles of Grade 12 Science,
Technology, Engineering and Mathematics (STEM) students in global pandemic
school year (SY) 2020-20201
Specifically, it seeks to answer the following questions:
1. What is the profile of the respondents in their learning style factors
in terms of:
a) Age
b) Sex
c) Religion
d) Available Media resources, and
e) Hours of Internet Usage?
2. What are the learning styles of the respondents in terms of:
a) Visual learner
b) Auditory learner
c) Verbal learner
d) Kinesthetic learner
e) Logical learner
f) Social learner
g) Solitary learner
3. What is the level of academic performance of the respondents in
terms of:
a) Student achievement
b) Discipline
c) Attendance rate, and
d) Teachers satisfaction
4. Is there significant relationship between the profile and the
learning styles of the respondents along with the dimensions cited?
5. Is there significant relationship between the learning styles and the
level of academic performance of the respondents along with the dimension
cited?
Scope and Delimitation
The study is delimited to the learning styles of Grade 12 Science, Technology,
Engineering and Mathematics (STEM) students in global pandemic. It focused on

the following: (1) personal information, (2) learning styles of students, and (3) level
of academic performance of STEM students. Correlational analysis
personal/professional-related factors, learning styles of students, and level of
academic performance of STEM students.
Personal profile of the STEM student gender, age, religion, type of curriculum
completed, and hours of internet usage for the students. The respondents of the
study will be a total enumeration of STEM students of the Senior High School
(SHS) in Ilocos Sur National High School (ISNHS).
The analysis of the study is limited to 125 students in STEM strand SHS of
ISNHS SY 2020-2021 who will be selected with the use of simple random sampling
for the conduct of the study.
The study made use of the descriptive correlational method of research. The
relevant data gathered in the study is limited to what is measured by the
questionnaires adopted from the studies of Pajarianto, Karid, Galugu and Sari
(2020), and Chhetri (2020) to solicit the needed data/information in the study are
utilized. These are also modified by the researchers to seek for the purpose of the
study.
The following statistical tools are employed in the analysis and treatment of
data: frequency, percentage, mean and simple linear correlational analysis
Theoretical Framework
Learning styles are theories that attempt to separate students by their distinctive
and ideal strategies of learning. Some learning style models part things up distant
more, including social modes of learning, learning through music, and others.
Nevertheless the objective is the same: to discover a structure to clarify why
students have different preferences for learning, and why teaching something one
way can be best for one student.
The following is an overview of what is known and theorized about the learning
styles of students in Ilocos Sur National High School (ISNHS). In this study, it will
be shown what are the different learning styles of the students on how will they
study in the midst of pandemic.
This study mainly focused in the learning styles of grade 12 STEM students. It
gathers perceptions, evaluation, and practices of teachers towards the subject of the
study. In addition, it encounters the significant impact of the learning styles in terms
of developing their knowledge.
On level of academic performance
Student’s academic performance have been the area of interest for higher
education institutions. Student performance is influenced by diverse variables such
as learning capacities, gender and race. Student achievement, discipline, attendance
rate, teachers satisfaction, and learning styles were used as predictors.
On Student achievement
Individual differences in academic performance are emphatically correlated
with differences in personality and intelligence. As well, students’ levels of self-
efficacy, self-control and inspiration also affect levels of achievement. Student

accomplishment is the degree to which a learner has attained their short or long-
term educational goals.
According to Regier J. (2011) Academic achievement is important since
working individuals will require higher levels of education to handle the
technologically demanding occupations of the future. Now a day you need a post-
secondary education in order to induce a job. Academically successful adolescents
have higher self-esteem, have lower levels of depression and anxiety, are socially
inclined, and are less likely to mishandle alcohol and lock in in substance abuse.
Positive self-esteem and self-confidence are basic variables in commitment to
academic achievement.
On Discipline
Disciplines and academic performances are the core of our today’s
education. Some scholars have attributed poor performance of students in academic
to high level of indiscipline among students while others disagreed. It becomes
imperative in recent times that many schools have traded away discipline and as a
result led to poor academic performance of students. (Stanley, 2014).
Many students attending public schools exhibit discipline problems such as
disruptive classroom behavior, vandalism, bullying, and violence. Establishing
effective discipline practices is critical to ensure academic success and to provide a
safe learning environment. It describes the effects of whole‐school positive behavior
support on discipline problems and academic outcomes of students enrolled in an
urban school. (Deane & Murphy, 2014).

On Attendance Rate
In Public Schools, School attendance is the rising issues. Students are
regularly absent and/or cutting in their classes can end up involved in destructive
behaviors and dropout of school. Promoting attendance early in a student's life can
encourage attendance and maintain this habit throughout his/her school career.
Family characteristics are strong determining factors in students’ school attendance.
According to McConnelle & Kubina Jr. (2014) when parents or caregivers
are regularly apprised of their child's attendance, they can provide appropriate
feedback at home. Student attendance is important factor in the academic
performance, in addition student attendance is an integral part of professional
development and, from a regulatory perspective, considered
On Teachers satisfaction
Education is an important instrument that can shape an individual and permit
creativity, opportunity and development. As a teacher, it is essential to motivate
students and offer assistance to recognize their qualities and shortcomings. Teachers
are imperative role models for students and have a enormous impact on making a
difference shape, create, support and establish students’ strengths, goals and knowle
dge.
Student learning can be emphatically impacted by the encouragement of
teachers to their students. A teacher’s influence, thoughts and expectations of his or
her students’ capabilities have an impact on student academic performance and
achievements. (grichland, 2017)

On Learning Styles of an Individual
On Visual Learning
Visual learners are those who incline toward learning by observing things.
Utilizing pictures, images, graphs, whiteboards and more helps these types of
learners understand information way better. These students can effortlessly visualize
information, have a great sense of direction and ordinarily likes to draw and doodle.
In addition, The visual learning style implies that individuals got to see
information to learn it, and this "seeing" takes numerous forms from spatial
awareness, photographic memory, color/tone, brightness/contrast, and other visual
information. Naturally, a classroom could be a very great place for a visual learner
to learn. Teachers utilize overheads, the chalkboard, pictures, charts, maps, and
numerous other visual items to allure a visual learner into knowledge (Roell, 2019).
On Auditory Learning
Sound and music are a strong suit for these sorts of learners who regularly have
a great sense of rhythm. These learners are usually vocalists or performers who
are recognizable with distinctive instruments and the sounds they make. Auditory
learners are great listeners who regularly learn best through verbal introductions like
lectures and speeches.
Furthermore, Sound-related learners generally keep in mind what their teacher
says and promptly take part in class. They are great audience members and regularly
exceptionally social, which suggests they can sometimes get diverted from the
lesson by everything else going on within the classroom. Auditory learning

strategies extend from studying with voice recordings to memorizing vocabulary
words by inventing brief melodies (Fleming, 2020).
On Verbal Learning
These learners incline toward utilizing words, both in speech and writing. They
can effectively express themselves and ordinarily adore to read and write. Verbal
learners tend to have a endless vocabulary and exceed expectations in activities that
involve talking, debating, and journalism.
Moreover, Verbal-linguistic learners may have a harder time with hand-eye
coordination or visual-spatial errands. They may also discover it difficult to
decipher a visual presentation of information. For case, it may be harder for verbal-
linguistic learners to read a chart, interpret a graph, or understand a mind-map
(Logsdon, 2020).
On Kinesthetic Learning
Whether it’s by using their body or hands, these learners are all around the
sense of touch. Physical exercises and sports play a enormous part in these student’s
lives. Getting hands-on could be a must for these learners who adore to tinker and
learn best when they can do instead of see or hear.
Regularly, those with a kinesthetic learning style have a difficult time learning
through traditional lecture-based schooling, since the body does not make the
connection that they are doing something when they're listening without movement.
Their brains are locked in, but their bodies are not, which makes it more difficult for
them to handle the information. Much of the time, they got to get up and move to
put something into memory (Roell. 2018).
On Logical Learning
In the event that there's logic, reasoning and numbers included, these learners
are beyond any doubt to excel. These students work and solve complex problems by
utilizing strategies and their logical way of thinking. Computer programming, math
and science are ordinarily favored by these sorts of learners.
Individuals with logical-mathematical learning styles utilize reasoning and
logical sequencing to retain information. Their strengths are in math, logic,
seeing patterns, and problem-solving. They like to work with numbers, discover
logical strategies to answer questions, classify, and categorize. They are comfortable
working with the abstract (Logsdon, 2020).
On Social Learning
Learning in groups and working with others is favored by social learners.
These students know how to communicate viably and appreciate collaborating with
others, conceptualizing and discussing thoughts and ideas. Social learners are
generally great audience members who are keen and understanding.
Also, Interpersonal learners love to interact and incline toward learning through
interpersonal communication and interaction. Interpersonal learners are genuine
people persons. They appreciate heading up committees, partaking in bunch
learning projects, and communicating with other students and grown-ups. They

enjoy school activities such as speech, dramatization, and debate groups (Logsdon,
2020).
On Solitary Learning
These students prefer to use self-study and work alone. They are
autonomous and are very self-aware and in tune with their thoughts and sentiments.
These learners prefer being away from the crowds and learn best in a calm place
where they can center on the assignment at hand.
According to Benitez (2013), Solitary learners are more independent and
reflective compared to other learners. They are ordinarily very intelligent, and they
frequently engage in self-development exercises. This type of learner is also referred
to as the “thinker.” If you concentrate best when alone and incline toward individual
assignments to group exercises, you will show characteristics of a solitary learner.
Conceptual Framework
To illustrate the study, a research paradigm on the Input-Process-Output will
be used to show the components of the learning styles of STEM students is
exhibited below:
The paradigm shows the learning styles of STEM students in Ilocos Sur
National High School (ISNHS) which are evaluated. These are the personal factors,
the learning styles of an individual, and percentage of level of academic
performance
It is theorized that the personal variables of the STEM students have a
significant relationship with their learning styles. Further, the extent of learning
styles affects the achievement of STEM students.
Figure 1: Research Paradigm
INPUT PROCESS OUTPUT
Personal Profile Learning Styles

a. age, a. Visual Learning
b. sex, b. Auditory Learning
Level of Academic
c. Religion, c. Verbal Learning Performances of Stem
d. Type of students
d. Kinesthetic Learning
Curriculum
Completed e. Logical Learning
e. Hours of internet f. Social Learning
usage
g. Solitary Learning
Operational Definition of Terms
For clarification, the following terms are defined for better understanding:
Personal Profile of the STEM students. This refers to the age, sex, and
religion. These variables affect the learning styles of the STEM students in
developing their knowledge.
Age. It refers to the number of years the respondents have lived until
the time of the conduct of the study.

Sex. It refers to the identity of the respondent whether he is a male
or a female.
Religion. It refers to the beliefs, practices, morals and organization of
the respondents to those with supernatural powers
Curriculum. It refers to the knowledge and skills that students are
expected to learn as they progress through school.
Hours of Internet Usage. It refers to the hours wherein STEM
students used the internet daily.
Learning Styles - A style of learning refers to an individual’s
preferred way to absorb, process, comprehend and retain information.
Visual Learning - is a type of learning style in which students prefer
to use images, graphics, colors and maps to communicate ideas and
thoughts.
Auditory Learning - is a learning style in which a
person learns through listening.
Verbal Learning - is typically associated with the memorization and
retention of lists of words, in order to describe basic elements of associative
learning.
Kinesthetic Learning - is a combination with visual and/or auditory
study techniques, producing multi-sensory learning

Logical Learning - it refers to your ability to reason, solve problems,
and learn using numbers, abstract visual information, and analysis of cause
and effect relationships.
Social Learning - are individuals who enjoys working in groups and
teams and benefits from open communication and the sharing of ideas.
Solitary Learning - are types of students are self-motivated, enjoy
working independently, and learn best when working alone.
Assumptions
This study was premised on the following assumptions:
1. The learning styles of students are measurable.
2. The questionnaire is valid and reliable instrument in gathering needed data.
3. The respondents assessed each statement sincerely and honestly.
4. The variables are enough to determine the percentage of the majority
learning styles of the STEM students.
Hypotheses
Based on the statement of the problem, the following hypotheses were
considered in the study:
1. Is there significant relationship between the personal factors and the

following components:
a) Learning styles, and
b) Level of Academic performance

Methodology
The methodology provides a detailed description that elaborates the plan of
action, process or design that informs the methods employed to this study. In
particular, this chapter discusses the context of the study the participants, the
methodology employed, specific methods and data collection techniques, systematic
procedures followed, and data analysis technique.
Research Design. To understand the purpose of this study, the descriptive-
correlational method of research was utilized with the main objective of generating
hypothesis regarding the personal-related factors, learning styles of students, and
level of achievement of students.
The use of the descriptive method of research centered on characterizing a
verbal picture of the population of the study who are the Grade 12
STEM students of Ilocos Sur National High School. It explores the profile of the
respondents and their favored learning styles.
The comparative method was utilized to assess the differences within
the preferred learning styles of the grade 12 STEM students. And the
correlational analysis was utilized to determine the relationship between
the personal factors to the learning styles and student achievement.
Population and Sample. The respondents of the study were the Grade 12
Science, Technology, Engineering and Mathematics (STEM) Strand students in
Ilocos Sur National High School (ISNHS), Vigan City, Ilocos Sur for the School
Year 2020-2021.
Random sampling was used at the Grade 12 STEM strand students (see
appendix G) to see the respondents in this study. The distribution of the summary of
the population and sample is presented in Table 1.
Table 1. Distribution of the Summary of Population and Sample
Population (N) Sample (n)

Grade 12 STEM Students
Confucius 45 25
Plato 47 25
Socrates 44 25
Democritus 47 25
Pythagoras 45 25
228 125
Data Gathering Instrument. The principal device used by the researchers
to collect data is a set of checklist/questionnaire designed to gather information
about the learning styles of grade 12 STEM students amidst the global pandemic.
The questionnaire is made of two parts. Part I is on the respondents’ profile
to include: age, sex, religion, available media resources, and hours of internet usage.
Part II evaluates the preferred learning styles of the grad 12 STEM students. The
instrument used Likert scale in determining the responses in the questionnaire
wherein each component in the rating scale has corresponding points that are as
follows:
5 - Strongly agree of the fact or information (SA).
4 - Agree of the fact or information (A).
3 - Neutral of the fact or information (N).

2 - Disagree of the fact or information (D)
1 - Strongly disagree of the fact or information (SD).
In determining the responses in the Level of academic performance of
students, the following Likert Scale was used.
Data Gathering Procedure. In conducting the study, the researchers
earnestly sought permission to the school principal of Ilocos Sur National High
School (ISNHS) and asking for endorsement in conducting the study. The
researchers earnestly requests permission to the School Principal/Head,
Teachers/Teachers-In-Charge/ Department Heads to administer the validated
questionnaire to the respondents.
When the permission be granted, the researchers will virtually float the
questionnaires to the Grade 12 Science, Technology, Engineering and Mathematics
(STEM) Strand students of the SHS of ISNHS.

Statistical Treatment of Data. To analyze the data gathered, the following
tools are used in the study:
Frequency and percentage. To describe the profile of the Grade 12 Science,
Technology, Engineering and Mathematics (STEM) Strand students.
Mean. To determine the learning styles encountered by the STEM students
and level of academic performance of students.
Pearson rxy. To determine the relationship between the personal factors and
the learning styles of the STEM students

Chapter II
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter presents the analyses and interpretations on the data
gathered in the study to answer the research problems raised in the previous chapter.
1. What is the profile of the respondents in their learning style factors in terms
of:
a. Age
b. Sex
c. Religion
d. Available Media Resources, and
e. Hours of Internet Usage?
Profile of the Respondents
Table 2 presents the profile of the Grade 12 Science, Technology,
Engineering, and Mathematics (STEM) students of the Senior High School (SHS) in
Ilocos Sur National High School (ISNHS) along personal/professional-related
factors.
Table 2. Profile of the STEM Students along Personal/Professional-related
Factors
Grade 12 STEM
Personal/Professional-related Factors
f %
Age
17 years old 28 22.2
18 years old 95 77.0
19 years old 1 .8
Total 125 100.0
Sex
Male 46 36.8
Female 79 63.2
Total 125 100.0

Religion
Roman Catholic 117 93.6
Islam 1 0.8
Methodist 1 0.8
Iglesia ni Cristo 1 0.8
Born Again 4 3.2
Others 1 0.8
Total 125 100.0
Available Media Resources
Mobile phone 94 75.2
Laptop 12 9.6
Computer 7 5.6
Television 8 6.4
Radio 0 0
Books 4 3.2
Newspaper 0 0
Total 125 100.0
Hours of Internet Usage
1 hour - 3 hours 2 1.6
4 hours - 6 hours 49 39.2
10 hours - 12 hours 24 19.2
Above 16 hours 11 8.8
Total 125 100.00
On Age. Based on the finding on the table presented, most of the
respondents are 18 years old (95 or 77.0%) of the Grade 12 Science, Technology,
Engineering and Mathematics (STEM) students. A little percentage ages 17 years
old (28 or 22.2%) and only one respondent ages 19 years old ( 1 or 0.8 %).
On Sex. Majority ( 79 or 63.2%) are females of Grade 12 STEM students.
In the other hand, some ( 46 or 36.8%) are males.
On Religion. Most (117 or 93.6 %) of the Grade 12 STEM students are
Roman Catholic. Meanwhile, few of the respondents are Born Again (4 or 3.2 %)
and only one respondent are in Islam. Methodist, Iglesia ni Cristo and Other religion
(1 or 0.8%).
On Available Media Resources. Majority of the respondents of the Grade
12 STEM are using Mobile Phones ( 94 or 75.2 %). Meantime, some are using
Laptop (12 or 9.6 %) and few of them are using Television (8 or 6.4 %). A little
percentage are using Computer ( 7 or 5.6%) and also in using Books (4 or 3.2%).
On Hours of Internet Usage. Most (49 or 39.2 %) of the Grade 12 STEM
students use internet 4-6 hours. On the other hand, some respondents uses the
internet 7-9 hours ( 30 or 24.0%). Meanwhile, 24 (19.2%) students uses internet 10-
12 hours. Meantime, some respondents uses the internet 16 hours and above (11 or
8.8%). And Lastly, 9 (7.2%) Grade 12 students uses internet 13-15 hours.
2. What are the learning styles of the respondents in terms of:
a) Visual learner
h) Auditory learner
i) Verbal learner
j) Kinesthetic learner
k) Logical learner
l) Social learner
m) Solitary learner
A. Learning Style
Table 3 shows the mean ratings on the Learning Styles of Grade 12 STEM
students amidst the Global Pandemic.
Table 3. Item Mean Ratings on the Learning Styles in terms of Visual Learner
Grade 12 STEM
ITEMS
Students
x DR
a. I am skillful with and enjoy developing making 3.45 A
graphs and charts
b. I think the best way to remember something is to 3.82 A
picture it in my mind
c. In the past week I put a lot of effort finding similar 3.98 A
topics on our lesson during this pandemic
d. I prefer obtaining information about an interesting 3.87 A
subject by reading about it.
e. I prefer to see information written on the board 4.03 A
supplemented by visual aids and assigned readings
Composite Mean 3.83 A
Legend Item Description and Overall Description
4.21-5.00 - Strongly agree of the fact or information (SA).
3.41-4.20 - Agree of the fact or information (A).
2.61-3.40 - Neutral of the fact or information (N).
1.81-2.60 - Disagree of the fact or information (D)
1.00-1.80 - Strongly disagree of the fact or information (SD).
Table 3 presents the perception of the Grade 12 STEM students in the
learning style in terms of visual learner.
As shown in the table, the overall mean rating of Grade 12 Science,
Technology, Engineering and Mathematics (STEM) students is 3.83 and is

interpreted as “Agree”. This implies that visual learner is effective learning style of
the students.
Taken singly, STEM students rated item e” I prefer to see information
written on the board supplemented by visual aids and assigned readings” with the
highest mean ratings of 4.03 while they assessed item a, “I am skillful with and
enjoy developing making graphs and charts” the lowest mean rating of 3.45. All the
mean ratings were described as “Agree”. This means that STEM students are
knowledgeable in the learning style through visual.
According to the study of Ünsal (2018), It can be said that visual learners
are normal, they incline toward learning by seeing, reading, taking notes, making a
list, observing a show and learning exclusively. It is observed that they keep in
mind the things they saw and benefit from the books, videos, charts, illustrations,
maps, pictures, etc. colored pictures and printed materials. They are effective in
person study, and in reading and composing abilities in foreign language learning.
Notes can be composed on the board, images can be created, and concept maps can
be used. Pictures, photos, blurbs, brochures, etc. can be brought to course.
Table 4. Item Mean Ratings on the Learning Styles in terms of Auditory
Learner
Grade 12 STEM
ITEMS
Students
x DR
a. I can remember best by listening to a lecture that 3.85 A
includes information, explanations and discussions.
b. I require explanations of diagrams, graphs, or visual 3.78 A
directions
c. I do best in academic subjects by listening to lectures 3.93 A
and tapes.
d. I learn to spell better by repeating words out loud 3.86 A

than by writing the words on paper
e. I would rather listen to a good lecture or speech than 3.93 A
read about the learning material.
Table 4 present the perception of the Grade 12 STEM students in the
learning style in terms of Auditory Learner.
As shown in the table, 3.87 is the overall mean rating of the Grade 12 STEM
students and it is interpreted as “Agree”. This implies that the students are auditory
learners.
Grade 12 STEM evaluates item c, “I do best in academic subjects by
listening to lectures and tapes,” and item e, “I would rather listen to a good lecture
or speech than read about the learning material” as the highest rate with a mean
rating of 3.93 interpreted as “Agree”. While item b, “I require explanations of
diagrams, graphs, or visual directions,” as the lowest rate with a mean rating of 3.78
interpreted as “Agree”.
According to Dincol-Ozgur (2018), auditory learners learn best by listening
to lectures or to what others ought to say. The mindfulness of individuals of their
own learning styles helps them to see their strengths and shortcomings, and to
regulate their learning appropriately. the learning preferences of a learner ought
to be included in learning situations so as to allow all learners to memorize.
Determining the learning styles of individuals and giving instruction in line with this
could contribute to viable learning and to the improvement of positive states of
mind towards a subject

Table 5. Item Mean Ratings on the Learning Styles in terms of Verbal Learner
Grade 12 STEM
ITEMS
Students
x DR
a. I like to write things down or take notes for visual 3.91 A
review.
b. I prefer obtaining information about an interesting 3.89 A
subject by reading about it.
c. I can understand a news article better by reading 3.54 A
about it in the newspaper or online rather than by
listening to a report about it on the radio or internet.
d. I learn to spell better by repeating words out loud or 3.78 A
by writing the words on paper.
e. I can remember best by writing things down several 3.93 A
times.
learning style in terms of Verbal Learner.
students and it is interpreted as “Agree”. This implies that the students are verbal
learners.
Grade 12 STEM evaluates item e, “I can remember best by writing things
down several times,”as the highest rate with a mean rating of 3.93 interpreted as
“Agree”. While item c, “I can understand a news article better by reading about it in
the newspaper or online rather than by listening to a report about it on the radio or
internet.,” as the lowest rate with a mean rating of 3.54 interpreted as “Agree”.
In the study of Canpolat (2019), the foremost favored learning style
is the verbal learning style. in spite of the fact that the students with low academic
self-efficacy have a higher propensity towards verbal learning. the students with
high self-efficacy can be expected to believe that information is adaptable and

changeable and that learning takes place with exertion instead of that there is only
one truth. Since it can be thought that their taking steps and after that reaching a
conclusion bolsters their self-confidence and increment their level of self-efficacy
by believing that learning and coping with the hardships that they encounter in
academic environments will take place with effort.
Table 6. Item Mean Ratings on the Learning Styles in terms of Kinesthetic
Learner
Grade 12 STEM
ITEMS
Students
x DR
a. I prefer to use posters, models, or actual practice and 3.63 A
other activities in class.
b. I enjoy working with my hands or making things. 3.87 A
c. I chew gum,or eat snack while studying. 3.67 A
d. I learn the spelling of words by “finger spelling” 3.66 A
them.
e. I grip objects in my hands during learning periods. 3.70 A
learning style in terms of kinesthetic learner.
interpreted as “Agree”. This implies that kinesthetic learner is effective learning
style of the students.
Taken singly, STEM students rated item b” I enjoy working with my hands
or making things” with the highest mean ratings of 3.87 while they assessed item a,
“I prefer to use posters, models, or actual practice and other activities in class” the
lowest mean rating of 3.63. All the mean ratings were described as “Agree”. This
means that STEM students are knowledgeable in the learning style through
kinesthetic.
According to Leasa, Corebima, Ibrohim, & Suwono (2017), learners
tend to utilize kinesthetic learning styles, whereas at the high level of
education/vocational education the learners tend to optimize the visual
learning style. it is concluded that learning styles tend to alter along with the level of
cognitive and mental development of a individual. Learning styles are thought to
be dynamic, depending on the cognitive and mental development, and the learning
environment which can invigorate the learners to become versatile.
Table 7. Item Mean Ratings on the Learning Styles in terms of Logical Learner
Grade 12 STEM
ITEMS
Students
x DR
a. I am good at working and solving jigsaw puzzles and 3.64 A
mazes.
b. I like to discover things myself rather than have 3.92 A
everything explained to me.
c. I try to find many options and possibilities for why 3.95 A
something happens.
d. I plan carefully for future events. 3.86 A
e. I am good at solving complicated mysteries and 3.53 A
puzzles.
learning style in terms of Logical Learner.

students and it is interpreted as “Agree”. This implies that the students are logical
learner.
Grade 12 STEM evaluates item c, “I try to find many options and
possibilities for why something happen,” as the highest rate with a mean rating of
3.95 interpreted as “Agree”. While item e, “I am good at solving complicated
mysteries and puzzles,” as the lowest rate with a mean rating of 3.53 interpreted as
“Agree”.
In the study of Aminah, Kusumah, Suryadi, & Sumarno (2018), on
understudies with tall and medium of numerical earlier information, on numerical
consistent considering capacity and its normalized pick up, understudies who were
instructed by metacognitive teaching-learning got higher review than understudies
who were instructed by customary instructing. Like that, in totally understudies and
in each level of arithmetic earlier information, there are distinctive grades of self-
regulated learning between understudies who were instructed by metacognitive
teaching-learning and understudies who were instructed by routine learning.
Table 8. Item Mean Ratings on the Learning Styles in terms of Social Learner
Grade 12 STEM
ITEMS
Students
x DR
a. I learn better when I work or study with others than 3.91 A
by myself.
b. I learn better in the classroom than with a private 3.66 A
tutor.
c. It is easy for me to approach strangers. 3.50 A
d. I experience things first and then try to understand 3.68 A
them.
e. Interacting with lots of people gives me energy 3.83 A

learning style in terms of Social Learner.
students and it is interpreted as “Agree”. This implies that the students are social
learner.
Grade 12 STEM evaluates item a, “I learn better when I work or study with
others than by myself,” as the highest rate with a mean rating of 3.91 interpreted
as “Agree”. While item c, “It is easy for me to approach strangers,” as the lowest
rate with a mean rating of 3.50 interpreted as “Agree”.
Syarifuddin, Setyosari, Sulton, Kuswandi, & Sartika (2020) stated in their
study that the learning model of community of inquiry by considering and paying
consideration to student learning styles, it is to be collaborated, cooperated and
helped each other in conducting different examinations in tackling different issues
they face, so that it is viable in moving forward social abilities, motivation and
authority of students' concepts towards material learned. collaborative Inquiry
learning can create students' logical states of mind, this reflects that the
collaborative inquiry learning model is available constructivist learning model in
progressing students' demeanors within the context of design and develop more
effective enlightening.
Table 9. Item Mean Ratings on the Learning Styles in terms of Solitary
Learner
Grade 12 STEM
ITEMS
Students
x DR
a. I prefer individual or one-on-one games and activities. 3.58 A
b. When I am in a large group, I tend to keep silent and 3.70 A
listen.
c. I want to understand something well before I try it. 3.94 A
d. After working in a large group, I am exhausted. 3.63 A
e. I have a few interests, and I concentrate deeply on 3.86 A
them
learning style in terms of solitary learner.
interpreted as “Agree”. This implies that solitary learner is effective learning style
of the students.
Taken singly, STEM students rated item c” I want to understand something
well before I try it” with the highest mean ratings of 3.94 while they assessed item a,
“I prefer individual or one-on-one games and activities” the lowest mean rating of
3.63. All the mean ratings were described as “Agree”. This means that STEM
students are knowledgeable in the learning style through kinesthetic.
3. What is the level of academic performance of the respondents in terms of:
e) Student achievement
f) Discipline
g) Attendance rate, and
h) Teachers satisfaction
Table 10. Item Mean Ratings on the Level of Academic Performance in terms
of Student Achievement.
Grade 12 STEM
ITEMS
Students
x DR
a. I need to work very hard to go to a national school 3.95 A
b. I prepare two or more drafts of paper or assignment 3.59 A
before turning it on.
c. My grades depends on the learning styles I use to 4.03 A
learn during the pandemic
Table 10 presents the perception of the Grade 12 STEM students in the level
of academic performance in terms of student achievement.
interpreted as “Agree”. This implies that student achievement affects the level of
academic performance of the students.
Taken singly, STEM students rated item c” My grades depends on the
learning styles I use to learn during the pandemic” with the highest mean ratings of
4.03 while they assessed item b, “I prepare two or more drafts of paper or
assignment before turning it on.” the lowest mean rating of 3.59. All the mean
ratings were described as “Agree”. This means that STEM students are
knowledgeable in the student achievements in the level of academic performance.

In the study of Dhaqane & Afrah (2016), the relationship
between satisfaction of students’ and academic performance and investigating the
other variables that contribute academic performance. the relationship academic
performance and satisfaction and stress of female student. Getting academic degree
isn't all of the success, but accomplishing satisfaction is the real meaning of success.
Many individuals achieved the most elevated levels of academic degrees but didn’t
appreciate their life went through for study. For this, education and preparing based
on students’ satisfaction is one of the most obligations of researchers and planners
of educational framework
of Discipline.
Grade 12 STEM
ITEMS
Students
x DR
a. I show my learning style impart discipline and man- 3.95 A
agement on learning during this pandemic
b. I work the assigned task on time. 3.58 A
c. I follow the schedule in doing my modular activities 3.89 A
of academic performance in terms of discipline.

Taken singly, STEM students rated item a”I show my learning style impart
discipline and management on learning during this pandemic” with the highest
mean ratings of 3.95 while they assessed item b, “I work the assigned task on time.”
the lowest mean rating of 3.59. All the mean ratings were described as “Agree”.
This means that STEM students are knowledgeable in the discipline on the level of
academic performance.
Simba, Agak, & Kabuka (2016) stated in their study that discipline has a
moderate positive relationship with, and accounts for variance in academic
performance. the academic performance increases among the pupils with increase in
level of discipline. In addition, better classroom disciplinary climate was found to
indicate better school reading performance. Indiscipline makes students to lose
focus on educational goals which are achieved through hard-work, time
management, respect for others and self determination.
of Attendance Rate.
Grade 12 STEM
ITEMS
Students
x DR
a. I wake up early in the morning to do my activity 3.86 A
tasks
b. I am used to electronic medium (facebook, group 3.90 A
chat, internet, instant messaging, etc.) to discuss or
complete an assignment
of academic performance in terms of attendance rate.
Taken singly, STEM students rated item b”I am used to electronic medium
(facebook, group chat, internet, instant messaging, etc.) to discuss or complete an
assignment” with the highest mean ratings of 3.90, while they assessed item a, “I
wake up early in the morning to do my activity tasks.” the lowest mean rating of
3.86. All the mean ratings were described as “Agree”. This means that STEM
students are knowledgeable in the attendance rate in the level of academic
performance.
According to Jover & Ramirez (2018), Academic performance is related to
attendance. This greater attendance is reflected in all the components of the
performance: a greater attendance is reflected in better marks obtained in the
exercises carried out in class, and also in the exams. This is logical when taking into
account that this course, technical drawing, requires the development of a
significant spatial vision ability, thus this requires a mental functional gymnastics
effort, which can only be developed progressively, week by week, class attendance
being very important as this skill is very difficult to acquire based on just revising in
a few days or hours.

of Teachers Satisfaction.
Grade 12 STEM
ITEMS
Students
x DR
a. I work harder than I thought I could do to meet the 3.78 A
instructor’s standards or expectations.
b. I discuss my grade or assignment with a teacher 3.09 A
of academic performance in terms of teachers satisfaction.
Taken singly, STEM students rated item a”I work harder than I thought I
could do to meet the instructor’s standards or expectations.” with the highest mean
ratings of 3.78, while they assessed item b, “I discuss my grade or assignment with a
teacher.” the lowest mean rating of 3.09. All the mean ratings were described as
“Neutral”. This means that STEM students are knowledgeable in the teachers
satisfaction in the level of academic performance.
In the study of Asif, Fakhra, Tahir, & Shabbir (2016), teachers’ great
satisfaction with their work means that they justify their teaching responsibilities.
The next best indicator of satisfaction was supervision. Teachers were satisfied with
the behaviors of their supervisors, and indicators such as promotion, colleagues, and
working conditions achieved moderate satisfaction as perceived by the teachers.
Most teachers showed strong determination to work in order to prove themselves,
and the financial benefits that they received were consistently criticized by teachers
as compared with those in other professions.
4. Is there significant relationship between the profile and the learning styles of
the respondents along with the dimensions cited?
Relationship Between the Personal-Related Profile and the Learning Styles
Table 14 shows the variables along the personal related factors and the
learning style of the respondents that Grade 12 Science, Technology, Engineering
and Mathematics (STEM) students acquires.
Table 14. Correlation Coefficients between Personal-Related Profile and the
Learning Style.
Visual Auditory Verbal Kinesthetic Logical Social Solitary

Learning Learning Learning Learning Learnin Learning Learning
Style Style Style Style g Style Style Style
Age -.029 .060 .054 .029 -.012 .080 .037
Sex -.064 -.047 .071 .074 .086 -.007 .126
Religion .058 -.026 -.050 .007 .065 .021 -.114
Available
Media -.152 -.070 -.112 -.136 -.016 -.172 -.100
Resources
Hours of
Internet .215* .125 .084 .043 .073 .086 .085
Usage
**. Correlation is significant at the 0.01 level (2-tailed)
*. Correlation is significant at the 0.05 level (2-tailed)
The correlation of the students’ personal related factors and their learning
style is shown in the Table 14.

From the data above, the personal related factors of the students do not have
a significant correlation to the hours of internet usage.
Taken singly, only the hours of internet usage is significantly correlated to
the visual learning style of the respondents (rxy = .215). This implies that the hours
of internet usage can be a factor in the learning style of the respondents.
This only implies that the age, sex, religion, and available media resources
does not affect their learning styles.
5. Is there significant relationship between the learning styles and the level of
academic performance of the respondents along with the dimension cited?
Relationship Between the Learning Styles an the Level of Academic
Performance.
Table 15 shows the variables along the personal related factors and the
learning style of the respondents that Grade 12 Science, Technology, Engineering
and Mathematics (STEM) students acquires.
Table 15. Correlation Coefficient between the Learning Style and the Level of
Academic Performance.
Student Discipline Attendance Rate Teachers

Achievement Satisfaction
Visual Learning
.580** .574** .752** .482**
Style
Auditory Learning
.609** .614** .685** .483**
Style
Verbal Learning
.661** .607** .699** .493**
Style
Kinesthetic
.633** .627** .755** .646**
Learning Style
Logical Learning
.583** .561** .801** .602**
Styles
Social Learning
.603** .706** .758** .658**
Style
Solitary Learning
.599** .682** .639** .472**
Style
**. Correlation is significant at the 0.01 level (2-tailed)
*. Correlation is significant at the 0.05 level (2-tailed)
The correlation of the students’ learning style and their level of academic
performance is shown in the Table 15.
As presented in the table, learning styles have significant correlation in the
level of academic performance of the students.
Taken singly, the visual learning style is correlated to student achievement
(rxy=.580). It is also correlated to Discipline (rxy=.574), Attendance rate (rxy=.752)
and lastly in teachers satisfactory (rxy=.482). Furthermore, Auditory learning style
is also correlated to student achievement (rxy=.609), discipline (rxy=.614),
attendance rate (rxy=.685) and also in teachers satisfactory (rxy=.483). Meanwhile,
Verbal learning style has a significant correlation with student
achievement(rxy=.661), discipline(rxy=.607), attendance rate (rxy=.699) and
teachers satisfactory(rxy=.493). Also Kinesthetic learning style has a significant
correlation to student achievement (rxy=.633), discipline (.627), attendance rate
(rxy=.755) and lastly teachers satisfactory (.646). Logical learning style is
significantly correlated to student achievement (rxy=.583), discipline (rxy=.561),

attendance rate (rxy=.801) and teachers satisfactory (.801). Furthermore, Social
learning styles is significantly correlated to student achievement (rxy=.603),
discipline (rxy=.706), attendance rate (rxy= .758) and teachers satisfactory
(rxy=.658). And lastly, Solidarity learning style has significant correlation to student
achievement (rxy=.599), discipline (rxy=.682), attendance rate (rxy=.693) and
teachers satisfactory (rxy=.472).

Chapter III
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the summary of the study, the salient findings, conclusions,
and recommendations.
Summary
The study aimed to assess the learning styles of the grade 12 Science,
Technology, Engineering, and Mathematics (STEM) students in Ilocos Sur National
High School (ISNHS), school year 2020-2021. It focused on the following: (1)
personal/professional profile, (2) the learning styles, (3) and the level of academic
performance of the grade 12 STEM students. Correlational analysis between
personal/professional related factors and the learning styles, and the level of
academic performance of the respondents and the factors of the project were also
encountered in the research.
Personal/professional profile of the grade 12 Science, Technology,
Engineering, and Mathematics (STEM) students were limited to age, sex, religion,
available media resources, and hours of internet usage. Learning styles were
categorized into visual learner, auditory learner, visual learner, kinesthetic learner,
logical learner, social learner, and solitary learner and the level of academic
performance of STEM students. The respondents of the study were selected from
the Grade 12 Science, Technology, Engineering and Mathematics (STEM) strand
students to validate the perceptions of the different learning styles.
The study made use of the descriptive correlational method of research. The
relevant data gathered in the study were limited to what was measured by the
questionnaire adopted from the University of Texas Learning Center (2006), and
National Research Council (2003) to solicit the needed data/information in the study
were utilized. The researchers to seek for the purpose of the study also modified
these.
Findings
Based on the data generated and analyzed, the following are the salient
findings of the study:
1. On Personal/Professional-related factors
On Age. 28 or 22.2% of the Science, Technology, Engineering, and
Mathematics (STEM) students belong to the age 17 years old while
most (95 or 77.0%) of them are 18 years old and only 1 (0.8%) of the
respondent ages 19 years old.
On Sex. Majority (79 or 63.2%) of the Grade 12 STEM students are
females and the other 46 (36.8%) grade 12 STEM students are
males.
On Religion. Most (117 or 93.6 %) of the Grade 12 STEM students
are Roman Catholic. Meanwhile, few of the respondents are Born
Again (4 or 3.2 %) and only one respondent are in Islam. Methodist,
Iglesia ni Cristo and Other religion (1 or 0.8%).
On Available Media Resources. Majority of the respondents of the
Grade 12 STEM are using Mobile Phones ( 94 or 75.2 %).
Meantime, some are using Laptop (12 or 9.6 %) and few of them are
using Television (8 or 6.4 %). A little percentage are using
Computer ( 7 or 5.6%) and also in using Books (4 or 3.2%).
On Hours of Internet Usage. Most (49 or 39.2 %) of the Grade 12
STEM students use internet 4-6 hours. On the other hand, some
respondents uses the internet 7-9 hours ( 30 or 24.0%). Meanwhile,
24 (19.2%) students uses internet 10-12 hours. Meantime, some
respondents uses the internet 16 hours and above (11 or 8.8%). And
Lastly, 9 (7.2%) Grade 12 students uses internet 13-15 hours.
2. On Learning Styles
On Visual Learner. The overall mean rating of the respondents is
3.86 interpreted as “Agree.”
On Auditory Learner. The overall mean rating of the respondents
along auditory learning style is 3.87 and is interpreted as “Agree.”
On Verbal Learner. The verbal learning style overall mean rating is
3.81 which is described as “Agree.”
On Kinesthetic Learner. The weighted mean rating of the
respondents along kinesthetic learning style is 3.71 which is
interpreted as “Agree.”
On Logical Learner. The respondents obtained an overall rating of
3.78 along logical learning style and is described as “ Agree.”
On Social Learner. The weighted mean rating along the social
learning style of the respondents is 3.72 and is interpreted as
“Agree”.
On Solitary Learner. The overall mean rating of the respondents
along solitary learning style is 3.74 and is described as “Agree”.
3. On Level of Academic Performance of the STEM students
On Student Achievement. The respondents collectively rated 3.86
interpreted as “Agree” along the level of academic performance in
terms of students achievement.
On Discipline. The respondents weighted mean rating along the
level of academic performance in terms of discipline is 3.81
interpreted as “Agree”.
On Attendance Rate. The respondents overall mean rating is 3.88
along the level of academic performance in terms of attendance
rating and is interpreted as “Agree”.
On Teachers Satisfaction. The respondents obtained and overall
rating of 3.44 along the level of academic performance in terms of
teachers satisfaction and is interpreted as “Agree”.
4. Correlation Coefficients between Personal-Related Profile and the
Learning Style.
On Visual Learner. The Personal Factors the Grade 12 Science,
Technology, Engineering and Mathematics (STEM) students and the
different learning styles are not significantly correlated.
On Auditory Learner. The Grade 12 Science, Technology,
Engineering and Mathematics (STEM) students personal related
factors are not significantly correlated with the different learning
styles along auditory learning.

On Verbal Learner. The findings show that there is no significant
correlation between the grade 12 STEM students personal factors and
learning styles along verbal learning.
On Kinesthetics Learner. There is no significant correlation
between the personal related factors of the grade 12 STEM students
and the Learning styles along kinesthetic learning.
On Logical Learner. The Grade 12 Science, Technology,
Engineering and Mathematics (STEM) students personal related
factors are not significantly correlated with the learning styles along
logical learning.
On Social Learner. The Personal Factors the Grade 12 Science,
On Solitary Learner. The Personal Factors the Grade 12 Science,
5. Correlation Coefficients between the Learning Style and the Level of
Academic Performance.
On Student Achievement. The religion (rxy= .580, .609, .661, .633,
.583, .603, and .599) on the Grade 12 Science, Technology,
Engineering and Mathematics (STEM) students learning styles is
correlated significantly with the level of academic performance
along the student achievement.

On Discipline. The learning styles of the grade12 STEM students
and the level of academic performance along the discipline are
significantly correlated particularly the region (rxy= .574, .614, .607,
.627, .561, .706, and .682).
On Attendance Rate. The personal factor particularly the region (rxy=
.752, .685, .699, .755, .801, .758, and .639) of the grade 12 STEM
students is significantly correlated with the level of academic
performance along attendance rate.
On Teachers Satisfaction. There is a significant correlation in the
region (rxy= .482, .483, .493, .646, .602, .658, and .472) of the
learning styles of the grade 12 STEM students and the level of
academic performance along teachers satisfaction.
Conclusions
After cautious analysis and interpretation of data, the following conclusions
are hereby presented:
1. On personal-related factors, the Science, Technology, Engineering, and
Mathematics (STEM) students are dominated by females, most of them
fall under the age of 18 years old, and almost all of them are Roman
Catholic. Majority of the grade 12 STEM students are using mobile
phones and most of them uses the internet around 4-6 hours a day.
2. Grade 12 STEM students are knowledgeable on the different learning
styles and be able to distinguish the different learning style the grade
12 use amidst the global pandemic.

3. The Grade 12 Science, Technology, Engineering and Mathematics
(STEM) students agreed with respect to level of academic
performance. This means that the learning style used by Grade 12
students affect the level of academic performance.
4. Grade 12 Science, Technology, Engineering and Mathematics (STEM)
students personal-related factors does not affect the level of academic
performance of the students on the different learning styles.
Recommendations
Based on the conclusions drawn, the following recommendations are sent for
consideration:
1. The Grade 12 Science, Technology, Engineering and Mathematics (STEM)
students should maintain their learning styles in times of pandemic. This also
affect the level of academic performance.
2. STEM students who are not yet fully knowledgeable on the different
learning styles must consider fulfilling it since it affects the level of
academic performance.
3. For further researches, it is recommended that other researchers should
conduct the research with a wider range of respondents to generalize the
results. A subject needs further researches to know the many underlying
factors of learning styles.
4. Interested future researchers may replicate this study and explore other
variables related to learning styles of STEM students.

BIBLIOGRAPHY
LITERATURE CITED.
E-Book
Aristovnik A., Keržič D., Ravšelj D., Umek L. & Tomaževič, N. (2020). “Impacts
of the COVID-19 Pandemic on Life of Higher Education Students: A Global
Perspective”. Retrieve on November 19, 2020 at
https://www.researchgate.net/publication/344631048_Impacts_of_the_COVI
D-
19_Pandemic_on_Life_of_Higher_Education_Students_A_Global_Perspectiv
e
Chhetri C. (2020). “I Lost Track of Things: Student Experiences of Remote

Learning In the Covid-19 Pandemic”. Retrieve on November 19, 2020 at
https://dl.acm.org/doi/abs/10.1145/3368308.3415413
Deanne R.P. & Murphy D.J. (2013). “Student Attendance and Academic
Performance in Undergraduate Obstetrics/Gynecology Clinical Rotations”.
Retrive on November 20, 2020 at
https://jamanetwork.com/journals/jama/article-abstract/1787409
McConnel B. M. & Kubina Jr. R. M. (2014). “Connecting With Families to Improve

Students’ School Attendance: A Review of the Literature”. Retrieve on
November 20, 2020 at
https://www.tandfonline.com/doi/abs/10.1080/1045988X.2013.821649
Pajarianto H., Kadir A., Galugu N., Sari P. & Februanti S. (2020). “Study from
Home in the Middle of the COVID-19 Pandemic: Analysis of Religiosity,
Teacher, and Parents Support Against Academic Stress”. Retrieve on
November 19, 2020 at
https://www.researchgate.net/publication/341805032_Study_from_Home_in_
the_Middle_of_the_COVID-
19_Pandemic_Analysis_of_Religiosity_Teacher_and_Parents_Support_Again
st_Academic_Stress
Regier J. (N.D.). “Why is Academic Success Important?”. Retrieve on November

19, 2020 at
https://saskschoolboards.ca/wp-content/uploads/2015/08/2011SIAST.pdf
Stanley E. O. (2014). “Discipline and Academic Performance (A Study of Selected

secondary Schools in Lagos, Nigeria)”. Retrieve on November 20, 2020 at
https://www.researchgate.net/publication/271146105_Discipline_and_Acade
mic_Performance_A_Study_of_Selected_secondary_Schools_in_Lagos_Nige
ria
Wang L. (2020). “Student retention in an introductory stem course: A mixed

methods study of student motivation and teaching approaches”. Retrieve on
November 19, 2020 at https://cornerstone.lib.mnsu.edu/etds/1055/?
fbclid=IwAR0BaYhxcRVrjLNFPr9fp9s461cUwGirh8mvy2LlflkU7r4-
K6mYhSmT_no
Journal
Aminah M., Kusumah Y.S., Suryadi D., & Sumarno U. (2018). “The Effect of
Metacognitive Teaching and Mathematical Prior Knowledge on
Mathematical Logical Thinking Ability and Self-Regulated Learning”.
International Journal of Instruction, v11 n3 p45-62. Retrieve on March 15,
2021 at https://eric.ed.gov/?q=logical+learning+style&ft=on&id=EJ1183383
Asif, I., Fakhra, A., Tahir, F., & Shabbir, A. (2016). “Relationship between
teachers’ job satisfaction and students’ academic performance”. Eurasian
Journal of Educational Research, 65, 335-344. Retrieve on March 16, 2021 at
http://dx.doi.org/10.14689/ejer.2016.65.19
Canpolat M. (2019). “The Relationship between Academic Self-Efficacy, Learning

Styles and Epistemological Beliefs: A Study on the Students of the School of
Physical Education and Sports”. Cypriot Journal of Educational Sciences,
v14 n4 p610-617. Retrieved on March 14, 2021 at https://eric.ed.gov/?
q=verbal+learning+style&ft=on&id=EJ1240342
Dhaqane M.K. & Afrah N.A. (2016). “Satisfaction of Students and Academic
Performance in Benadir University”. Journal of Education and Practice, v7
n24 p59-63. Retrieve on March 16, 2021 at https://eric.ed.gov/?
q=academic+performance+on+student+satisfaction&ft=on&id=EJ1112855
Dincol-Ozgur S. (2018). “Effect of Learning Styles on Prospective Teachers' Self-

Regulated Learning Skills”. Cypriot Journal of Educational Sciences, v13 n4
p521-528. Retrieved on March 14, 2021 at https://eric.ed.gov/?
q=Auditory+learning+style&ft=on&id=EJ1202201
Jover J.M., & Ramirez J.A. (2018). “Academic Performance, Class Attendance and
Seating Location of University Students in Practical Lecture”. Journal of
Technology and Science Education, v8 n4 p337-345. Retrieve on March 16,
2021 at https://eric.ed.gov/?
q=academic+performance+on+attendance+rate&ft=on&id=EJ1186151
Leasa M., Corebima A., Ibrohim, & Suwono H. (2017). “Emotional Intelligence
among Auditory, Reading, and Kinesthetic Learning Styles of Elementary
School Students in Ambon-Indonesia”. International Electronic Journal of
Elementary Education, v10 n1 p83-91. Retrieve on March 15, 2021 at
https://eric.ed.gov/?q=kinesthetic+learning+style&ft=on&id=EJ1156303
Radha R., Mahalakshmi K., Dr. Kumar V.S., & Dr. Saravanakumar AR. (2020).
“E-Learning during Lockdown of Covid-19 Pandemic: A Global
Perspective”. International Journal of Control and Automation, 13(4), 1088-
1099. Retrieved on November 19, 2020 at
http://sersc.org/journals/index.php/IJCA/article/view/26035
Simba N.O., Agak J.O., & Kabuka E. (2016). “Impact of Discipline on Academic
Performance of Pupils in Public Primary Schools in Muhoroni Sub-County,
Kenya”. Journal of Education and Practice, v7 n6 p164-173. Retrieve on
March 16, 2020 at https://eric.ed.gov/?
q=academic+performance+on+discipline&ft=on&id=EJ1092484
Syarifuddin, Setyosari P., Sulton, Kuswandi D., & Sartika D. (2020). “Effect of the
Community of Inquiry (CoI) Learning Model and Learning Style towards
Social Skills”. European Journal of Educational Research, v9 n2 p56-578.
Retrieve on March 16, 2021 at https://eric.ed.gov/?
q=social+learning+style&ft=on&id=EJ1250385
Ünsal G. (2018). “A Study on the Importance of Learning Styles in Foreign

Language Teaching”. International Journal of Languages' Education and
Teaching v6 n2 p184-191. Retrieved on March 14, 2020 at

https://eric.ed.gov/?q=visual+learning+style&id=ED585095
UNPUBLISHED/PUBLISHED THESIS AND DISSERTATION
Artajos H., Cortez S. J., Rabara C. J., & Rafanan P. A. (2019). “Instructional
Strategies in Teaching Specialized Subjects in the Science, Technology,
Engineering And Mathematics (STEM) Strand”. Vigan City Division:
Unpublished Theses. Ilocos Sur National High School.
WEBLIOGRAPHY
Benitez L. (2013). “The Solitary Learning Style”. Retrieve from

http://www.woople.com/2013/07/01/the-solitary-learning-style.html
Fleming G. (2020). “The Auditory Learning Style”. Retrieve from

https://www.thoughtco.com/auditory-learning-style-p3-3212038
grichland (2017). “How does your Child’s Teacher Influence Academic

Performance”. Retrieve from https://pridereadingprogram.com/how-does-a-
teacher-affect-student-performance/
Literacy Planet. (2017). “How to Engage th 7 Types of Learners in your

Classroom”. Retrieve from https://www.literacyplanet.com/au/news/engage-
7-types-learners-classroom/
Logsdon A. (2020). “Characteristics of the Social Interpersonal Learning Style”.

Retrieve from https://www.verywellfamily.com/interpersonal-learning-styles-
2162780
Logsdon A. (2020). “The Logical-Mathematical Learning Style”. Retrieve from

https://www.verywellfamily.com/mathematical-logical-learners-2162782
Logsdon A. (2020). “Understanding the Verbal Linguistic Learning Style”. Retrieve

from https://www.verywellfamily.com/verbal-linguistic-learning-style-
2162785#:~:text=Verbal%2Dlinguistic%20learning%20style%20refers,excel
%20in%20typical%20university%20settings.
Roell K. (2018). “The Kinesthetic Learning Style: Traits and Study Strategies”.
Retrieve from https://www.thoughtco.com/the-kinesthetic-learning-style-
3212046
Roell K. (2019). “The Visual Learning Style”. Retrieve from

https://www.thoughtco.com/visual-learning-style-3212062
APPENDICES
Appendix A
Letter to the Validators

Appendix B
Level of Perception of the Evaluators
Appendix C
Letter to the Respondents

Appendix D
Questionnaire
QUESTIONNAIRE ON THE LEARNING STYLES OF GRADE 12 STEM

STUDENTS AMIDST THE GLOBAL PANDEMIC
Part I. RESPONDENTS’ PERSONAL PROFILE
Directions: Please answer the questions truthfully and as clearly as you can.
Some questions are answered by placing checks while others are by writing
information needed for on the appropriate blanks.
A. PERSONAL INFORMATION
Name: ____________________________________________
(Optional)
Age: ______
Section: _________
Sex: ____ Male _____ Female
Religion: ___ Roman Catholic ___ Iglesia ni Cristo

___ Islam ___ Born Again
___ Methodist ___ Other, please specify
Available Media Resources: __Mobile Phone __Laptop

__Computer __Radio
__Television __Books
__Newspaper __Other:
Hours of Internet Usage (per day):

⧠ 1 hour – 3 hours ⧠ 10 hours – 12 hours
⧠ 4 hours – 6 hours ⧠ 13 hours – 15 hours
⧠ 7 hours – 9 hours ⧠ Above 16 hours
Part II. QUESTIONNAIRE PROPER

This instrument is designed to help you clarify and make explicit your
assessment on the learning styles used during the global pandemic. Please read each
statement and decide whether you agree or disagree with the statements. There are
no right or wrong answers. Its only purpose is to make you think about your beliefs
regarding pedagogy of teaching. You should indicate your response by putting a
check mark (/) on the opposite items using the rating scale given below:
A. LEARNING STYLES
Below are statements that determine your thoughts, feelings and actions
concerning your strategies in the delivery of instruction. Please indicate your degree
of agreement or disagreement by putting a check mark (/) on the opposite items
ITEMS 5 4 3 2 1
1. Visual Learning
f. I am skillful with and enjoy developing
making graphs and charts
g. I think the best way to remember something is
to picture it in my mind
h. In the past week I put a lot of effort finding
similar topics on our lesson during this
pandemic
i. I prefer obtaining information about an
interesting subject by reading about it.
j. I prefer to see information written on the board
supplemented by visual aids and assigned
readings
2. Auditory Learning
f. I can remember best by listening to a lecture
that includes information, explanations and
discussions.
g. I require explanations of diagrams, graphs, or
visual directions
h. I do best in academic subjects by listening to
lectures and tapes.
i. I learn to spell better by repeating words out
loud than by writing the words on paper
j. I would rather listen to a good lecture or
speech than read about the learning material.
3. Verbal Learning
f. I like to write things down or take notes for
visual review.
g. I prefer obtaining information about an
interesting subject by reading about it.
h. I can understand a news article better by

reading about it in the newspaper or online
rather than by listening to a report about it on
the radio or internet.
i. I learn to spell better by repeating words out
loud or by writing the words on paper.
j. I can remember best by writing things down
several times.
4. Kinesthetic Learning
f. I prefer to use posters, models, or actual
practice and other activities in class.
g. I enjoy working with my hands or making
things.
h. I chew gum,or eat snack while studying.
i. I learn the spelling of words by “finger
spelling” them.
j. I grip objects in my hands during learning
periods.
5. Logical Learning
f. I am good at working and solving jigsaw
puzzles and mazes.
g. I like to discover things myself rather than have
everything explained to me.
h. I try to find many options and possibilities for
why something happens.
i. I plan carefully for future events.
j. I am good at solving complicated mysteries and
puzzles.
6. Social Learning
f. I learn better when I work or study with others
than by myself.
g. I learn better in the classroom than with a
private tutor.
h. It is easy for me to approach strangers.
i. I experience things first and then try to
understand them.
j. Interacting with lots of people gives me energy
7. Solitary Learning
f. I prefer individual or one-on-one games and
activities.
g. When I am in a large group, I tend to keep silent
and listen.
h. I want to understand something well before I try
it.
i. After working in a large group, I am exhausted.
j. I have a few interests, and I concentrate deeply
on them
B. LEVEL OF ACADEMIC PERFORMANCE OF THE STUDENTS

Below are statements that determine your thoughts, feelings and observations
concerning the level of achievement of the students. Please indicate your level of
perceptions by putting a check mark (/) on the opposite items using the Likert scale given
below:

1. Level of Academic Performance 5 4 3 2 1
d. My grade depend on the learning styles I use to

learn during the pandemic
e. I prepare two or more drafts of paper or as-
signment before turning it on.
f. I discuss my grade or assignment with a
teacher
g. I am used an electronic medium (facebook,
group chat, internet, instant messaging, etc.)
to discuss or complete an assignment
h. I work harder than you thought you could do
to meet an instructor’s standards or expecta-
tions.
i. I show my learning style impart discipline and
management on learning during this pandemic
Thank you and may God bless you!
Appendix E
Population and Sample
Population (N) Sample (n)
Grade 12 STEM Students
Confucius 45 25
Plato 47 25
Socrates 44 25
Democritus 47 25
Pythagoras 45 25
228 125
CURRICULUM VITAE
CURRICULUM VITAE
Personal Profile
Name : TRISHA MAE A. JARAMILLO
Permanent Address : Cabaroan Laud,Vigan City Ilocos Sur
Date of Birth : March 2, 2003
Civil Status : Single
Citizenship : Filipino
Religion : Roman Catholic
Parents : Mr. Cliford Jaramillo
Mrs. Merlyn A. Jaramillo
Educational Background
Elementary : Cabaroan - Cabalangegan Elementary School

Cabaroan, Vigan City Ilocos Sur
(2009-2015)
Secondary
Junior High School : Ilocos Sur National High School

Gomez Street, Barangay VII, Vigan City
(2015-2019)
Senior High School : Ilocos Sur National High School

(2019-2021)
CURRICULUM VITAE
Personal Profile
Name : DIANA ROSE P. PACPACO
Permanent Address : Pantay Fatima, Vigan City. Ilocos Sur
Date of Birth : June 2, 2002
Parents : Mr. Demetrio R. Pacpaco
Mrs. Ofelia P. Pacpaco
Elementary : Bayubay Elementary School

Bayubay, San Vicente, Ilocos Sur
(2009-2015)
Secondary

(2015-2019)

(2019-2021)
CURRICULUM VITAE
Personal Profile
Name : MIKHAELLA ANGEL R. VISTE
Permanent Address : Pantay Daya, Vigan City Ilocos Sur
Date of Birth : April 15, 2003
Parents : Mr. Arnold B. Viste
Mrs. Merlyn R. Viste
Elementary : Divine Word College of Vigan

Vigan City Ilocos Sur
(200-92015)
Secondary

(2015-2019)

(2019-2021)

The Learning Styles of Grade 12 Stem Students Amidst The Global Pandemic

Uploaded by

Copyright:

Available Formats

The Learning Styles of Grade 12 Stem Students Amidst The Global Pandemic

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

The Learning Styles of Grade 12 Stem Students Amidst The Global Pandemic

Uploaded by

Copyright:

Available Formats

ILOCOS SUR NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL i

THE LEARNING STYLES OF GRADE 12 STEM STUDENTS AMIDST THE

In Partial Fulfillment of the

TRISHA MAE A. JARAMILLO

This quantitative research entitled, “THE LEARNING STYLES OF GRADE 12

CLARK V. CORTEZ, Ed. D.

Approved by the Panel of Examiners for Oral Examination with a grade of

CLARK V. CORTEZ, Ed. D

Accepted and approved in partial fulfillment of the requirements for the

subject, Practical Research 2, First Semester, School Year 2020 - 2021.

RUHIEL F. BOSQUE, Ed. D.

Date: March, 2021

instrumental in sharing their invaluable time, constant motivation, inspiration, and

pieces of advices in the realization of this study, particularly to the following:

Mr. Romulo Q. Quitevis, Principal IV of Ilocos Sur National High School

constant reminders for the completion of the study;

Dr. Ruhiel F. Bosque, Subject Group Head of the Science, Technology,

guidance, suggestions and all-out support from the conceptualization to the

finalization of the study;

the refinement and improvement of the study;

Mr. Edward Henry M. Caoile, Mr. Eugene R. Aguilar, and Mrs.

and support in the conduct of the study;

patiently answering the questionnaires;

endless support for them to continue pursuing their study;

Their relatives, classmates, friends, advisers and everybody who helped

and encouraged the researchers;

to the success of the study, and

through Him nothing is impossible.

hard work and perseverance of us researchers.

In this, we dedicate this research to our Almighty Father,

Who never failed to assist us and guide us their precious times,

to our Research Adviser,

whom given us his best in supporting and helping us

in the completion of this study

And to all who participated and shared their expertise

whom we shared our success and failures

Wee appreciate all sorts of support you’ve given us. .

We dedicate this to all of you.

Technology, Engineering, and Mathematics (STEM) students along the following:

(1) personal-related factors; (2)learning styles; (3) and level of academic

performance of the STEM students. Likewise, it determined the significant

performance of the grade 12 STEM students.

STEM students to determine the respondents of the study.

On personal-related factors, results revealed that the STEM are dominated

Grade 12 Science, Technology, Engineering and Mathematics (STEM)

students used. It is therefore recommended that the Grade 12 Science, Technology,

Engineering and Mathematics (STEM) students should maintain their learning

further researches, it is recommended that other researchers should conduct the

research with a wider range of respondents to generalize the results. Moreover,

Approval Sheet…………………………………………………………………… iii

List of figures …………………………………………………………………….. xii

Statement of the Problem ………………………………………………... 5

Scope and Delimitation of the Study …………………………….............. 6

Theoretical Framework ………………………………………………...... 7

Conceptual Framework …………………………………………………. 14

Operational Definition of Terms ………………………………………… 15

Profile of the Respondents………………………………………............... 22

Learning Styles ……..…………………………......................................... 24

Level of Academic Performance of STEM students……................................ 33