CHAPTER I

THE PROBLEM AND ITS BACKGROUND

This chapter presents the introduction, background of the study, theoretical

framework, conceptual framework, statement of the problem, assumptions, scope and

limitations of the study, significance of the study, and definition of terms.

Introduction

Every single students or learners has a different learning style. Everyone is

different from one another. Not every student has found a learning style very efficient to

them, so every student need to find its own preferred and efficient learning style to

them. Every student experience the world in unique ways, and with that comes variation

in the ways students learn best. Understanding these different types of learning styles

can dramatically impact the way teachers handle the students, set up group projects

and adapt individual learning. Learning and thinking differences impact skills like

reading, writing, and problem solving. These are caused by differences in how the brain

processes information. There are 4 main different learning styles; these are the most

common types of learners: Visual learners, Auditory learning, Kinesthetic learning,

Reading/writing learners.

Visual learners are the type of learners who are very observant, learning by

seeing things. These types of learners absorb information best where visualizing

relationships and ideas is an opportunity. Seeing like chart pictures, diagrams, written

directions and more. Maps, charts, diagrams and even essays work well for visual
learners. These students found this learning style very efficient because of learning by

seeing things with the use of the eyes. These types of learners learn and gain more

knowledge by observing the charts, tables etc. that the teachers gave to them. That’s

what visual learners are.

Auditory learners are the type of learners who are keen to listen to what the

instructors might say. Using ears to learn and gain more knowledge. These learners

tend to learn better when the subject matter is reinforced by sound. These learners tend

to prefer listening to information rather than reading or seeing the said subject visually

displayed. These students would much rather listen to a lecture than read written notes,

and these learners often use its own voices to reinforce new concepts and ideas. These

types of learners prefer reading out loud to themselves. That’s what auditory learners

are.

Kinesthetic learners are the type of learners who gain more knowledge by

moving or practicing the things that the instructors might teach them. These learners do

learn best by doing and may get fidgety if forced to sit for long periods of time.

Kinesthetic learners do best when they can participate in activities or solve problems in

a hands-on manner. For example, in cooking class, said learners preferred to do the

“work” or cooking other than looking or reading the recipe book. These types of learners

learn through experiencing or doing things. These learners like to get involved by acting

out events or using its own hands to touch and handle in order to understand concepts.

That’s what kinesthetic learners are.

 And lastly, Reading/writing learners are the type of learners who prefer reading

literature or writing texts. These types of learners are drawn to expression through

writing, reading articles or books, writing in diaries, looking up words in the dictionary

and searching the internet for just about everything. These individuals are keen to read

essays or even to write essays. These types of learners are extremely comfortable with

the written word. These learners prefer to consume information by reading texts and

can further absorb information by condensing and rephrasing it. That’s what

reading/writing learners are.

People absorb and communicate information in different ways. The way

Individuals articulates, the way individual process certain conversations, and even the

way individuals read inside its head are all reflected in this. Certain topics of

conversations may be hard to comprehend for some, but easy to understand for others.

Every student is different, and in educating oneself to adapt to its own type of learning

style and keep up with what makes individuals retain information most easily. Teachers

or instructors need to accept the fact that not every individual student has the same

learning style. So teachers or instructors need to embrace the different learning styles to

enhance their learning.

Background of the study

Learning is the way of oneself to discover new things and significant knowledge.

It is a process of acquiring new skills, values, customs, and understanding as well as

preferences. This process can lead to change which occurs as a result of increased

experience. Different learners have a different way of learning. Each has its own
preferred way or technique of learning, due to the fact that they know what’s efficient to

them. Since knowing the fact, there are 4 main learning styles that exist today. A

learning style is the method of educating a particular to an individual that is presumed to

allow that individual to learn best.

According to Munn N.L. (2022) Learning is the process of having one’s behaviour

modified, more or less permanently, by what he does and the consequences of his

action, or by what he observes.

According to Steers and Porter (2022) Learning can be defined as a relatively

permanent change in behaviour potentially that results from reinforced practice or

experience.

Everyone is different, and so are individual’s learning styles. Everyone learns in a

different way. Everyone has an individual preference of way of learning. When learning,

the brain combines several methods to process the information. These are

supplementary in gaining knowledge effectively.

One needs to discover its own learning style. When learning, the individual uses

different learning styles. It is possible to use one learning style often and the others

rarely. Also, some use different learning styles to learn different things. Therefore to

learn effectively one must know its learning styles, Effective learning happens when

using the learning style that suits oneself the best. When learning about self’s preferred

learning style it becomes more interested or engaged and will be able to learn

effortlessly. It is more beneficial for an individual to have knowledge of its own learning

style to help in its learning capabilities. This is the reason why some people think that
the common activities in school are not the right way to determine someone’s real

intelligence.

According To Robert J. Sternberg (1997) aptitude tests, school grades, and

classroom performance often fail to identify real ability. Passing all the quizzes, scoring

high scores on exams does not mean that you are smart.

According to Professor (School of Organization & Management, UNSW) Chris

Jackson (2014), the professor proposed a different kind of measure of learning styles.

Known as the Learning Styles Profiler, his neuropsychological model of learning in

personality argues Sensation Seeking provides a core biological drive of curiosity,

learning and exploration. A high drive to explore leads to dysfunctional learning

consequences unless cognitions such as goal orientation and emotional intelligence re-

express it in more complex ways to achieve more complex and functional outcomes

such as high work performance. Evidence for this model is allegedly impressive.

Scope and Limitations of the Study

       This study is focused on the 4 main different learning styles and its relation to the

study habits of Senior High School students of Center for Positive Futures – Montalban

campus.

The variables that are inducted in this study are the students of Senior High

School of Center for Positive Futures – Montalban campus.

The aforementioned study will be conducted within the peripheries of Center for

Positive Futures – Montalban campus.

 The researchers will conduct an examination through Google forms for the study.

It will be conducted to the students of Grade 11 – St. Mary and Grade 11 – St. Mother

Teresa as well as Grade 12 – St. Lorenzo Ruiz and Grade 12 – St. Pedro Calungsod,

from the School year 2022-2023.

There are 104 respondents, 37 students from both grade 11 sections are

included while there are 67 students from both grade 12 sections.

Significance of the Study

This study will help to determine the relationship between study habits and

learning styles of Senior High School Students. This study will help the following

individuals with different status.

Students: This will benefit students as they are the target respondents of this study.

Future Researchers: This study might stand as a guide for new researchers that may

happen to have a related topic.

School Administrators: This study will be the School administration’s opportunity to be

aware of the students study habits in relation to learning habits.

Parents: This can spread awareness of the child's habits of studying and their Learning

style, which can be the parent’s guide of handling children.

Government: This can be used by the government to possibly make adjustments or

add programs in the learning system of the students.

Statement of the problem 

This research aims to determine the correlation of the 4 main learning styles to

the study habits of the Senior high school students of Center For Positive Montalban.

Specifically, this study will answer the following questions that will be determine in this

research: 

1. What are the demographic profiles of the respondents within the terms of:

1.1 Age

1.2 Sex

1.3 Grade Level

2. What are the individual learning styles of CPF senior high school students?

3. What are the respondent’s study habits in relation with the learning style?
Hypothesis 

  In conducting this research, the researchers constructed the following hypothesis

below to answer the aforementioned problems;

1. There is a factor of learning style in relation to the study habits of the senior high

school students of the Center for Positive Future.

2. There is no factor of learning style in relation to the study habits of the senior high

school students of the Center for Positive Future.

Theoretical Framework 

Theory of learning styles 

Kolb's learning styles are one of the best-known and widely used learning styles

theories. Psychologist David Kolb first outlined his theory of learning styles in 1984. He

believed that our individual learning styles emerge due to our genetics, life experiences,

and the demands of our current environment. In addition to describing four different

learning styles, Kolb also developed a theory of experiential learning and a learning

style inventory. In his experiential theory, learning is viewed as a four-stage cycle. First,

immediate and concrete experiences serve as a basis for observation. Next, the

individual reflects on these observations and begins to build a general theory of what

this information might mean. In the next step, the learner forms abstract concepts and

generalizations based on their hypothesis. Finally, the learner tests the implications of

these concepts in new situations. After this step, the process once again cycles back to

the first stage of the experiential process.

According to Daniel T Willingham, Elizabeth M Hughes, DavidG Dobolyl,

Teaching of Psychology, Theories of learning styles suggest that individuals think and

learn best in different ways. These are not differences of ability but rather preferences

for processing certain types of information or for processing information in certain types

of ways. If accurate, learning styles theories could have important implications for

instruction because student achievement would be a product of the interaction of

instruction and the student's style. There is reason to think that people view learning

styles theories as broadly accurate, but, in fact, scientific support for these theories is
lacking. We suggest that educators' time and energy are better spent on other theories

that might aid instruction.

Classical Piagetian theory had much to offer education, which could not be

derived from the learning theory of its day. Since the cognitive revolution, learning

theory has accepted most of Piaget's basic constructivist premises and outstripped his

theory in its ability to model the details of children's cognitive structures. Thus, an

important question is whether Piagetian theory still has anything distinctive to offer. To

support the claim that it does, the notion of a central conceptual structure is introduced.

These structures have several features that make their discovery in the context of

learning theory unlikely, most notably their generality, the wide range of content

domains that they span and their susceptibility to general developmental as well as

specific experiential influence. Educational areas in which analysis of central conceptual

structures has proven useful include (a) assessment, (b) early childhood education, (c)

curriculum design, and (d) remedial instruction.

Theories about learning, Psychologists simply love picking people’s brains, and I

do not mean that in a bad way. Quite the opposite! The study of psychology has always

attempted to understand how our minds work, what makes them similar and different,

and how we can use our strong characteristics to improve our lives. As such, the study

of knowledge and learning has been at the center of science since its conception.

Regardless of whether they were looking at children or adults, psychologists have taken

pains to categorize learning styles. And that’s where we hit the first curb (I did tell you to

hold on tight). Apparently, the train conductor has neither checked the itinerary nor
defined the end destination, so we find ourselves at a multi-forked crossroad leading to

different learning style theories, each of which claims to be the one.

Vygotsky theory of learning reckons that social learning is an integral part of

cognitive development and it is culture, not developmental Stage that underlies

cognitive development. Because of that, he argues that learning varies across cultures

rather than being a universal process driven by the kind of structures and processes.

The cited theories suggest in general that learning styles happen to be how

people process an existing certain information, as well as not how different abilities that

belong to an existing certain person definitely affect its learning, as suggested by

Willingham, et al. This can also be varied by its cultural background, as suggested by

Vygotsky, rather than being a universal process functioning within the kind of structures

and processes. David Kolb, within the latter's learning style theory, believed that each

person's preferred learning style develops as a result of genetics, life experiences, and

environmental needs.
 Conceptual Framework

INPUT PROCESS OUTPUT

- Senior High School -Selection of - List down the

Students Research Title
demographic profile
- Construction of
Research Problem of the respondents.
- Questionnaires Making Research
Hypothesis - Identify the

- Literature Reviews
learning style of CPF
- Study Habits
Montalban’s Senior
- Sampling
High school
- Construction of
- Learning Style Questionnaires students.
- Validation of
Questionnaires - Determine the
- Administration of difference of
Questionnaires
learning styles and
- Data gathering 
study habits.
- Analyzation and
Interpretation of
data

- Conclusion of the
data

FEEDBACK

Figure 1 – The Paradigm of the study to the Correlation of learning styles to study habits
 The study's conceptual framework relies on the universal system model, which

has four main (4) components, namely the input, process, output,  and feedback (see

Fig.1). To begin, input covers all the variables in the research, including Senior High

School Students, Questionnaires, Study Habits, and Learning Style. The second is the

process, which includes all the necessary activities that are planned to produce an

outcome. It starts with Selection of Research Title, Construction of Research Problem,

Making Research Hypothesis, Literature Reviews,  Sampling, Construction of

Questionnaires, Validation of Questionnaires,  Administration of Questionnaires, Data

gathering, Analyzation and  Interpretation of data, and Conclusion of the data. Third, list

down the demographic profile of the respondents, identify the learning style of CPF

Montalban’s Senior High school students and determine the difference of learning styles

and study habits. Lastly, the feedback; The arrow below connecting the input to the

process and eventually to the output illustrates the whole research process.

Definition of terms 

To give a clearer understanding of the study, the following terms are defined

conceptually and operationally. The following terms will be used for the duration of the

study. The following terms that will be used are defined as follows:

Learners – refers to the respondents that the researchers picked for the selected

research topic. They consist mostly of Senior high school students from CPF

Montalban.

Learning styles – refers to the Four (4) common learning styles that each learners has,

Visual learners, Auditory learning, Kinesthetic learning, Reading/writing learners.

Study Habits – refers to the different techniques and method that different

learners/students are using to study.

School – refers to the institution that students/learning attends to.

Teachers – refers to the instructors that teach students/learners new knowledge.

Theory – refers to the sources that support and backs up the proof that study habits do

have relation to learning styles.

Hypothesis – refers to the outcomes that might determine the result of this study.

Literatures – refers to the published works towards the topic of the study that can

support the title of the research.

Data – refers to the Information gathered from respondents and different tools and

instrument such as the Internet, Google, Youtube etc.

Respondents – refers to the Senior High School students from Center For Positive

Futures Montalban as the respondents, that will vary depending on their own learning

styles.
 Chapter II

REVIEW OF RELATED LITERATURES AND STUDIES

         This chapter is presenting the different Studies and Literatures in both local and

foreign countries related to the research topic. It will support the research on the said

topic.

Local Literatures

Based on Rachelle S Garcia, Edreck Estioko (2019) statement, The first two

years in the nursing course are the period of critical adjustment for student nurses. The

sudden shift to online learning loads up to the adjustment challenges amongst them.

This study is a descriptive correlational study that investigates the influence of learning

attitude and academic adjustment among level l and II student nurses in selected

universities in Metro Manila. The attitude of student nurses towards online learning is

inclined more on the positive side. They are highly adjusted academically amidst the

abrupt shift to online education in the time of pandemics Moreover, results show a

significant moderate positive correlation (r= 0.551) between learning attitude and

academic adjustment. Students who express more positive attitudes towards online

learning will typically exhibit an optimistic view of the new learning platform and

eventually adapt. Universities can develop pedagogical strategies to enhance the

academic adjustment of students.

According to Ma. Emily B. Sepulveda (2020), The changing educational

landscape and the vision of Education 4.0 have pushed curricular reforms in the
Philippines. The K-12 Program was implemented to enhance the quality of education to

uplift the Filipino learners' full potential, promoting equitable, culturally based skills and

competency-based learning. With the recent educational developments, various

modalities are essential to acquire the necessary competencies among learners.

Specifically, the Technology Livelihood Education (TLE) under TechVoc is critical as it

provides skilled courses to students in grades 7 to 12. Its ultimate goal is to train young

individuals and help them gain the competencies and employability skills they need to

qualify them to apply and work in local industries and other countries.  

According to Anavil lou g balanon (2019), this descriptive-correlation study

identified and correlates the literature of 121 students' learning styles and their profile in

the college of arts and communication of the university of eastern Philippines. It used a

survey questionnaire as a research instrument. The findings revealed that the majority

of the student respondents are in the right school age. The data implies that finding the

students in their right school age could be an indicator of their interest in school. A

majority of them are female which implies that in the University of Eastern Philippines,

the female dominates the male. Majority of the parents' income was below the poverty

threshold level. It can be implied that they could hardly cope with the present cost of

standard of living to financially support their studies

According to Gilbert C. Magulod Jr. (2018), In order to better prepare university

students as proficient, versatile and productive information and industrial technologists

in the 21st century, the need to implement instructional strategies and activities naturally

align with their predispositions will make them better learners. This study examined the

learning style preferences, study habits and level of academic achievement of students
enrolled in applied science courses of one campus of a public higher education

institution in the Philippines. The study employed descriptive correlation research

design to a total of seventy-five respondents who were purposively sampled. Two sets

of standardized instruments were utilized by the researcher. Results of the study

revealed that the students of applied sciences courses preferred visual, group and

kinesthetic as major learning styles while they manifest a moderate level of study habits.

They also have a good level of academic achievement. Test of difference revealed that

academic performance, father's occupation and type of high school graduated from

spelled significant differences in their perceptual learning styles. They also spelled

differences in their study habits when grouped according to academic standing in high

school, writing skills, mothers’ education, and test anxiety. Finally, there were significant

relationships between learning styles, study habits and academic performance of

students in applied science courses. The implications of the study can guide instructors

to plan and deliver suitable instructional interventions.

In relation to the after-mentioned related literature, it shows that a student's study

habits have a direct influence on how they find their learning styles. Learning is a

process by which an activity originates or is changed through responding to a situation.

Learning involves change. It may be good or bad from the organizational point of view.

Foreign Literatures 

Investigating the relationship between the Study habits and the Academic

performance of Medical Sciences Students found out the significant relationship

between the study habits of students and their academic performance. Similarly, Siahi

and Maiyo

According to Siahi and Maiyo (2017), studied study habits and academic

achievement of students also found out that a positive relationship of 0.66 between

study habits and academic achievement.The results implied that the study habits need

significant attention if we are to improve performance. Furthermore, Chilca (2017)

studied study habits and academic performance among university students in Peru

concluded that study habits do influence academic performance.

According to Alavi and Toozandehjani (2017), they’ve concluded that having a

background of the learning styles of students can enhance their learning and at the

same time help students strengthen self-actualization.

According to Looyeh, Fazelpour, Masoule, Chehrzad and Leili (2017), they

investigated the relationship between the Study habits and the Academic performance

of Medical Sciences Students found out the significant relationship between the study

habits of students and their academic performance.

According to Dalmolin, Mackeivicz, Pochapski, Pilatti and Santos (2018),

suggested that determining the learning styles of students will ultimately improve their

educational experience. Previous existing literature confirms that learning styles predict

students’ academic performance.

Citing to the abovementioned literature, a student's learning habits may

significantly influence their academic performance, which is for all practical reasons
rather important, particularly when identifying a learner's learning habits, which may

significantly enhance a learner's academic performance.

Local Studies 

According to Jhoselle Tus, Francis Rayo, Reymark Lubo and  Mark Anthony

Cruz (2020), results revealed no significant relationship between study habits and

academic performance. Also, the results showed that the study habits of the students

are at a relatively average level. Additionally, enhancing students' study habits are

relevant, especially in note-taking, reading ability, and health, thus improving their

academic performance.

According to Gilbert C. Magulod Jr. (2018), results of the study revealed that the

students of applied sciences courses preferred visual, group and kinesthetic as major

learning styles while they manifest a moderate level of study habits. They also have a

good level of academic achievement.

According to Mylah Sison, Rosalyn Galvez and Jose Maria Dominique Coronel

(2017),  Several studies have long proven that there is a need to modify teaching to suit

and accommodate the students’ learning styles, and that it works to create an effective

learning condition for students. A sample of students was gathered for the study and

where the Canfield LSI were administered. Results showed that, according to the

Canfield LSI scale, most SHS students are Social learners.

According to Eddiebal P., Rhiziel P. and Louise Fe(2022), Results revealed that

most of the students are visual and read and write learners who learn best when the

information is presented with pictures, graphs, tables, or in textual form where they can

note important key concepts while learning in the online distance learning approach.
Furthermore, findings showed that students` learning style preference is significantly

correlated or associated with their academic satisfaction and performance in online

distance learning. 

In the overall conclusion of the four related local studies, it varies depending on

the students' learning habits and their learning styles. It is up to the students if they will

utilize their study habits or their learning styles to gain knowledge. Students have their

own learning style which they can find convenient to gain knowledge and learn from,

they do perform best to what learning style they are compatible with and what tools or

instruments they have that correlates with said learning styles they have.

Foreign Studies 

Based on Shamaly Alhelí Niño (2019) statement, the objective of this research is

to identify the learning styles and study habits of new students of the Education,

Psychology, Communication, Sociology, and History undergraduate programs of the

School of Humanities at the Mexicali Campus of Universidad Autónoma de Baja

California (UABC), in Mexico. The method is quantitative, with a sample of 650

students. The inventories used are the survey applied upon admission to the School of

Humanities, and adaptations of the Learning Styles and Study Habits Inventories. The

questionnaires were answered online by students who were already enrolled in the

2016-2017 school year. A sociodemographic profile of the students was established

based on the results: 73% of enrolled students are female, and only 27% are male. The

majority (70%) live with their families (father, mother, siblings); 75% of students do not

work; 90% said they were single and 10% were married. The predominant learning

styles out of the 13 dimensions are the factors associated with effort and frustration
tolerance (. 99), followed by a single and structured focus of attention (. 98) and intrinsic

motivation (. 94). The primary study habits in the aspect of optimization are reading

32.8% and motivation to study 28.7%. Conclusion: Comprehensive profiles that

consider the sociodemographic background, learning styles and study habits are

essential when dealing with new students.

According to FATIMA ATIF (2017), learning styles are the different ways we

perceive, analyze and organize things we encounter in daily life. Each one of us is born

with a unique or multiple styles. In the Moroccan context, learning styles are often

underestimated. A lot of research and studies were conducted to highlight how

important understanding learning styles is. Teachers can make use of this knowledge in

order to enhance their ways of teaching. This study is an overview of different learning

styles, models and inventories. Its main purpose is to increase students’ and teachers’

awareness of learning styles and how they can be valuable for the teaching and

learning process. The data for this study were collected via a KLSI questionnaire

administered to 80 university students. The findings revealed that students have

different learning style preferences. It also revealed that most students were not aware

of these styles which showed clearly that there is a need to know what learning styles

are and how they are developed.

According to Ikmanda Nugraha (2020), the objectives of this study were to profile

the relationship of scientific attitude level and learning style preference among junior

high school students in Bandung. This study utilized a survey research design with a

total sample size of 110 students. A scientific attitude questionnaire and a visual,

auditory, and kinesthetic (VAK) learning style inventory were administered in this study.
The questionnaire measures five aspects of scientific attitude, specifically rationality,

curiosity, open-mindedness, aversion to superstition, and objectivity. The VAK learning

style inventory evaluates the preferred means of receiving sensory information. The

scientific attitude questionnaire provided consistent results, as indicated by its reliability

coefficient (0.896). The results show that junior high school students have an average

level of scientific attitude and generally prefer a kinesthetic.

Based on Nand Kishor (2022) statement, the present paper is on Study Habits in

Relation to Achievement Motivation of Senior Secondary students. The objectives of the

study were to find out the significant relationship between Study Habits and

achievement motivation and difference in study habits and Achievement motivation

between PSEB and CBSE, male and female, urban and rural resident senior secondary

students. The method of study was survey and descriptive in design. A sample of 200

students was taken. Study Habits scale by TP Kumar and Achievement Motivation by B.

Shah had been used as tools. Both descriptive and inferential statistics were used.

Mean, Standard Deviation, Z-ratio, correlation coefficients etc. had been calculated. The

result indicates that there is no correlation between Study habits and achievement

motivation of senior secondary students, No significant difference exists between mean

scores of Study habits of CBSE and PSEB, Rural and Urban students at senior

secondary level while significant difference exists between mean scores of study habits

of male and female at senior secondary level. No Significant difference exists between

mean scores of Achievement Motivation of CBSE and PSEB and Rural and Urban

students at senior secondary level. This study can be helpful to educational

stakeholders for planning, drafting, transactional balanced curriculum which will be

helpful in multidimensional aspects.

In the overall conclusion of the four related foreign studies, it changes depending

on the students' learning habits relating to learning styles. It depends to the students

have to go through in conditions in learning habits and study habits, they encounter

many things in their daily life and each of one of them where born with unique or

multiple learning styles and study habits. It can affect the life when their living in a new

environment and is assigned in a new school.

 CHAPTER III

RESEARCH DESIGN AND METHODOLOGY

This chapter discusses the research method and design, settings of the study,

subject of the study, the procedure of the study, sources of data, sampling design and

sample, construction of instruments, validation of the instruments, administration of

instruments, and data gathering procedure.

Research method

A Quantitative approach was chosen as the research method for this study. The

process of research involves empirical work being carried out with the collection of data

which can concur, refute or contest theories which in turn allows for understanding and

clarification for different observations. Qualitative research involves collecting and

analyzing non-numerical data to understand concepts, opinions, or experiences. Also,

the researcher uses legit and credible information in online websites such as, Google,

Bing, and YouTube.

In conducting the study, the researchers will use examinations, specifically, a

checklist composing of the Four (4) main learning styles and the different study habits.

The purpose of the examination is to see if there is any correlation between learners

learning styles to their study habits.

The researchers used the examinations and checklists to obtain information for

different learning styles in correlation to the respondents’ study habits. Castillo (2002)
describes it as a research approach in which experiences are documented, explained,

understood, analyzed, and contrasted.

Research design

The researchers use experimental design for the research paper. Experimental

design is the process of carrying out research in an objective and controlled fashion so

that precise conclusions can be drawn. The purpose is to establish the effect that a

factor has on a dependent variable.

Settings of the Study

The research titled “The learning style in relation to the study habits of the Senior

High school students of CPF montalban” given permission to be conducted among the

students of Center for Positive Futures in Montalban, Rizal

Center for Positive Futures can be found on the address of #27 J.P Rizal St.

Brgy. Balite, Montalban, Rodriguez, Rizal. Beside the HSQUARE Bldg, 43 J. P. Rizal St,

Rodriguez, 1860 Rizal.

Center for Positive Futures was founded by Mr. Teodoro R. Bautista and Mrs.

Maria Zenaida L. Bautista. CPF was appointed as a high school in 2001 of January.

Two years of school operation, CPF served as a research extension of Saint Joseph

College(SJC) located at Esteban Abada Street, Loyola Heights, Quezon City. which

houses the first 20 students and founded by the parents who desires to give their

children a more refined education. The 20 students later graduated in 2003 through

CPF. And the location at Esteban Abada closed, resulting in the end of the CPF as a

research extension. CPF later stepped to the public as a High school around the
outskirts of Metro Manila to give communities an access to a private catholic and non-

traditional mode of education. In S.Y 2003-2004, CPF started its operation in places in

Rizal, which is San Mateo and Montalban. And eventually grew and started to build new

branches around the country

In present times, the current head of CPF Montalban is Ms. Cunegunda

Cassanova as the principal. Along with twelve (12) teachers, which is four (4) full-time

and eight (8) part-time and also four (4) non teaching school staff. With the current

enrolled student population of one hundred sixty-nine (169), fifty four(54) in Junior High

School and one-hundred four(104) in Senior High School. With overall student

population of one-hundred sixty-nine (169).

Figure 2 – Picture from Google maps of Center For Positive Future Montalban Campus

(Source: Google maps)

Subject of the study

The Research participants are the Senior High School students enrolled at the

Montalban Campus of the Center for Positive Future.

The number of the students will be purposely gathered by the researcher from

the adviser.  All of the enrolled senior high school students in the Center for Positive

Futures are the selected respondents of this study. 

The researchers picked Center for Positive Futures Montalban, specifically its

Senior high school students department. The most qualified respondents to the issues

raised in this study are currently in senior high school Grade 11&12. Respondents will

fill out the questionnaires provided by the researchers, which will provide the information

needed for this study. There are 2 sections from Grade 11 level while on the other hand

there are also 2 sections from Grade 12 level. The researchers will include all of the

students from all 4 sections as their respondents.

There are 104 respondents, 37 students from both grade 11 sections are

included while there are 67 students from both grade 12 sections.

Procedure of the study 

A number of procedures were used by the researchers to carry out this

investigation. The researcher has decided what will be covered by the study; this

includes the researcher's observations on how pupils manage their time in the context

of the modern world. Choosing a research method and research design that are

appropriate for the subject at hand, as well as developing a problem statement and
study assumptions, theoretical and conceptual frameworks, and the study's significance.

To complement the study, provide a deeper knowledge, and offer extra information on

the subject, the researchers also included relevant local and international literature and

studies. To better comprehend the respondents' situation in that setting with relation to

students' time management in the context of the new normal, the subject and setting of

the study were also decided upon. Choosing the right sample strategy and design, as

well as the building and validation of the instrument that will be used, are also included

in this. There are 6 components in the development of the material: Planning, design

creation, testing, implementation, Evaluation, and Data analysis. In the planning stage,

the researchers prepares a plan on how study will be conducted. Then, researchers will

prepare all of the credible information that can be used for the study.

The First step that the researchers will do is to write the first three (3) chapters.

The First chapters consists of the introduction and the background of the study, the

scope and its limitations, the statement of the problem, the hypothesis, the theoretical

framework, and it will also define the terms that will be used in this study. The Second

chapter presents the different Studies and Literatures in both local and foreign countries

related to the research topic. It will support the researches on the said topic. While the

third chapter consists of the research Design, Subject, Data sources, Study Technique,

and Statistical Treatment employed in this study are all presented in this chapter. All the

said parts will be constructed by all the researchers that are apart from this study. After

the 3 chapters, the researchers will finally conduct their study to the chosen

respondents. Giving out examinations, specifically, checklists to get the respondent’s

data. After that, all of the data that are gathered will be analyzed by the researchers and

will be compiled in the next two chapters.

Source of Data

  In order to get reliable sources of data, the researchers use the Senior High

School Students and the Questionnaires as the sources of data. 

 Respondents are the primary source of data; the respondents are the subject of

the study. The one who will answer and give their feedback on how Learning style in

relation to the study habits of Senior High school students.  The researchers also did

used Google, YouTube, and bing to find some credible data

 The research questionnaires which respondents will answer in a checklist. This

were included in a validation of the instruments. 

The researchers will use a checklist examination, to get the data from the

respondents. The researchers will also use likert scale to get accurate data from the

respondents.

Sampling Design and Sample

There are senior high school students of Center for Positive Futures Montalban

that is going to be the respondents for this study. 

The researchers will use simple random sampling, which gives every member of

the population an equal chance of being chosen. To conduct This type of sampling,

tools such as random number generators or other techniques based entirely on chance

can be used.
Construction of Instrument

The researchers will use the standardized Exams by distribution of the

forms to the senior high school students of Center for Positive Futures. The instrument

to be prepared focused on answering the statement of the problem. The purpose of

these questions employed for this study was to collect information for those responded.

Validation of Instrument

The exam and checklist that will be used for the duration of the data collecting

will be inspected by the practical research instructor, for revisions. Afterwards, the

revised version will be sent to the instructor, who will check the aforementioned exam

and checklist. Once approved, it will be sent to the panel to be checked for errors and

revisions.

Administration of Instrument

Approval of the research teachers, the researchers will administer the validated

questionnaire to the respondents of the Center for Positive Futures from junior high

school to senior high school. 

The exam will be made and the researchers will use one. Applications in

conducting the research which is the face to face examination, the researchers will set a

schedule in which the respondents will answer the checklist provided by researchers.

The check list will be approved and be administered by the research instructor

before the researchers distribute the checklist examination, the selected respondents

after the agreement of data gathering to be part of the research. The researchers will

use the time of practical research subject of each section to use it as time for the
respondents to answer the checklist with the permission of the school principal

administration, the practical research subject teachers and each section’s advisory

teacher.

Data gathering procedure

 The initial step in gathering data is the administration of questionnaires to

determine how Learning style in relation to the study habits. The data will be collected

and validated carefully from the respondents through a checklist via face to face

examination.

The researchers will use likert scale to get accurate data from the respondents.

They can answer depending on their learning style and their study habits.

During the checklist, the researchers will make a permission slip to teachers and

the principal to use the time of practical research subject of each sections of senior high

school department to conduct the researchers study, the checklist will be distributed by

the researchers in the sections vacant time.

After the answering of checklist with the respondents, the researchers will now

gather the response and proceed to analyze and interpret the data.