LEARNING-STYLES 1-5 Revised
LEARNING-STYLES 1-5 Revised
LEARNING-STYLES 1-5 Revised
ABUBAKAR, FRANCIS
JUBAIL, JAYBIE B.
MAY 2023
CHAPTER I
INTRODUCTION
This section of the paper serves as the introductory part. This is comprised of the background
of the study, objectives of the study, statement of the problem, significance of the study, and
scope and limitations of the study which will outline and provide an overview of the study.
This establishes the variables considered and the boundaries of the study.
A quick web search will show up how Oxford Dictionary describes learning as “the
deemed to be an “effective communication” if the idea and message being delivered to sent
will be received and completely understood by the receiving party. Effective communication
(Coursera, 2023). This is also the case with learning. Educators are tasked to make sure that
concepts and techniques are effectively disseminated to the students in and outside the four
teaching method is utilized to cater to a medium to large class size. However, students still
vary. This is due to the different learning styles that exist, including “Diverging (feeling and
watching)”, “Assimilating (watching and thinking)”, “Converging (doing and thinking)”, and
“Accommodating (doing and feeling)” (McLeod, 2017) based on the Kolb’s Learning Style
In 1984, an educator from the United States introduced the “Theory of Experiential
Learning”, sometimes called “Kolb’s Learning Style Theory”, which claims that it will work
based on two measures: “a four-stage cycle of learning” and “four separate learning styles”.
This theory concentrates mainly on the cognitive condition of an individual and that learning
includes gaining knowledge that can be utilized for different applications. The catalyst for
this theory lies in conceptual developments due to the introduction to new experiences. Kolb
also quoted, "Learning is the process whereby knowledge is created through the
transformation of experience” (McLeod, 2017). This theory supplies a strong basis for growth
and education through the methodological outline which says that information can be
accumulated through experiences. Due to this, academia has been utilizing this Kolb’s theory
for decades already as it is a good paradigm on which teachers and students rely for the
comprehension of learning styles (Growth Engineering, 2021). The particular approach for
assimilating and remembering new concepts and skills of people is known as “learning
styles” (İlçin et al., 2018). Contrary to the traditional theories in the industry which use the
didactic method, this theory prioritizes students' personal development and stand. This theory
proposed by Kolb remains useful even in the 21st century (Main, n.d.).
Every student learns differently, thus each person must develop their own study
strategies that suit their own needs and learning preferences (Hoerner, 2020). The Inventory
of Learning Styles (ILS) seeks to gain or collect a clear insight into how students do their
studies and how they perceive their own learning style. The ILS examines the learning
University coming from the Techno-Vocational Livelihood Strand (TVL) that are taking a
major in Front Office Services (FOS). This major according to the Technical Education and
Skills Development Authority (TESDA) aims to improve the knowledge, abilities, and
attitude of a front office desk staff, the basic, typical, and core competencies of accepting and
processing reservations.
This study intends to unravel and present the learning styles of Grade 12 Front Office
employed to identify the said styles, Kolb’s Learning Style Theory will be the medium for the
inventory of the learning styles. This study is anticipated to pinpoint the learning styles of
students in senior high school so corresponding measures may be proposed later on to make
This study aims to present the learning styles of students in senior high school so
several teaching strategies and learning materials may be suggested to address deficiencies, in
case there are any. Having said that, the researchers intend to attain the following objectives:
● To know the socio-economic status of the parents of the students in relation to the
● To provide interpretations for each learning style that will be useful for front office
services
● To suggest some interventions which will encourage productive and more effective
learning
The researchers intend to know the learning styles of front office service students in the new
a. Sex
b. Section
3. What are the possible interventions that can be employed for TVL-FOS students in
Aside from educators, students should also be aware of their learning style so they can
also help make learning more effective, especially when studying by themselves, or even
during class discussions. Not every teaching method can be effective for students because it
will depend on their learning styles and capabilities. Experts have asserted that people are
“mixed learners”, admitting that various learning styles exist. In preparation for higher
education such as bachelor’s and master’s degrees, several lessons will be discussed that will
require a deeper understanding and advanced form of learning. In addition to these reasons,
the following entities will gain benefits once this study has been carried out and completed
including:
Students. The students will obtain positive benefits since they are the main subject of
this study. Once the learning style is identified, the students can now make certain measures
to make their study habits better. Their strengths when learning concepts can be maximized
to facilitate huge changes, therefore, their academic performance will be impacted. Learning
styles may also help students choose their degree programs and areas of interest.
Furthermore, once they enter undergraduate studies, they can easily adjust to studying
complex lectures. Learning style is also applied in careers and jobs, aside from academia.
School administrators. This study will aid school administrators to change their
conventional ways and incorporate new teaching programs for the students to cope easily.
Curriculum planners. This study will help the curriculum planners to integrate
advanced teaching strategies and utilize new equipment that can be feasible. Unlike the
typical classroom setup, planners should incorporate learning styles to develop the confidence
Teachers. This study will aid teachers, especially in senior high schools, regarding
the learning environment of the students. Teachers can start by asking experiences and
reflections of students prior to the actual class lessons to develop their critical thinking skills
Future researchers. This study will be beneficial for future studies in relation to this
field of interest. The current studies encompassing Kolb’s theory will be further expanded,
particularly related to TVL and Front Office Services in senior high school.
The researchers will carry out this study employing the concepts and skills learned in
their institutions. Given the nature of their strand, the researchers will relate learning styles to
This study will confine itself to learning styles that will be measured using Kolb’s
Experiential Learning Theory. The respondents will be Grade 12 students under the TVL
strand and the students should be studying at Zamboanga Peninsula Polytechnic State
University.
CHAPTER II
This section is composed of the collected and scrutinized literature and studies. The related
literature was garnered from foreign and local sources such as dissertations, journals, and
websites. The concepts and experimental studies included in this section did an in-depth
review of the topic which match the purpose of this study. The last part is the conceptual
framework which contains the input, process, and output that dictate the flow of the study.
Related Literature
David Kolb was born in Illinois, United States who proposed “Kolb’s Experiential
Learning Theory”. It was also deemed as his best contribution, especially in education. In
effect, the learning styles he introduced were still utilized for the assessment of the learning
preferences of people, especially students. Kolb had a distinct view about learning which has
impacted academia. Several studies proved that Kolb’s theory, up to date, remains to be
mentioned concerning reflective learning which has assisted experts and instructors with a
per Kolb, this type of learning is described as a method that generates knowledge acquired
through a series of acquisitions which are then transformed into experience. Abstract ideas
are learned and employed freely in many circumstances. Hence, this theory concludes that
2021).
Fig. 2.1. The Kolb’s Learning Cycle (Growth Engineering, 2021).
The theory is categorized into two sections wherein the first portion presents a cycle
comprised of four stages to which the “learning experience” go after. Kolb stated that coming
after the several stages permit students to transform their experience into knowledge.
Meanwhile, the second part confines itself to the cognitive methods and learning styles which
allow the students to gain information. This theory emphasizes that people may show what
they have learned and understood whenever they are granted to showcase their application of
Fig. 2.2 illustrates the learning styles established by this theory. The "Perception
Continuum" is on the vertical axis, while the "Processing Continuum" is situated on the
horizontal axis. Kolb asserted that students never simultaneously accomplish both parameters
within an individual axis. Unfortunately, making an attempt to accomplish the said idea will
lead to strife. Students suffer when introduced to difficult choices such as the
assignment or an activity. Students select where along this continuum the information they
aim to absorb through either thinking (abstract conceptualization or AC) or feeling (concrete
are allowed to select an approach for transforming and processing what they have
sections of this paper. As claimed by Kolb, the four learning styles are accommodating,
where students are allowed to apply their knowledge in their everyday living and promote
thinking, and problem-solving skills”. The difference between Kolb’s theory compared to the
usual, didactic theories are confined to discussing and presenting information and theories,
however, students lack the opportunity to apply such information in real-world problems and
operations. Still, didactic and experiential learning are both beneficial in academia as they
have different, specific goals. However, experiential learning is more effective as it helps the
students to make concepts remembered easily. Some of the processes described by the theory
and evaluation, orientation, and retrieval (Main, n.d.). In Fig. 2.4, Main (n.d.) illustrated the
learning cycle with a short description that sums up each main point.
People with this style can see circumstances through a different lens. They are
exquisite and instead of behaving in an unruly manner, they remain observant, gather
information, and introduce new, creative, and effective steps for problems. These people
excel when taking an assortment of viewpoints regarding many concerns. Given that these
people execute better in situations that require a flow of thoughts and concepts, like when
This style uses an unambiguous, rational method and includes observing and
pondering. People are not as significant as notions and principles. These individuals demand
excellent at absorbing intricate data and then putting it together in an organized fashion. A
little attention is given to people and more enthusiasm is shown in notions and abstractional
concepts by those who acquire via assimilation. Assimilation is more confined to ideas that
are based on theories compared to strategies that highlight a deep concentration in terms of
application.
These people can answer problems as well as typically enforce their learnings when
dealing with real-life situations. They put technological responsibilities first compared to
interpersonal and social tasks. These people find it easy to apply theoretical concepts in real-
This requires "hands-on" approaches which is also an “intuitive learning method” that
is more significant instead of rational thinking. Such people rely on the assessment and
people follow their instincts when the situation permits them to decide about something.
These people like having new tasks and activities as well as following through upon goals.
Related Studies
Mpwanya & Dockrat (2020) claimed that successful learning and improved academic
achievement depend on knowing the learning styles and tailoring teaching methods toward
the range of student learning types. The present investigation evaluated the governing
learning styles of university students majoring in logistics and examined the significant
impact of the demographic profile of the study participants on their learning styles employing
sectional study approach was facilitated, having 429 students in South Africa selected. The
results revealed that the second most popular style was the "assimilating learning style" and
the first one was the "accommodating learning style". Over two-thirds of the population is
represented by these two styles mentioned. A strong relationship between "gender" and
"learning styles was demonstrated in this study. Male students were found to apply their
"diverging" attitude while female students usually study in a "converging" style. Although,
no correlation was proven between the demographic profile considered and the learning
styles.
This study in Indonesia conducted by Rahmah et al. (2022) focused on the APOS
(action, process, object, and schema) Theory which followed the Kolb’s theory to identify the
problem-solving skills of students in Mathematics. A qualitative-descriptive research design
method was utilized and four students participated in this study which represent each of the
Kolb’s learning styles. The research instruments were the APOS Theory Aptitude Test,
Kolb’s Learning Style Questionnaire, and unstructured interviews. The findings revealed that
the “assimilating” and “converging” styles can work on problems effectively based on the
“action” and “process”. On the other hand, in terms of object, it was not addressed since
discrepancies exist when computing the absolute values as well as the errors in inputting 𝑥𝑖
and schema stages, even though they see incorporated with several problem-solving
problems in three stages namely action, process, and object. Meanwhile, the schema stage
Preliminary Sampling
Requirements Purposive
Research sampling using
Problem Survey Presentation of the
Objectives of Questionnaire Learning Style of
the Study (via Google TVL Senior High
Selection of Forms) School Students
Related The international Based on Kolb’s
Literature and standard Kolb’s
Studies Learning Style Conclusion
Questionnaire
Research Design was utilized Recommendations
Quantitative-
descriptive
Data Analysis
research design
Google Forms
provided
graphical
presentations and
spreadsheet for
easier data
processing
Fig. 2.5. Input-Process-Output (IPO) Model.
Fig. 2.5 represents the Input Process Output (IPO) model to establish the conceptual
framework. IPO models are typically used in research as they offer an easier and more
coherent method of facilitating the study. Inputs refer to the preliminary or initial
requirements that will then be processed to produce outputs. Process, as the term suggests,
refers to the activities that will be employed to the said inputs. IPO models aid the researchers
to stick with their research design and establish the inputs, processes, and outputs. These
models provide a systematic direction for the researchers to minimize errors and save money
and time (Rogelberg, 2007). In this study, the input listed was the preliminary requirements.
In this part, the research problem was the first one to be established since this will be the
main focus. Kolb’s Learning Style was considered to identify the learning styles of TVL-FOS
students to address educational concerns and possibly provide interventions that will aid with
their academics. The quantitative-descriptive research design was used and the internationally
used questionnaire for Kolb’s Learning Style was adopted. Under process, purposive
Google Forms were utilized for easier data collection and analysis. The questionnaire used
was comprised of 80 questions which were reflected on the Google Forms. From there, the
learning style of the respondents will be classified as the output of this paper. Possible
interventions were revealed to address concerns regarding the learning styles and preferences
of the students, specifically in TVL-FOS. Conclusions were drawn in relation to the purpose
METHODS
This section provides the systematic procedure followed to facilitate the study. This is
composed of the parts which are research locale, research instrument, sampling technique,
data gathering, data analysis, statistical treatment, and flow chart. The flow chart depicts the
organized and step-by-step process followed by the researchers to ensure the validity of the
data gathered.
A. Research Locale
This study will take place from January 2023 to May 2023 of the school year 2022-
2023. The researchers are currently studying at Zamboanga Peninsula Polytechnic State
University, so the accomplishment of this study will take place in Zamboanga City.
B. Research Instrument
As stated, the researchers will adopt the usual questionnaires used which follow
Kolb’s Learning Theory and will result in the learning style of the student after answering a
80 questions and by the end of it, each question that was ticked (or checked) will account for
one point. The total score will be computed and from there, the learning style can be
pinpointed. The researchers will focus on using Kolb's Learning Style Inventory for the
identification of the different learning styles of the study respondents, specifically in the front
office services which the TVL strand covers. As per (TESDA), “the Front Office Services
conduct the process of making a reservation, registering and checking-in and checking-out a
guest in commercial accommodation establishments”. Having said that, this can be a career
opportunity for TVL graduates. After the presentation of the learning styles, the results will
be discussed in relation to the front office services context. Although this type of
questionnaire has been used in numerous studies, this specific questionnaire will be verified
by the research adviser and/or teachers to guarantee the reliability of the results.
C. Sampling Technique
The researchers will acquire the total number of students under the TVL strand
studying at Zamboanga Peninsula Polytechnic State University under the 12th Grade and the
sample size to be considered should be at least 30 in accordance with the Central Limit
Theorem. This concept will be adopted due to the limited resources and time. The researchers
will use purposive sampling to select the respondents. The students are all from Zamboanga
D. Data Gathering
The researchers will use Google Forms to acquire efficient, concise, and clean data
from the study participants. Google Forms can either be sent online to the participants
through a link or the researchers will conduct a face-to-face survey and will provide a device
(a cell-phone, laptop, or tablet) for the respondents. The respondents will be asked to answer
the survey in less than 20 minutes so the study will not take too much of their time. Ethical
considerations will be followed prior to data collection. The researchers will secure all the
survey is an official research task approved by the institution. Informed consent will be
provided to the respondents and the gist of the study will be discussed with them before they
answer. They have the right to say “no” in case they wish not to participate in the survey. To
those who will participate, monetary gifts and other forms of incentives are not allowed since
this study demands voluntary participation. In case the respondents wish to know the results
of the study, information is allowed to be disclosed to them. Finally, the identity and answers
of the respondents will remain confidential and will not be used for other purposes outside of
this study.
E. Data Analysis
The researchers will extract data from Google Forms. Google Forms is among the
widely utilized medium for data collection, especially for surveys. It features graphical
presentations that easily show the results including bar graphs and pie charts. After assigning
the learning styles of the study respondents based on the collected points from the
questionnaire, it will be tallied and their percentages will be shown. The learning styles will
further be discussed in association with the front office services. By the end of this paper, the
researchers will suggest possible measures that may improve the learning conditions of the
students.
F. Statistical Treatment
The researchers will present the percentage of the learning styles of the students both
in numerical and graph form. In addition, the mean and standard deviation (SD) will be
computed from the sample. The mean and the standard deviation intend to define the
characteristics of the sample in statistical means (Lee et al., 2015). The standard deviation
describes the “shape” of the distribution concerning the nearness of the data compared to the
mean. Mean, on the other hand, depicts the “common value” in the majority of the
observations. A high SD indicates that the data are spread out across the entire values, a near-
zero SD means that the values are close to the mean value, and a low SD translates to data
G. Flowchart
This study will be accomplished following Fig. 3.1 to make the approaches systematic
and organized. The researchers are not permitted to skip any of these steps and they have to
This section proffers the results and discussion based on the data collected through the
survey. The results are presented in graphical and tabular forms to establish the relationship
among variables effectively. Since an 80-item questionnaire was used, the responses were
tabulated as per the Google Forms results. This section also incorporates the possible
intervention among curriculums and academic facilitations with the combination of the
The demographic profile of the respondents was identified in terms of sex and section.
The respondents were all Grade 12 students, in senior high school, studying under the TVL
strand.
directly obtained from Google Forms. The red portion represents the female population while
the blue represents the male population. Out of the 31 people, 16 females answered which
Fig. 4.1.2 presents the distribution of section of the 31 respondents. Since this specific
question did not have any options for the possible answer, the respondents had the freedom to
manually input their section which resulted in varying answers as noticed on the bar graph.
Thus, to identify the total respondents for each section mentioned, they have to be added
manually. Participants from Grade 12 - G (TVL) gained the highest with 10 respondents
(TVL) and Grade 12 - L (TVL) tied with 5 respondents (each with 16.1%). Lastly, Grade 12
Based on Fig. 4.2.1, the educational attainment of the fathers of the respondents was
evaluated and classified as elementary, high school, college, and vocational (such as being a
TESDA-certificate earner). The responses revealed that the majority of them—12 out of 31
(or 38.7%)—finished high school, followed by 11 people (35.5%) who accomplished college
or an undergraduate degree program, next were 5 people (16.1%) who finished elementary,
According to Fig. 4.2.2, the educational attainment of the mothers of the respondents
was evaluated and classified as elementary, high school, college, and vocational (such as
being a TESDA-certificate earner). The responses revealed that the majority of their mothers
—13 out of 31 (or 41.9%)—finished high school, succeeded by 10 people (32.3%) who
accomplished college or an undergraduate degree program. Next were 5 people (16.1%) who
earned a vocational certificate, and lastly, 3 people (9.7%) who completed an elementary
educational level.
The standard questionnaire under Kolb’s Learning Style used worldwide was inputted
in the Google Forms. It was comprised of 80 questions and the respondents were tasked to
answer either agree or disagree. It was also stated that if they disagree, they can just leave the
response as blank and then proceed to the next one. Table 4.3.1 presented the summary of the
survey results.
The responses to the survey were all valid and the Google Forms were answered
appropriately. No errors were found in the answers and everyone successfully supplied their
answers. After summarizing the answers, the responses will be analyzed based on Table 4.3.2
Table 4.3.2. Scoring Based on the Questions (Obtained from Intense Europe, 2017).
Question Number
2 7 1 5
4 13 3 9
6 15 8 11
10 16 12 19
17 25 14 21
23 28 18 27
24 29 20 35
32 31 22 37
34 33 26 44
38 36 30 49
40 39 42 50
43 41 47 53
45 46 51 54
48 52 57 56
58 55 61 59
64 60 63 65
71 62 68 69
72 66 75 70
74 67 77 73
79 76 78 80
Totals
Table 4.3.2 contained the scoring system. For every check (or “agree”), each
corresponding question number will be encircled. Then, the encircled number for each
column will be summed up to know the total, which will be in reference to Table 4.3 to
determine which style is the most dominant or which the respondent has a “very strong
preference”. According to Akinyode & Khan (2016), “Activist” pertains to “Doing – Active
Table 4.3.3. Learning Style Determination (Obtained from Intense Europe, 2017).
Table 4.3.3 helped reveal the learning style of the respondents. As defined by Kolb,
the learning preferences usually overlap, hence, Figs. 2.1 and 2.2 illustrated the said point
Very Strong 26 13 18 17
Preference
Strong 1 8 5 5
Preference
Moderate 4 9 7 6
Preference
Low Preference 0 1 0 3
Very Low 0 0 1 0
Preference
Total 31 31 31 31
Based on Table 4.3.4, the total for each learning style attained 31 which confirmed
that all of the respondents managed to answer all of the questions. The total also matched the
number of respondents surveyed. It can be seen that under artistic, 26 people illustrated that
they strongly prefer this learning style, thus, it achieved the highest responses. The next
highest response was theorist which got 18, followed by pragmatist with 17. Lastly, the
Based on the model introduced by Kolb, the four learning styles share two different
learning stages as defined in Fig 2.3. It can be interpreted from Table 4.4 that activist learners
were the most dominant, with 20.97% (26 out of 124 total responses). Next were theorist
learners having 14.52% (18 out of 124 responses). Followed by pragmatist leaners with
13.71% (17 out of 124 responses). Lastly, the reflector learners which incurred 10.48% (13
out of 124). Meanwhile, 0 responses were made for activist and theorist under low
preference, and activist, reflector, and pragmatist under very low preference. The rest of the
learning styles for each level of preference garnered answers from the respondents.
Although an assessment has been made, the exact learning style may still be difficult
to pinpoint so as per Kolb, the four learning styles share two learning styles or a “two by two
matrix”. In relation to the results in Table 4.3.4, diverging learners can either be pragmatists
or reflectors. In this study, the succeeding percentages for each learning style with a “very
strong preference” will be presented. About 24.19% (30/124) are diverging learners,
assimilating learners are 25% (31/124), converging learners are 35.48% (44/124), and
As students that have the possibility to pursue a career in front-office services, being
an activist is beneficial since this field requires actual, hands-on performances. Job positions
in this discipline also involve customer service, communicating with people, and daily
operations. Thus, tasks are applied practically, which corresponds to the strengths of active
learners. Activist learners prefer hands-on activities to learn and they find it more effective,
than sitting down and discussing concepts and theories. Activists enjoy doing simulations,
laboratory work, and experiments to grasp the concept. Notions become free-flowing when it
FOS Students
This section is composed of the summary of findings, conclusion, and recommendation. The
answers to the research questions or statement of the problem are presented here. The
findings of the study are summarized in this part in relation to the purpose of the study.
Summary of Findings
The accomplishment of this study revealed that, the exact learning style is difficult to
pinpoint proving that the theory established by Kolb is true, that the four learning styles may
share two learning styles or a “two by two matrix” since they can be flexible. The
assumptions of the researchers that learning style of a person should just be one was proven
wrong, as justified by the survey results. In this study, the following percentages for each
learning style with a “very strong preference” was delivered. In summary, around 24.19%
(30/124) are diverging learners, assimilating learners are 25% (31/124), converging learners
are 35.48% (44/124), and accommodating learners are 34.68% (43/124). The following
a. Sex
15 males accounted for 48.4%. the female population was the greatest in this sample
size.
b. Section
Participants from Grade 12 - G (TVL) garnered the highest number with 10
then Grade 12 - K (TVL) and Grade 12 - L (TVL) tied with 5 respondents (each with
The responses showed that the majority of study participants—12 out of 31 (or
(16.1%) who finished elementary, and 3 people (9.7%) who garnered a vocational
certificate.
On the other hand, the responses revealed the educational attainment of the mothers
who went to and finished college or an undergraduate degree program. Next were 5
people (16.1%) who got a vocational certificate, and lastly, 3 people (9.7%) who
3. What are the possible interventions that can be employed for TVL-FOS students in
The interventions vary with the learning style to address their strengths and
weaknesses. The strengths of the students should be maximized for them to learn effectively
both in theories and applications. For diverging learners, they should be presented with more
school activities rather than the usual sit down lectures, the class discussions should
encompass hands-on activities, and the strengths and weaknesses or advantages and
disadvantage of the topics should be highlighted in class. For assimilating learners, self-
administered tasks should be facilitated, students should be allowed to work on their own on
certain tasks, digital tools should be incorporated in discussions, private tutorial sessions
under the school management or even from private persons should be considered, and digital-
learning tasks should be given such as posters, brochures, and infographics. For converging
learners, teachers should assign fact sheets, laboratory reports and activities, research papers
and technical reports, there should be interactive activities, and some school works should be
digitalized. Lastly, for accommodating learners, there should be individual tasks and
interactive activities, and the 5Ws and H questions should be asked during discussions.
Conclusion
Educators are the most common people to assess and identify the learning style of
one’s own students to build a conducive and effective learning environment. However,
students themselves should also know their own learning styles to help them decide and
change their present study habits which will aid better academic experience and will
guarantee their conceptual understanding. In this paper, Kolb’s Learning Styles were the
focus to determine the learning styles of Grade 12 senior high school students under the TVL
strand who major in FOS. It is substantial to know the learning styles of the students since
FOS is a combination of theories and practical activities, considering they will most likely
deal with operational activities at work, communicate with people, and apply theoretical
concepts when dealing with tasks for the benefit of the clients.
The researchers surveyed 31 respondents which revealed that activist learners were
the most dominant, with 20.97% (26 out of 124 total responses). Next were theorist learners
having 14.52% (18 out of 124 responses). Followed by pragmatist leaners with 13.71% (17
out of 124 responses). Lastly, the reflector learners incurred 10.48% (13 out of 124).
Meanwhile, 0 responses were made for activist and theorist under low preference, and
activist, reflector, and pragmatist under very low preference. The rest of the learning styles
for each level of preference garnered answers from the respondents. Even though an
assessment has been made, the exact learning style may still be difficult to pinpoint so as per
Kolb, the four learning styles share two learning styles or a “two by two matrix”. The
succeeding percentages for each learning style with a “very strong preference” resulted in
24.19% (30/124) being diverging learners, assimilating learners with 25% (31/124),
converging learners had 35.48% (44/124), and accommodating learners attained 34.68%
(43/124). Based on the percentages, interventions were presented that can possibly improve
the academic experience of the TVL-FOS students instead of the conventional teacher-
Recommendation
The researchers suggest that the sample size should be computed using other formulas
such as Cochran or Slovin’s. Due to time constraints, a statistical test was not able to be
performed. Furthermore, the data showed overlapping of the learning styles, since the first
four learning stages were determined to know the four learning styles. The overlap of values
made it difficult to apply statistical assessments. Hence, the researchers recommend that
experts should be consulted to determine which test is the most appropriate for this kind of
data, as it is among the first local study which adopted the tables assigned by Intense Europe
(2017).
APPENDICES
APPENDIX A
INFORMED CONSENT
Sir:
Greetings!
We are 12th year Techno-Vocational Livelihood strand students of Zamboanga Peninsula Polytechnic State
University, respectfully seek permission to conduct a research entitled entitle entitled “Inventory of Learning
Styles of Front Office Services Students in The New Normal.”
The target respondents are Grade 12 students in the Front Office Services track. In accordance with research
ethics standards, participants will be provided with a letter of consent for their signature and approval of this
goal-seeking research endeavor.
Moreover, we would like to inform your office that our data gathering will be next week, January 23-27, 2023.
Francis Abubakar
Jaybie B. Jubail
You are invited to take part in this research. The purpose of this study is to determine the learning
styles of front office services students in the new normal.
It is our hope that this study will benefit the stakeholders and other institutions. There are no identified
risks from participating in this research. Also, there are no cost and no monetary compensation to you for your
participation in this study.
Your participation in this research is completely voluntary and you may refuse to participate without
consequence. You will answer one set of questionnaires that contains four types of learning styles. The test will
take forty-five (45) minutes to complete. Responses to the test will only be reported in aggregated form to
protect your identity. That data that will be collected will be treated with utmost confidentiality.
Sincerely yours,
FRANCIS ABUBAKAR
JOHN AARON LAPINID
JAYBIE B. JUBAIL
CONSENT:
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APPENDIX B
KOLB’S LEARNING STYLE QUESTIONNAIRE
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