CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION

TEACHING AND LEARNING STYLES IN BACHELOR OF SECONDARY

EDUCATION PROGRAM OF CAGAYAN STATE UNIVERSITY:
BASIS IN DESIGNING TEACHING-LEARNING ACTIVITIES

____________________________________

A Research
Presented to the
Faculty of the College of Teacher Education
Cagayan State University, Andrews Campus
Tuguegarao City, Cagayan

____________________________________

In Partial Fulfilment of the

Requirements for the Degree
Bachelor of Secondary Education
Major in Social Studies

____________________________________

By:
Corpuz, Rica Anne A.
Delgado, Myra Antonia G.
Lopez, Kassandra Mae F.
Mariano, Lowelyn M.
Temporal, Sherwin G.

February 2024

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CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION

APPROVAL SHEET

This research study titled “TEACHING AND LEARNING STYLES IN BACHELOR

OF SECONDARY EDUCATION PROGRAM OF CAGAYAN STATE

UNIVERSITY: BASIS IN DESIGNING TEACHING-LEARNING ACTIVITIES”,

prepared and submitted by RICA ANNE CORPUZ, MYRA ANTONIA DELGADO,

KASSANDRA MAE LOPEZ, LOWELYN MARIANO, and SHERWIN

TEMPORAL, in partial fulfillment of the requirements for the degree, Bachelor of

Secondary Education major in Social Studies, is hereby recommended for final defense.

Approved by the panel of examiners on _______ of _______ with a grade _______.

ROSEMARIEDEL C. CATLI PhD

Chairman

PROF. GILBERT P. TAMAYAO PROF. JESUS LEONARDO

Reader/Critic Statistician

DR. LEINARD M. BANGYAN DR. RONNIE PASIGUI

Research Adviser Member

PROF. ALVIN A. CARONAN DR. RECTO A. AGUIRRE

Member Member

Approved in partial fulfillment of the requirements for the degree BACHELOR OF

SECONDARY EDUCATION.

IAN ROGER M. FRANCISCO, PhD

Dean, College of Teacher Education

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CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION

ACKNOWLEDGEMENT

We would like to sincerely thank everyone who have played instrumental roles in the

completion of this research endeavor, we are compelled to begin by acknowledging the

invaluable contributions of several individuals. The culmination of this study has been

made possible through the unwavering support, expertise, and dedication of those who

generously shared their time and knowledge.

First and foremost, we are grateful to the Almighty God for all of his blessings, guidance,

and wisdom, which enabled us to successfully complete the study.

To our research adviser, Dr. Leinard M. Bangayan, for his guidance, constructive

feedback, and dedicated time to ensure the accuracy and relevance of the study. His

expertise and insights have been instrumental in shaping the direction of this study.

We would like to sincerely thank Dr. Rosemariedel Catli for her steadfast support and

significant guidance during our research endeavor. Her leadership and perceptive criticism

have been crucial in determining the course and outcome of our research.

To Prof. Alvin A. Caronan, Dr. Recto A. Aguirre and Dr. Ronnie Pasigui, the

distinguished panelists, their time, knowledge and perceptive criticism greatly improved

the caliber and polish of this work. Our research has definitely changed as a result of their

critiques and recommendations

To Dr. Gilbert P. Tamayao, the reader, for his pursuit of knowledge, your mentorship has

been a beacon of wisdom, lighting the path even in the most challenging moments. Your

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CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION

insights, constructive feedback, and dedication to fostering intellectual growth have been

instrumental in the development of this work. Your contributions have made a lasting

impact on the quality and depth of this study.

We would like to express our sincere gratitude to Dr. Jesus Leonardo, our statistician

whose expertise and dedication played a crucial role in the success of this research project.

He skillfully applied statistical methods, providing invaluable insights and ensuring the

accuracy and reliability of our data analysis. His commitment to excellence greatly

contributed to the quality of our research findings.

We are also grateful to Dr. Ian Roger M. Francisco, for giving us the chance to conduct

the study. His commitment to excellence and passion for research significantly enriched

the quality of this work.

These acknowledgments are but a small token of appreciation for the immense

contributions made by these individuals. Their collective efforts have not only enriched the

quality of this research but have also left an indelible mark on my academic journey.

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DEDICATION

This study is humbly dedicated to:

our beloved parents,

who have been our source of inspiration and gave us strength,

who continually provide moral,

spiritual, emotional, and financial support.

our siblings, relatives, mentor, friends and classmates

who share their words of advice

and encouragement to finish this study

and lastly, we dedicated this study to the Almighty God,

for the guidance, strength,

wisdom, protection, skills and who made these things possible.

God Gets the Glory.

THE RESEARCHERS

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Table of Contents

Preliminaries Page

Approval Sheet...................................................................................................................... i

Acknowledgment ................................................................................................................. ii

Dedication............................................................................................................................ iv

Table of Contents ..................................................................................................................v

Abstract .............................................................................................................................. vii

Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction........................................................................................................................1

Theoretical Framework .....................................................................................................4

Conceptual Framework......................................................................................................7

Statement of the Problem...................................................................................................8

Hypothesis..........................................................................................................................9

Scope and Limitations .......................................................................................................9

Significance of the Study ................................................................................................10

Definition of Terms..........................................................................................................11

Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

Review of Related Literature...........................................................................................12

Synthesis..........................................................................................................................17

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Chapter 3

RESEARCH METHODOLOGY

Research Design...............................................................................................................21

Research Locale...............................................................................................................22

Population, Sample and Sampling Techniques................................................................23

Table of Respondents ……..............................................................................................24

Data Gathering………………………………….............................................................24

Research Instrument.........................................................................................................25

Statistical Tools................................................................................................................25

Chapter 4

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

Data..................................................................................................................................27

5 SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

Summary of Findings ......................................................................................................40

Conclusions .....................................................................................................................42

Recommendations ...........................................................................................................43

APPENDICES

Appendix A: Questions for Students Respondents .........................................................45

Appendix B: Questions for Teachers Respondents ........................................................50

Appendix C: Letter for Respondents ...............................................................................50

REFERENCES ..............................................................................................................56

CURRICULUM VITAE ................................................................................................65

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ABSTRACT

TITLE: TEACHING AND LEARNING STYLES IN BACHELOR OF

SECONDARY EDUCATION PROGRAM OF CAGAYAN STATE
UNIVERSITY: BASIS IN DESIGNING TEACHING-LEARNING
ACTIVITIES

RESEARCHERS: CORPUZ, RICA ANNE A.

DELGADO, MYRA ANTONIA G.
LOPEZ, KASSANDRA MAE F.
MARIANO, LOWELYN M.
TEMPORAL SHERWIN G.

DEGREE: Bachelor of Secondary Education major in Social Studies

INSTITUTION: Cagayan State University, Andrews Campus, Tuguegarao City

YEAR: 2024

ADVISER: MR. RONNIE I. PASIGUI, EdD

Keywords: Students, teachers, teaching style, preference, learning style

The main objectives of this study were to identify the Teaching and

Learning Styles in Bachelor of Secondary Education Program of Cagayan State University:

Basis in Designing Teaching-Learning Activities. This research conducted using

quantitative method. The chosen respondents of this study are the teachers and students of

the College of Teacher Education Program of Cagayan State University, there are 250

selected respondents from the students and 40 selected from the teacher. Thus, there were a

total number of 290 respondents in this study. Student respondents were selected through

stratified sampling while simple random sampling was used in selecting teacher

respondents. Standardized questionnaire of VARK is employed as data gathering tool. This

study focuses on the VARK model (Visual, Auditory, Reading/Writing, and Kinesthetic),

examining its application in

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understanding and optimizing teaching and learning styles. The study begins by exploring

the individual learning styles of students, considering how they align with the VARK

categories. Simultaneously, the research investigates the teaching styles employed by

teachers examining whether there is a match or mismatched with the predominant learning

styles of their students. A crucial component of the study is determining any discrepancies

that might exist between students' preferred learning styles and the instructors' methods of

instruction. The results showed that majority of the students had a preference for a

kinesthetic learning style, whereas teachers preferred visual teaching style. With reference

to these findings, it was suggested that teachers need to use kinesthetic and visual teaching

strategies as students' preferences of learning were found to be these two approaches. The

academic heads must authorize changes to the topics chosen for the syllabus or the lesson

plans of the teachers. The subjects or contents should address the necessary learning

competencies without compromising the instructional delivery quality of the material. The

teachers also need to have a variety of activities to respond to their students’ specific needs

thus there must be an alignment of the teacher’s teaching strategies/approaches with the

students’ learning styles and preferred learning modalities.

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Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction

The VARK model of Neil D. Fleming and Colleen Mills, (1992) is a guide

to the learning styles of every student in a classroom. VARK stands for Visual, Auditory,

Read/Write, and Kinesthetic. Sometimes, this is also included in seven learning styles-

adding Social, Solitary and Logical components. Learning styles are defined as a certain

specific pattern of behavior and/or performance according to which the individual takes in

new information and develops new skills, and the process by which the individual retains

new information on new skills as cited by Sarasin (1999).

According to Hamdi Serim (2018), Teacher has the ultimate authority and

is in charge of learning. For that reason, students do not have adequate opportunities to

develop their critical thinking and problem-solving skills. For this reason, a constructivist

approach has emerged as a model to explain how knowledge is produced and how students

learn.

Jean Piaget believes that to understand the nature of knowledge, we must

study its formation rather than examining only the end product (Kamii and Ewing, 1996

p.260). In contrast, Deslauriers et.al. (2019) in a study of 149 physics students found that

students felt they learned more in a lecture-based class versus active learning strategies.

However, the learners also had a high level of agreement that active learning was a better

test of learning. Jean Piaget believes that to understand the nature of knowledge, we must

study its formation rather than examining only the end product (Kamii and Ewing, 1996

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p.260). The insight to this approach to education is one in which the learners actively

interpret, rearrange, and create knowledge in individual ways. The perspective of Vygotsky

in constructivism is culture and social interaction are essential features in shaping

knowledge.

Shahid, Zafar, Shahzad, Gulzar, and Minhas (2022) observed that a single

modal learning style is preferred among their student respondents. They recommended that

there is a need for policymakers to explore the teaching strategies and evaluate their

effectiveness to ensure that the learners are effectively seeking knowledge. Meanwhile,

according to Journal for Re-Attach Therapy and Developmental Diversities in the study

“Preferred Mathematical Learning Styles According to VARK model” (2023) by

Mahmood and Mahmood, it was revealed that learners in mathematics prefer lessons that

have tangible real-world applications.

Dickinson et. al. (2018) discovered that traditional instructional approach

focuses on lecture-based instruction as the teaching center; the students listen and take

notes, passively accepting the knowledge. The traditional teaching method has been shown

to be less effective than other teaching strategies in practical application and critical

thinking abilities. Moreover, Somera (2018) revealed in her study that most educators do

not have adequate knowledge, be comfortable with students who multitask and be open to

technology- rich teaching and learning environments to effectively meet the learning styles

of Generation Z. The study recorded in International Journal of Evaluation and Research in

Education led by Subramaniam, Handayani, Sahabudin, Ali, Hamzah, Shamsiah, Rahman,

and Kasim (2019) concluded that teaching styles have significant impacts on students'

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learning styles and academic performances. Meanwhile, Babu (2020) recommended based

on the result of his study that teachers should assess the learning styles of their students

and adapt their classroom method to best fit each student's learning style.

The study of Malacapay in 2019 by Central Philippines State University

shows that both visual and auditory learners learn best when teachers used audio-visual

presentations while kinesthetic learners learn best when applied to real objects. Cabaguing

(2016) examined the learning and teaching styles in Social Science subjects at Samar State

University. Findings revealed that students perceived teachers' instructional strategies and

personality to be factors that contributed to their learning. She also suggests that teachers

should continuously discover the learning styles of the students. Thus, they can adjust and

modify their teaching styles to address the learners' needs.

Study investigated by Natividad and Batang (2018) in Isabela State

University, published in TESOL International Journal Volume 13 Issue 4 revealed that late

adolescents preferred auditory, kinesthetic, group, and visual whereas the early adulthood

favored auditory; that gender played a role in determining their learning styles; that there is

a variety of preferences across courses; learning styles vary across ethnic groups; that

Filipino learners learn best through spoken language, and students learn best by using six

sensory modes.

Thus, the researchers aim to find the preferred Teaching and learning style

of teachers and students in the fields of Math, Science, English, Filipino, and Social

Studies under the Bachelor of Secondary Education Program.

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Theoretical Framework

This study is lifted from the VARK theory of Neil D. Fleming (2001).

VARK means Visual, Auditory, Reading/Writing and Kinesthetic Modes of learning.

These sensory modalities that are utilized in learning information in teaching to the

schools, colleges, and universities seems to reflect the experiences of the learners.

Sometimes, there are overlaps between them on individual. These learning and teaching

preferences are elaborated further as follows:

Visual (V)

This preference depicts information in charts, graphs, flow charts,

hierarchies, shapes, and all symbols that teachers used to represent what can be presented

in words. Learners with a strong visual preference have high awareness in their

environment. This preference puts emphasis on layout, patterns designs and color. It does

not include pictures, movies, videos, and animated websites (simulation) for it belong with

kinesthetic preference of learning below.

Auditory (A)

This mode of learning preference transmits information that is spoken or

heard. Learners with this modality learn from discussion, oral feedback, oral presentation,

tutorials, and talking with other students and teachers.

Reading/Writing (R)

This preference is for information as words that are written and read.

Typically, it is mostly textbooks or printed. Many academics and high-achieving learners

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have a strong preference for this modality. These learners put emphasis on the precise use

of language and are keen to use quotes, lists, textbooks, and manuals.

Kinesthetic (K)

This modality refers to the simulated preference in relation to the use of

experience, practice, and application. This is also known to its essence that the learners are

connected to reality and often referred as “learning by doing”. This mode of acquiring and

transmitting uses many senses (sight, touch, taste, and smell) to take in the environment

and experience learning of new things. Some theories believe that movement is important

for this mode however, it is the reality of the situation that attracts the learners.

Figure 1. Research Paradigm

INPUT PROCESS OUTPUT
1. The learning styles of Data Gathering through
learners in terms of: VARK questionnaire
(Visual, Auditory,
1.1 Visual Reading/Writing,
1.2 Auditory Kinesthetic)
1.3 Reading/Writing
1.4 Kinesthethic
Presentation and
2. The teaching styles of comparison of data
teachers in terms of: through Paired sample t-
Test Basis in designing
2.1 Visual teaching-learning
2.2 Auditory Activities.
2.3 Reading/Writing Interpretation of results.
2.4 Kinesthetic

3. The significant
difference between the
teaching styles of
students and learning
styles of students when
group accordingly

FEEDBACK
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The research paradigm illustrates the comparison between the variables that

were investigated in this study. The researcher presented the diagrammatic flow of the

input, process and output.

The input consists of learning and teaching styles of the respondents which

are the visual, auditory, reading/writing and kinesthetic. This input served as an essential

variable to generate the output.

The process involved were the collection of data through standardized

questionnaires. Moreover, this also involved the comparison of data there between the

teaching and learning style of the respondents through Paired sample t-test.

The output of this study was the basis for teaching-learning activities based

on the chosen teaching and learning styles of the respondents.

Statement of the Problem

This study determined teaching-learning styles in the Bachelor of

Secondary Education Program of Cagayan State University (Andrews Campus).

Specifically, it sought to answer the following questions:

1. What are the learning styles of learners in terms of:

1.1. Visual

1. 2. Auditory

1.3. Reading/Writing

1.4. Kinesthetic

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2. What are the teaching styles of teachers in terms of:

2.1. Visual

2.2. Auditory

2.3. Reading/Writing

2.4. Kinesthetic

3. Is there a significant difference between the teaching styles of teachers and learning

styles of students when grouped accordingly?

4. What teaching-learning activities to be proposed?

Hypothesis

The hypothesis below was tested in this study:

Ho: There is no significant difference between the teaching styles of teachers and learning

styles of students.

Scope and Limitation

This study focused on the teaching-learning styles in the Bachelor of

Secondary Education of Cagayan State University (Andrews Campus).

Furthermore, the study deal with the VARK Model of Neil Fleming (2001)

as a preference in their teaching and learning style.

The respondents of this study were the 40 teachers of the Bachelor of

Secondary Education (BSED) and 250 Fourth Year students major in Social Studies, Math,

Science, English, and Filipino of Cagayan State University Andrews Campus specifically

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in the College of Teacher Education.

Significance of Study

The findings of the study were beneficial to the following:

CSU Administrators. This study will help the campus in constructing outcome-based

education manuals. This will help them to construct, revise, and create syllabus and

educational programs that are more effective and inspire them to acquire professional

expertise.

Guidance Counselor - this contributes to the counselor's ability to foster a supportive

and conducive learning environment that caters to the diverse needs of students and

teachers.

Teachers. This study will help the teachers to consider what teaching strategies are

best used based on the learning style of their students. This knowledge will help them plan

their lessons to match or adapt their teaching and to provide the most appropriate and

meaningful activities.

Parents. This study will help the parents to be aware of what learning style suited to

their children. Thus, parents will effectively guide them.

Students. This study will be essential in terms of determining what learning style suits

them. This enables them to identify what is needed to change and to enhance their learning

styles. This study will give them insights about different learning styles that they can test to

themselves to see if it is applicable to them.

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Researchers. This study will help the researchers to be aware how essential it is to

conduct the study of various learning and teaching styles. Furthermore, this will benefit

them

in their field of work as educators of the future.

Future researchers. This study will be a useful reference for the researchers who

would plan to make any related study specifically in identifying learning styles and

teaching preferences.

Definition of Terms

The following terminologies were defined operationally to assist the

understanding of readers of the commonly used terms.

Auditory Learning Style refers to the learning style of which students learn

effectively by listening. Learners would prefer listening to a lecture over reading a

textbook or hearing the instructions.

Kinesthetic Learning Style refers to a learning style during which the learners have to

feel or move in order to learn more effectively.

Learning styles refers to an individual preferred way to absorb, process, comprehend,

and retain information.

Reading and Writing Learning Style refers to a type of learning in which people

prefer to read and write to learn more effectively.

Teaching styles refers to a teacher's preferred way of carrying out tasks and making

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decisions in the process of teaching.

Teaching- learning activities refer to teaching and learning exercise where students

interact with a teacher to acquire the knowledge or abilities necessary to attain the intended

educational objective.

Visual Learning Style refers to students who prefer learning when looking at things to

absorb information rather than listening.

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CHAPTER 2

REVIEW OF RELATED LITERATURES AND STUDIES

Preferred Learning Styles and Teaching Style of Students and Teachers

Rusnayati and Samsudin (2019), conducted an experimental study entitled "

VARK Learning Style and Cooperative Learning Implementation on Impulse and

Momentum." Their respondents were divided into two groups- experimental group and

control group. Experimental groups were formed into cooperative groups whose

instructions are based on learning styles for each student and the control group formed into

cooperative groups whose instruction was mismatched with students' learning styles. It was

determined that students in the experimental group were more successful than students in

the control group. Rizvi and Khamis (2019) pointed out that the number of research studies

in the education field is very small, and especially in teacher education. It is a degree

program in which students are trained, mentored, and equipped with content and

pedagogical skills to lead the education sector and become efficient teachers.

Visual Learning

Various studies such as Rosen and Tager (2018) found out that one of the

most important teaching methods for facilitating meaningful learning is conceptual

mapping. Meanwhile, Tamsir, et.al (2019) concluded that female students had a higher

preference for visual learning. Their study also reveals that visual and kinesthetic learning

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style preferences are positively and significantly influence students' academic performance

in the private university in Selangor, Malysia. The International Journal of Education

Humanities and Social Science Volume 4, Number 1 (2021) led by Absin, Caorong,

Cubero and Abad investigated the learning the 136 learning styles of nursing students at

Jose Rizal Memorial State University in Dapitan- they found out that 67% of the

respondents has visual learning style. Specifically, the commonly utilized tools.

Auditory Learning

Tizon and Lopina (2022), a study conducted at Cotobato State University

with 200 first year students as their respondents’ preferred method of instruction was

auditory learning. In contrast, video recording like flipped classrooms was the favored

method for the teacher responders. Since the instructors work at a college level, they

undoubtedly considered students in giving them some control over the education. Suyu-

Tattao (2019) discovered that out of 650 respondents from College of Teacher Education

of Cagayan State University, 182 responders are auditory learners. These students learn

best by means of listening, interactions, and brainstorming. They benefit from blurring out

loud what they can remember to hear themselves, this type of learner can remember

information through full raising or mouthing when reading. They can strengthen their

memory through protégé effect and discussion with teachers. Further, Muhammad Rafi

Naufal (2019) in his analysis of introverted Javanese students’ learning styles discovered in

his 39 respondents, 42% was aural learner. It was the trait of introverted students where

there were not many physical influences. In the same way, Widharyanto and Binawan

(2020) in their findings showed that the dominant learning styles of students from the five

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ethnic groups in Indonesia are auditory and kinesthetic. It also revealed that students from

these five ethnic groups have similarities and unique differences in their learning styles and

learning strategies. According to Parashar, et.al (2019), they northern and central India,

less attention to it is given in classic classroom teaching for the first professional in

medical education.

Reading /Writing Learning

Poves, et.al (2019) found out that 29.5% of their respondents perceive

information through written words and showed in handouts or books. In addition, there is

no significant association between learning style and the age of the students. Their findings

also indicate that as getting older, learning style stops being just one. Moreover,

Khampaya, et.al (2022) found out in their studies compose of Occupational health and

Safety students prefer to learn using read/write with collaboration. Meanwhile, Weganofa,

et.al (2022) recorded in Journal Ilimiah Bahasa Dan Sastra Volume 9, Number 1 revealed

that Indonesian college students use reading or writing for learning English vocabulary.

Furthermore, the study of Mozaffari, et.al (2020) found out that their respondents' most

frequent learning style was reading and writing. Regarding the learning style used, there

was no significant difference was found between preference of strong and weak students in

terms of academics. Uysal, et.al (2020), their study revealed that there was a statistically

significant difference between the post test results of the experiment and the control groups

and LLSI (Language Learning Strategies Instruction) was effective in terms of improving

students' reading ability and increasing their comprehension of reading texts to match

reading/writing preference of learning on the students.

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Kinesthetic Learning

According to Bostanci, Özgürit (2022) Asian Journal of Education and

Training, Volume 6 number 2 page 231-236. In the study entitled "Learning Style

Preferences of Prospective Teachers of Physical Education and Sport", it was found that

dominant learning style of the faculty of sport sciences students was kinesthetic learning

style and that multimodality learning style was preferred more in all variables. It is thought

that the emergence of this result is due to students' sport background and their applied

lessons. It is predicted that because of determining the learning styles of sport sciences

students and conducting studies related to these, academic quality and achievement can be

increased. Moreover, Nugraha, et.al (2020), revealed that junior high school students have

an average level of scientific attitude and generally prefer a kinesthetic learning style.

There was a medium relationship between scientific attitude and learning style among the

students. 200 are randomly selected from the 9th, 10th, and 11 th of Maharashtra state.

Findings of the study showed that kinesthetic learning style was more frequent than usual

and auditory. Moreover, Bawalsah and Haddad (2020) indicated in their study that

adopting kinesthetic and auditory learning by students with learning disabilities managed

to compensate and later diminished the negative effects of learning disability, and this was

reflected in their general weighted average (GWA). Nevertheless, Khan, et.al (2019)

discovered in their study that there was no difference found between students who are high

achievers and low achievers and preferred two different learning styles- auditory and

kinesthetic learning. Perhaps, the study of Quehado, et.al (2022) regarding teacher

education students' preferred learning style in the new normal, it is revealed that kinesthetic

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style of learning was the least favored mode of learning by the respondents since the

education is remotely carried out.

Lev Vygotsky of Social Development theory argues that full cognitive

development requires social interaction. He pointed out that a child’s cultural development

appears first on the social level and later, on the individual level. This applies equally to

voluntary attention logical memory, and the formation of concepts.

The second aspect of Lev Vygotsky’s theory is the “Zone of Proximal

Development’ (ZPD). It is a level of development attained when children engage in social

behavior. The range of skills that can be learned and developed with adult guidance and

instructors and peer collaboration exceeds what can be attained alone. His theory was an

attempt to explain consciousness as the end product of social interaction. For example, in

the learning of language, mimicry happens- an individual imitates a group or other person

and once mastered, it becomes a part of their being and cognitive thinking. Vygotsky’s

focus was on cognitive development, it is comparable to the view of Jean Piaget- Genetic

Epistemology Theory.

Jean Piaget’s Genetic Epistemology Theory was primarily interested in how

knowledge developed in human organisms. Even though his theory is divided into schemes

(sensorimotor, pre-operational, concrete operations, and formal operations). Most people

tend to learn the teaching when it begins to concrete, manifested to real world before

discussing the abstract concept.

Principles of this theory where :1. Children will be provided different

explanations of reality at different age groups in the stages of cognitive development; 2.

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Cognitive development requires adaptability and flexibility to the provided activities (i.e.,

assimilation and accommodation). Assimilation involves the interpretation of events in

terms of existing cognitive structure to make sense of the environment. In a sense, Piaget’s

theory is similar in nature to other constructivist perspectives of learning (e.g., social

development theory); avoid asking students to perform tasks that are beyond their current

cognitive capabilities and 4. Uses teaching methods that actively involved students and

present challenges.

David Kolb's Learning Cycle

This Perspective on learning is based on John Dewey's claim that learning

must be granted in experience, Kurt Lewin's ideas of the importance of active learning, and

Jean Piaget's emphasis on the interaction between person and environment. Moreover, the

cycle has four stages which is the following: having an experience (" concrete

experience"); reflecting on the experience (" reflective observation "); learning from

experience (" abstract conceptualization ") and trying out the learned competency. This is

an ongoing process of assimilating experience to constructing knowledge for this cycle is

derived from experiential learning theory. As cited in Vizeshfar and Torabizadeh (2018)

based on Kolb and Kolb (2005), they pointed out that a person's preference for using pair

combinations of each stage will develop a different learning style: divergent, convergent,

assimilative, and accommodative. The study of Samira Hassanzadeh et. al. (2019)

concluded that there was no significant relationship between preferred Kolb ad VARK

learning style of their respondents. The most preferred learning styles in their study based

on Kolb and VARK were auditory and assimilative. She recommended the consideration

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of dominant learning styles of the learners and incorporating it to various teaching method.

The systematic review of related literature by Shakeri, et.al (2022) to the learning

preferences of medical student’s study showed a variation in the learning style preference

among pre-clinical and clinical students. Based on Kolb’s learning style inventory, the

majority of students had the accommodator (54.6%), and converger (52%) learning styles.

Based on the VARK inventory, the preference for the multimodal learning style (bimodal)

in worldwide studies ranged from 13.2% to 87%, with 70% being kinesthetic. In addition,

the results showed that factors such as gender and educational level play a significant role

in determining the dimensions of learning styles.

Moreover, Taheri et. al (2021) found out that there were no significant

relationships found between the learning styles (Kolb and Vark) and creativity with

academic achievement. Meanwhile, Lindsey Childs- Kean, Mary Edwards, and Mary

Douglass Smith (2020) found out that most studies and cases have weak or no correlation

between learning styles (e.g., Kolb and VARK preferences) and learning outcomes.

Brandhuber and Schneider (2022) concluded a course design according to Kolb

Experiential Learning Cycle, which integrates experience, theory, and simulation. They

recommended further explore this approach in a different context to gain more insights into

the learning effects.

Synthesis

Research on preferred learning styles has been a topic of interest in the field

of education for many years. The idea behind learning styles is that individuals have

different preferences for how they process and retain information, and that tailoring

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instructional methods to match these preferences can enhance learning outcomes. The

VARK model expands upon the visual, auditory, and kinesthetic categories and includes

reading/writing as a learning style preference. VARK stands for visual, auditory,

reading/writing, and kinesthetic. While the VARK model has gained popularity, studies

examining its effectiveness have yielded mixed results. Some research indicates that

instructional methods aligned with students' self-reported learning styles may lead to

improved performance, but other studies have failed to find a significant correlation.

However, recent research has challenged the notion that catering to specific learning styles

leads to significant improvements in learning. Here is a synthesis of the research on

preferred learning styles.

Research on preferred learning styles in visual learning has primarily based on various

studies such as Rosen and Tager (2018) and The International Journal of Education

Humanities and Social Science Volume 4, Number 1 (2022), led by Absin, et.al found out

that the use of conceptual maps, graphs, charts, diagrams, and patterns is one of the most

important teaching tools and methods. Tamir, et.al (2019) and Girlbert C. Magulod (2018)

revealed in their study that visual and kinesthetic is the learning preferences of the learners.

On the other hand, Gilbert C. Magulod also mentioned that group learning

is one of their preferences. Meanwhile, in the research studies using auditory as preference

of learning, Tizon and Lopina (2022), Suyu-Tattao (2019) discovered in their study that

many of their respondents are auditory learners. In the same way, Muhammad Rafi Naufal

(2019) and Widharyanto and Binawan (2020) in their findings showed that the dominant

learning styles of students are aural and kinesthetic. In reading and writing as learning

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preferences, Poves, et.al 2019), Khampaya, et.al (2022), Mozaffari, et.al (2022) found out

that their respondents' most frequent learning style was reading and writing and that they

perceive information through written words showed in handouts or books and they learn

using read/write with collaboration. Meanwhile, Weganofa, et.al (2022) recorded in

Journal Ilimiah Bahasa Dan Sastra Volume 9, Number 1 revealed that Indonesian college

students use reading or writing for learning English vocabulary. Furthermore, in the study

of kinesthetic learning, Bostanci, Ozgurit (2022) and Nugraha Ikmanda; Putri, et.al (2020)

found out that faculty of sport science students and junior high school are more preferred

kinesthetic learning style.

David Kolb's Learning Cycle is based on John Dewey's claim that learning

must be granted in experience, Kurt Lewin's ideas of the importance of active learning, and

Jean Piaget's emphasis on the interaction between person and environment. Vizeshfar and

Torabizadeh (2018) pointed out that a person's preference for using pair combinations of

each stage will develop a different learning style: divergent, convergent, assimilative, and

accommodative. Samira Hassanzadeh et. al. (2019) concluded that there was no significant

relationship between preferred Kolb and VARK learning style of their respondents. The

systematic review of related literature by Shakeri, et.al (2022) showed that based on on

Kolb’s learning style inventory, most students had the accommodator (54.6%), and

converger (52%) learning styles. Based on the VARK inventory, the preference for the

multimodal learning style (bimodal) in worldwide studies ranged from 13.2% to 87%, with

70% being kinesthetic. In addition, the results showed that factors such as gender and

educational level play a significant role in determining the dimensions of learning styles.

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Taheri et. al (2021) found out that there were no significant relationships found between

the learning styles (Kolb and Vark) and creativity with academic achievement. Meanwhile,

Lindsey Childs- Kean, Mary Edwards, and Mary Douglass Smith (2020) found out that

most studies and cases has weak or no correlation between learning styles (e.g., Kolb and

VARK preferences) and learning outcomes. Brandhuber and Schneider (2022) concluded a

course design according to Kolb Experiential Learning Cycle, which integrates experience,

theory, and simulation.

The studies helped the researchers to realize the importance of the variables

involved. The studies are deemed significant to the study because of the different concepts

and different approaches in the study. Although they vary on the variables used, methods

used, and the respondents of the study and lastly on the major findings of the study, the

similarities of the present study to the other study are that the concept of having the

different learning style is really a help to engage the students in the learning process. The

differences of the study are the locale of the study which then to other studies focused in

their places also with the current study.

In summary, while the concept of preferred learning styles has intuitive

appeal, the current body of research does not provide robust evidence to support tailoring

instruction solely based on these preferences. A more effective approach involves

employing diverse instructional strategies that accommodate different learning preferences

and harnessing a range of teaching methods to promote meaningful learning.

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CHAPTER 3

RESEARCH METHODOLOGY

Research Design

This research employed Descriptive Comparative research design.

According to Nassaji (2015), descriptive research is the research design in which data is

collected in a qualitative manner and analyzed using quantitative procedures. Descriptive

research refers to the scientific methodology in which observation of the sample population

is carried out in its natural surroundings. Hannah Richardson (2018) cited that comparative

research essentially compares two groups in an attempt to draw a conclusion about them.

Researchers attempt to identify and analyze similarities and differences between groups,

and these studies are most often cross-national, comparing two separate people groups.

Comparative studies can be used to increase understanding between cultures and societies

and create a foundation for compromise and collaboration. These studies contain both

quantitative and qualitative research methods.

This study compared the teaching styles and learning styles preference of

teachers and students on the Bachelor of Secondary Education Program of Cagayan State

University Andrews Campus. The variables can be measured by utilizing VARK in

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learning styles and teaching styles. The study also wants to determine if the preferences of

teachers and learners are matched that will affect the efficiency of the teaching-learning

process.

Research Locale

This research was conducted at Cagayan State University Andrews Campus

specifically in the College of Teacher Education.

Cagayan State University Andrews Campus is in Caritan Sur, Tuguegarao

City, Cagayan, Philippines.

Cagayan State University Andrews Campus was formerly known as CSU

Caritan. This institution was established through Presidential Decree No.1436, and later it

was amended by Republic Act No. 8292 on June 11, 1978.

Currently, the College of Teacher Education has attained greatest

achievements such as AUN accredited. It has 27 accredited and visited by the accrediting

agency of Chartered Colleges and Universities in the Philippines (AACCUP) and ISO

9001: 2015 Certified. The university has grown into a thriving educational institution with

global competence that offers the most renowned academic programs to students.

Population, Sample and Sampling Technique

The respondents of this study were the students and teachers in the College

of Teacher Education particularly in the Bachelor of Secondary Education program.

There were 274 total of Fourth Year students enrolled in the BSED

program. Slovin’s formula was used in determining sample respondents with a confidence

level of 95% and 5% margin of error. For the representative sample of students, the

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researchers grouped each population according to their major. The researcher utilized

stratified sampling from each major to attain 250 respondents.

Slovin’s Formula:

n= 𝑁
1+𝑁𝑒2

where:

n= Sample
N= population used e= margin of error

Additionally, there were 40 teachers encountered by the students in the

Bachelor of Secondary Education of the College of Teacher Education. The researcher

utilized simple random sampling to attain 40 respondents.

Table of Respondents

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STUDENTS/MAJORS POPULATION OF SAMPLE

STUDENTS

Social studies 4a 40 37

Social studies 4b 35 32

English 4a 41 37

English 4b 35 32

Science 41 37

Mathematics 43 39

Filipino 39 36

TEACHERS 44 40

Total 290 250

The table shows the distribution of the respondents. 250 were selected

respondents from the students and 40 were selected from the teacher. Thus, there were 290

total respondents in this study.

Data Gathering Procedure

To assure the cooperation of the respondents and for the smooth flow of the

data gathering process, the researchers seek first the permission for the approval of the

Dean of the College of Teacher Education. Upon the approval, the researchers
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administered the questionnaire through Google form for the students’ respondents. On the

part of the teachers, the researcher personally floats the questionnaires.

Data Instrument and Validation

The questionnaire were used as the main data-gathering instrument. This

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

questionnaire that were utilized is VARK focused on the learners and teachers.

Additionally, there were two sets of questionnaires.

The VARK questionnaire focused on the measurement of learning style of

student respondents and teaching style of teachers. It is a standardized questionnaire

authored by Neil D. Fleming and utilized in various studies such as in 2022.

Statistical Tool

This study used Paired Samples T- test as the statistical tool in the study. It

is the formula used to compare the means of two measurements taken from the same

individual, object, or related units. It is interested in the difference between two variables

for the same subject.

Formula:

x̄ 1= observed mean of 1st sample

x̄ 2= observed mean of 2nd sample

s1= standard deviation of 1st sample

s2=standard deviation of 2nd sample

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CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION

n1=sample size of 1st sample

n2= sample size of 2nd sample

CHAPTER 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

The Leaning Styles of Learners and the Teaching Styles of the Teachers under

VARK

The researchers compared the mean of the learner respondents and teacher

respondents and analyzed their most to least preferred VARK style. Paired sample T-test

was utilized to know if there are significant differences between the teaching style of

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teachers and the learning style of learners when grouped accordingly.

Learning Styles of the students’ respondents

Table 1 below shows the frequency and mean of the learning style of the

student respondents. Most of the students chose kinesthetic as their learning style with the

total frequency of 1527 and a mean of 6.11. It is followed by Auditory learning style with a

total frequency of 940 and a mean of 3.76. Furthermore, Visual learning style gathered a

total frequency of 842 and a mean of 3.37. Reading and writing learning style has the least

frequency of preference with a total of 691 with the mean of 2.76. This implies that most

of the respondents wants to learn by involving themselves in drawing out the concepts into

the reality. This finding ties well with the study of Stamn, et.al (2021) wherein they have

the same preference of respondents which is kinesthetic learning style. Moreover, Ariastuti

et.al (2022) showed that from their kinesthetic learners, they are rarely skilled in reading

directions and prefers to start doing the activities. Their learning takes place by the students

carrying out physical activities.

TABLE 1: Learning style of the students’ respondents

Mean of VARK Learning

Learning Styles Total Frequency
styles of the respondents

Visual 842 3.37

Auditory 940 3.76

Reading/Writing 691 2.76

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Kinesthetic 1527 6.11

Students’ strength preference in Learning Style

Table 1.1 presents the percentage distribution of the learners’ strength of

preference in VARK learning style of every major. Majority of the students were

multimodal comprises of 32.8%. Kinesthetic learning style are most preferred to all

strength of preference with a total percentage of 18.4% (mild), 14% (very strong), and

11.6% (strong). Contrary to the findings of Amtul Anum et.al (2019) wherein they

discovered that none of their students’ respondents preferred multi-modal. This could be as

a result of the predominantly more unimodal method of learning being carried out.

Table 1.1. Distribution and Percentage of students’ strength of preference in

Learning Style

BSED STRENGHT OF PREFERENCE

MAJORS VERY STRONG STRONG MILD MULTI
MODA
L
V A R K V A R K V A R K
Social 6 6 1 6 1 9 8
Studies 4A
Social 1 10 5 1 9 6
Studies 4B
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English 3 1 1 3 1 4 2 3 2 6 11
4A
English 4B 5 2 4 1 6 14
Science 2 1 1 4 1 5 3 2 3 15
Mathemati 2 3 2 3 6 1 6 16
cs
Filipino 1 5 6 4 1 7 12
Total 18 6 2 35 1 4 29 7 16 4 46 82
Percentage 7.2 2.4 0.8 14 0.4 1.6 11.6 2.8 6.4 1.6 18.4 32.8%
% % % % % % % % % % %

Teaching styles of teachers’ respondents

Table 2 reveals the frequency and mean of the teaching style of the teacher

respondents. Most teachers preferred visual learning style with a total frequency of 243 and

mean of 6.08. It is followed by Auditory with total frequency of 147 and mean of 3.68.

Meanwhile, Kinesthetic has a frequency of 136 with mean of 3.4. The least chosen

teaching style was Reading and writing with a frequency of 114 and mean of 2.68. This

result are in line with the findings of Subagja and Rubini (2023) wherein they preferred

teaching method with modelling, images, and videos. Moreover, Michelle Van Der Wege

and Shauna Keil (2020) identify top-rated activities to be integrated into in the teaching

instruction which is stimulations, classroom lecture, and practice NCLEX style Questions.

Table 2 Teaching Styles of the teachers’ respondents

Teaching Styles Total Frequency Mean of Vark Teaching
Styles of the
Respondents
Visual 243 6.08
Auditory 147 3.68
Reading/Writing 114 2.85
Kinesthetic 136 3.4

Teachers’ strength preference in Teaching Style

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Table 2.1 indicates that the strength of preference in teaching of the teacher

respondents. The data shows that the majority of the respondents is very strong preference

in visual with a total percentage of 22.5. This result is consistent with the study of Robert

James, Nicole A. Bualat, et.al (2023) where teachers use visual preference in teaching

method (e.g., visual presentation, and technology integration).

TABLE 2.1 Distribution and Percentage of teachers’ strength of preference in

Learning Style

STRENGTH OF PREFERENCE
VERY STRONG STRONG MILD MULTIMODA
L
V A R K V A R K V A R K
9 1 1 3 1 8 4 3 2 8
22.5 2.5 2.5 7.5 2.5 20 10 7.5 5 20%
% % % % % % % % %

The following tables will show if there is a significant difference between

the teachers VARK style and students’ VARK style when grouped according to their

respective majors with the learners.

Paired samples T- test on social studies 4A majors

Table 3 reveals that pair 1 (teachers’ Visual and learners’ VARK style) has

a significant difference. Other pairs that indicate VARK style (Auditory, Reading and

writing, and kinesthetic) showed no significant differences on both respondents’ VARK

style. Contrary to the result, Ani Munirah Mohammad et. al. (2019) reveals that their first-

year student respondents expected their teachers to be consistent in undertaking diversified

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activities in the classroom to introduce innovative and creative approaches in the classroom

(e.g., story-telling, and preferred activities like group discussions, games, and role

playing).

TABLE 3 PAIRED SAMPLES T- TEST ON SOCIAL STUDIES 4A MAJORS

Std.
Sig. (2-
Mean Error t df
tailed)
Mean
Pair 1
T-Visual
4.313 1.962 2.199 15 .044
Social Stud. 4A-
Visual
Pair 2
T-Auditory
2.000 1.648 1.213 15 .244
Social Stud. 4A-
Auditory
Pair 3
T-Reading
2.188 1.285 1.702 15 .109
Social Stud.4A-
Reading
Pair 4
T-Kinesthetic
-5.500 2.788 -1.972 15 .067
Social Stud.4A-
Kinesthetic

Paired samples T- test on social studies 4B majors

Table 3.1 highlights that Visual and kinesthetic preference has a significant

difference with the mean differences of 9.63 (visual) and -6.88 (kinesthetic). It illustrates

that most teachers score higher on visual preference than the students and the students

score higher on kinesthetic preference than the teachers. This supports the study of Nithya

Dewi Subramaniam Chetty, et.al (2019) wherein their respondents most preferred is very
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CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION

strong visual learning style followed by Kinesthetic. The mismatch between the students

learning style preferences and teachers’ instructional approach which may highly influence

students’ attitudes and motivation.

TABLE 3.1 PAIRED SAMPLES T- TEST ON SOCIAL STUDIES 4B MAJORS

Std. Error Sig. (2-
Mean T df
Mean tailed)
Pair 1
T-Visual
9.62500 1.69773 5.669 15 .000
Social Stud. 4B-
Visual
Pair 2
T-Auditory
2.93750 1.39185 2.111 15 .052
Social Stud. 4B-
Auditory
Pair 3
T-Reading
2.31250 1.30932 1.766 15 .098
Social Stud.4B-
Reading
Pair 4
T-Kinesthetic
-6.8750 2.45946 -2.795 15 .014
Social Stud.4B-
Kinesthetic

Paired samples T- test on English 4A majors

Table 3.2 shows that the paired samples t-test on English 4A visual and

kinesthetic styles of teachers and students indicates that there is a significant difference.

Meanwhile, audio and reading/writing styles reveals that there is no significant difference.

This implies that there is strong evidence that teachers performed better in Visual learning

styles. Also, there is no evidence of a significant difference in teacher and student

performance in the Audio and Reading styles and the students performed better on

Kinesthetic styles compared to the teachers. This finding neglects the study of Dr. Shahid

Hussain Mughal and Amjad Ali Rind (2021), they pointed that the teacher can use

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integrated teaching style to address various and diverse learners in the classroom.

TABLE 3.2 PAIRED SAMPLES T- TEST ON ENGLISH 4A MAJORS

Std. Error Sig. (2-
Mean T df
Mean tailed)
Pair 1
T-Visual
8.43750 1.53289 5.504 15 .000
English 4A-
Visual
Pair 2
T-Auditory
.06250 1.46193 .043 15 .0966
English 4A-
Auditory
Pair 3
T-Reading
.00000 1.45774 .000 15 1.000
English 4A-
Reading
Pair 4
T-Kinesthetic
-5.50000 2.48495 -2.213 15 .043
English 4A-
Kinesthetic

Paired samples T- test on English 4B majors

As presented in table 3.3, it shows that visual teaching-learning styles of the

respondents has statistically significant difference compare to the other styles. This implies

that there is strong evidence that teachers performed better compared to the students in the

Visual condition. The findings support the study of Sara Amaniyan et.al (2020) indicating

that concept maps are useful for students with visual learning style but not necessarily for

all type of VARK learning styles.

TABLE 3.3. PAIRED SAMPLES T- TEST ON ENGLISH 4B MAJORS

Std. Error Sig. (2-
Mean T df
Mean tailed)
Pair 1
T-Visual
6.25000 1.57982 3.956 15 .001
English 4B-
Visual
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CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION

Pair 2
T-Auditory
1.93750 1.55849 1.243 15 .233
English 4B-
Auditory
Pair 3
T-Reading
1.50000 1.12916 1.328 15 .204
English 4B-
Reading
Pair 4
T-Kinesthetic
-1.68750 2.70450 -.624 15 .542
English 4B-
Kinesthetic

Paired samples T- test on Science major

Table 3.4 shows that there is significant difference in scores between the

two tests on Visual styles. This means that teachers generally scored higher on the Visual

rather than the students. This oppose with the study of H. Ridwan, I. Sustrena, and P

Haryeti (2019) that the teachers are ready to provide educational environments aligned

students’ learning styles that can be suited on the ground that it is by teaching through the

strengths of the students, for them to learn better. Recognizing this type of information can

help teachers elaborate course structures that prepared a better fit between learning style of

students and their instructional goals.

TABLE 3.4 PAIRED SAMPLES T- TEST ON SCIENCE MAJORS

Std. Error Sig. (2-
Mean T df
Mean tailed)
Pair 1
T-Visual
7.18750 1.56849 4.582 15 .000
Science-
Visual
Pair 2
T-Auditory 1.00000 1.46344 .683 15 .505
Science-

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CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION

Auditory
Pair 3
T-Reading
-.93750 1.39782 -.671 15 .513
Science -
Reading
Pair 4
T-Kinesthetic
-4.25000 2.07465 -2.049 15 .058
Science -
Kinesthetic

Paired samples T- test on Mathematics majors

Table 3.5 reveals that Visual has significant difference in Visual styles of

both teachers and students. For the other pairs (Auditory, Reading/writing, Kinesthetic),

they are not conclusive. Meaning, it is important to consider the practical significance of

the findings alongside the statistical results. Even if a difference is statistically significant,

it might not be large enough to be meaningful in real-world terms. In contrast with the

study of David Sabiston and Ambrose Leung (2020) interpreted from their result that when

both student and instructors have preferred kinesthetic learning styles, students’

performance on courses is higher than those students who do not share their preferred

learning style with their instructors.

TABLE 3.5 PAIRED SAMPLES T- TEST ON MATHEMATICS MAJORS

Std. Error Sig. (2-
Mean T Df
Mean tailed)
Pair 1
T-Visual
7.93750 2.51076 3.161 15 .006
Math-
Visual
Pair 2
T-Auditory -2.50000 2.29492 -1.089 15 .293

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CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION

Math -
Auditory
Pair 3
T-Reading
.81250 1.94340 .418 15 .682
Math-
Reading
Pair 4
T-Kinesthetic
-5.25000 3.24743 -1.617 15 .127
Math-
Kinesthetic

Paired samples T- test on Filipino majors

Table 3.6 reveals that Visual and Kinesthetic styles of teachers and students

has a significant difference. This means that the null hypothesis was rejected. This support

the study of F.Ally, J.D. Pillay, and N. Govendor (2022) suggest that traditional Teaching

and Learning strategies support visual and aural learners. There is a need for the ability to

adopt strategies that respond to the multimodal learner requires much reflection and

consideration. Moreover, Sudarat Payaprom and Yupares Payaprom (2020) said that

significant differences in students’ learning style preferences across language majors

indicated that teaching strategies and styles that same teaching methods may not be used

for all students and subject areas, highlighting the importance of adjustment in teaching

methods for each academic major.

TABLE 3.6 PAIRED SAMPLES T- TEST ON FILIPINO MAJORS

Std. Error Sig. (2-
Mean T df
Mean tailed)
Pair 1
T-Visual
9.938 1.757 5.656 15 .000
Filipino-
Visual
Pair 2
.625 1.663 .376 15 .712
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CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION

T-Auditory
Filipino -
Auditory
Pair 3
T-Reading
.313 1.521 .205 15 .840
Filipino-
Reading
Pair 4
T-Kinesthetic
-6.875 2.669 -2.576 15 .021
Filipino-
Kinesthetic

CHAPTER 5

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

Summary of findings

The findings of the study are summarized to answer the statement of the

problem stated in chapter 1.

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CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION

As regards with the learning styles of the students’ respondents, the

findings revealed that the most dominant learning style preferred was Kinesthetic. Also,

majority of the student respondents were multimodal while measurement of preference

strength shows very strong preference in Kinesthetic learning style. With respect to the

teachers’ teaching styles the findings revealed that the most preferred teaching styles was

visual. The comparison of chosen VARK styles of both students and teachers in

Social Studies 4A, Social Studies 4B, English 4A, and Filipino major shows that teachers

got a highest score on visual condition while students have a higher score on kinesthetic

condition. In English 4B, it is discovered that teachers have a visual preference of

instruction and there is no clear evidence of a significant difference in both of the

respondents for other conditions such as Auditory, Reading, and Kinesthetic. Furthermore,

the results under Science majors revealed that teachers generally scored higher on Visual

styles. In the Mathematics major, there is statistically significant evidence for a difference

in scores for visual styles. Meanwhile, for the other pairs, the evidence is not conclusive.

Conclusion

Based on the findings of this study, the following conclusions were drawn:

The overall analysis of the data about the learning style preferences utilized by the BSED

respondents, they possess Kinesthetic learning style. Therefore, the researchers found out

that the respondents were fond of kinesthetic because they are more likely to engage in

hands-on activities like role-playing and physically experiencing the material for them to

easily recall and substantially link in a reality to further process such information’s.

Furthermore, they are multimodal, means that BSED students still utilize the other learning

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CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION

styles like visual, auditory and reading/writing. It implies that in the learning environment,

there is no one learning styles that fits all the needs of the learners.

Besides, majority of the teacher respondents prefer Visual teaching styles.

This indicates that teachers usually incorporate visual aids like pictures, power point

presentations, graphic organizers, and diagrams in delivering their lessons. Also, visual

learning style is dominant because they express their perspective in visual aids on

experiences in teaching. Moreover, visual aids support teachers in transmitting knowledge

and information to the learners in an organized manner.

Both teachers and students can benefit from different teaching and learning

styles. By identifying the best ways of learning, students may make the most use of

appropriate learning strategies and increase their chances of becoming lifelong self-

directed learners who maximize their full potential. However, to adapt their teaching-

learning strategies to the unique learning preferences of their learners, teachers must first

understand the different learning styles of their students. This would stimulate students to

succeed academically while they were studying, in along with creating an effective

learning atmosphere.

Recommendations

The following recommendations were hereby suggested:

1. The teachers need to use kinesthetic and audio teaching strategies as students'

preferences of learning were found to be these two approaches. Moreover, this study

recommends the School Management body and other stakeholders to explore

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CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION

possibilities of providing teachers with tailor-made teaching pedagogies and

professional development programs that will cater to the needs of those aural and

kinesthetic learners.

2. Other learning styles must also be addressed such as visual, auditory and

reading/writing. The teachers also need to have a variety of activities to respond to

their students’ specific needs.

3. There should be equity and equality in attending to the interests, conditions, and level

of abilities of students. Likewise, there must be an alignment of the teacher’s teaching

strategies/approaches with the students’ learning styles and preferred learning

modalities.

4. There must be adjustments in selecting the topics incorporated in the syllabus or the

teachers’ academic plans; approved by the academic heads. The contents or topics

should cover the essential learning competencies without sacrificing the content’s

quality of instructional delivery.

5. Guidance counselor must conduct workshops or seminars to raise awareness among

teachers about various learning styles and the importance of accommodating diverse

learning preferences in the classroom.

Utilizing Learner-Centered Instruction: Engaging Students in Kinesthetic-Audio

Instructional Activities

Rationale
Previous studies showed the VARK learning style of the students and there

is a limited study on the VARK of teachers in terms of their teaching method. It is

40
CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION

important to know whether the preferences of the teachers and students are aligned for

better teaching and learning instructional experience in the classroom. The study

recognizes that most of the students are multimodal learners with a dominant kinesthetic

learning style, indicating that there is a need to cater the diverse learning preferences.

Kinesthetic-audio strategies promote active participation of the students in

teaching and learning environment. Kinesthetic learners tend to thrive through hands-on

experiences and physical engagement. It provides active engagement to the students by

interacting physically with learning materials with auditory stimuli. The findings of the

research show that matching to the students’ preferences to the teaching methods enhances

their motivation, retention, and understanding for their absorption and application of

concepts learned. Incorporating these kinds of strategies creates a more inclusive learning

environment that accommodates the diverse needs of the students. Fostering experiential

learning through movement and auditory stimulation, educators facilitate the development

of critical thinking, creativity, and problem-solving skills in their students.

In summary, incorporating kinesthetic-audio teaching-learning strategies

acknowledge the diverse learning preferences of students, promotes active engagement and

understanding, fosters inclusivity, aligns with educational goals, and complement the

teachers’ preferences for visual teaching method. By embracing this approach, educators

can create dynamic and effective learning environments that cater to the needs of all

students.

Objectives:

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CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION

The objectives of these strategies are:

a. to activate students’ interest in learning through interactive instructional

materials;

b. to utilize the main dominant preference of the students in absorbing

information and;

c. to foster experiential learning, enhance creativity, communication, and

teamwork.

Key Result Areas:

The activities are deemed successful if the following is observed:

a. The students created theater acts, instructional models with audio recording of

their description (exhibit to museum), film making;

b. increased student engagement by providing hands-on experiences and

fostering active participation in learning process and;

c. students reflect on their learning experiences through their feedback forms.

Strategies:

The goal of these activities is to maximize student engagement with their preferred

learning styles. To make this happen, these activities incorporate the following procedure:

1.) the key person asked the program chair and the dean permission to conduct the

activity through letter of approval, 2.) coordinate to the school organizations, 3.) conduct

information dissemination to all majors specifically the fourth-year students through their

mayors. 4.) conduct the activity within the set schedule. 5.) distribute and collect

feedback forms and display them on bulletin board to determine whether the set objective
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CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION

is achieved as well as to know the different suggestions of the students. These approaches

ensure the organization and success of the activity.

Persons In-Charge:

 Rica Anne C. Corpuz

 Myra Antonia G. Delgado

 Kassandra Mae F. Lopez

 Lowelyn M. Mariano

 Sherwin G. Temporal

Time:

February 2025

Resources:

 Food and snacks

 Certificate of participation

 Laptop and projector

Flow of the activity:

Major: Science and Matth

Activity: Museum

Person(s) involved Time Venue

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CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION

Mayors
8:00 AM onwards CSU Gymnasium
Sherwin Temporal

Major: Araling Panlipunan

Activity: Film Viewing of the film created by students

Flow of the Activity Person(s) Time Venue

involved

7:00 AM –
Registration Mayors
8:00 AM

Announcement of the Rica Anne C.

sequence of film Corpuz
8:05 AM -8-10
viewing
Myra Antonia AM
G. Delgado

Leaders of the Function Room

Film viewing of first group, 8:30 AM – 8:
section technical 50 AM
operator

Leaders of the
Film viewing of the group, 9: 00 AM –
second group technical 9:20 AM
operator

Major: English and Filipino

Activity: Theater

Flow of the Activity Person(s) Time Venue

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CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION

involved

1:00 PM- 1:30

Mayors
Registration PM

Kassandra
Mae F. Lopez

Lowelyn M. 1:45 PM- 1:50

Announcement of the PM
sequence of theater plays Mariano

Function Room

Leaders of the
group,
Theater play of English 2:00 PM- 3:00
technical
Majors operator

Leaders of the
group, 3:10 PM –
Theater play of Filipino technical 4:10
Majors operator

APPENDIX
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CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION

Appendix A

SET A

This VARK Learners’ Preferences Questionnaire is a companion to the VARK.

How Do I Learn Best?

Instructions: Choose the answer which best explains your preference and encircle the

letter of your answer.

1. I need to find the way to a shop that a friend has recommended. I would:

a. find out where the shop is in relation to somewhere I know.

b. ask my friend to tell me the directions.

c. write down the street directions I need to remember.

d. use a map.

2. A website has a video showing how to make a special graph or chart. There is a person

speaking, some lists and words describing what to do and some diagrams. I would learn

most from:

a. seeing the diagrams.

b. listening.

c. reading the words.

d. watching the actions

3. I want to find out more about a tour that I am going on. I would:

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CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION

a. look at details about the highlights and activities on the tour.

b. use a map and see where the places are.

c. read about the tour on the itinerary.

d. talk with the person who planned the tour or others who are going on the tour.

4. When choosing a career or area of study, these are important for me:

a. Applying my knowledge in real situations.

b. Communicating with others through discussion.

c. Working with designs, maps or charts.

d. Using words well in written communications.

5. When I am learning I:

a. like to talk things through.

b. see patterns in things.

c. use examples and applications.

d. read books, articles and handouts.

6. I want to save more money and to decide between a range of options. I would:

a. consider examples of each option using my financial information.

b. read a print brochure that describes the options in detail.

c. use graphs showing different options for different time periods.

d. talk with an expert about the options.

7. I want to learn how to play a new board game or card game. I would:
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CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION

a. watch others play the game before joining in.

b. listen to somebody explaining it and ask questions.

c. use the diagrams that explain the various stages, moves and strategies in the

game.

d. read the instructions

8. I have a problem with my heart. I would prefer that the doctor:

a. gave me something to read to explain what was wrong.

b. used a plastic model to show me what was wrong.

c. described what was wrong.

d. showed me a diagram of what was wrong.

9. I want to learn to do something new on a computer. I would:

a. read the written instructions that came with the program.

b. talk with people who know about the program.

c. start using it and learn by trial and error.

d. follow the diagrams in a book.

10. When learning from the Internet I like:

a. videos showing how to do or make things.

b. interesting design and visual features.

c. interesting written descriptions, lists and explanations.

d. audio channels where I can listen to podcasts or interviews.

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CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION

11. I want to learn about a new project. I would ask for:

a. diagrams to show the project stages with charts of benefits and costs.

b. a written report describing the main features of the project.

c. an opportunity to discuss the project.

d. examples where the project has been used successfully.

12. I want to learn how to take better photos. I would:

a. ask questions and talk about the camera and its features.

b. use the written instructions about what to do.

c. use diagrams showing the camera and what each part does.

d. use examples of good and poor photos showing how to improve them.

13. I prefer a presenter or a teacher who uses:

a. demonstrations, models or practical sessions.

b. question and answer, talk, group discussion, or guest speakers.

c. handouts, books, or readings.

d. diagrams, charts, maps, or graphs.

14. I have finished a competition and test, and I would like some feedback. I would like to

have feedback:

a. using examples from what I have done.

b. using a written description of my results.

c. from somebody who talks it through with me.

d. using graphs showing what I achieved

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CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION

15. I want to find out about a house or an apartment. Before visiting it I would want:

a. to view a video of the property.

b. a discussion with the owner.

c. a printed description of the rooms and features.

d. a plan showing the rooms and a map of the area.

16. I want to assemble a wooden table that came in parts (kitset). I would learn best from:

a. diagrams showing each stage of the assembly.

b. advice from someone who has done it before.

c. written instructions that came with the parts for the table.

d. watching a video of a person assembling a similar table

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CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION

Appendix B

SET B

This VARK Teachers’ Preferences Questionnaire is a companion to the VARK

How do I teach?

Instructions: Instructions: Choose the answer which best explains your preference and

encircle the letter of your answer.

1. My learners need to know how the whole class performed in a major test. I would use:

a. discussion about what they found easy and what was difficult.

b. examples of common mistakes made and how to avoid those in future.

c. textbook answers for some of the difficult parts of the test.

d. bar and pie graphs to show the results and the proportions for each grade.

2. My learners want to know about courses in the next semester that connect with my

course. I would use:

a. examples of choices that previous learners have found helpful.

b. my explanation and discussion with answers to their questions.

c. a handout describing the courses that fit best for different majors.

d. chart showing pathways that link with learners' majors and the options that best

fit.

3. The technologies/aides I use most in my teaching are:

a. designs, images, and symbols and well laid out handouts.

b. question and answer, emails, webinars and online chat/texting.

c. bullet points on PowerPoint and easy access to my notes and handouts.

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CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION

d. YouTube demonstrations, laboratories, practical sessions and field visits.

4. My learners need to know some strategies for a major test in my subject. I would use:

a. diagrams of the topics to be tested and how they are linked.

b. my own explanations of what they should do to prepare.

c. examples from previous tests so students can practice.

d. lists of helpful strategies in a handout or text- message

5. My learners need to know about how to approach a poster assignment. I would:

a. use examples emphasizing overall layout, designs and formats that add visual

information.

b. use a question-and-answer session to help learners make choices about what to do

and advice about things that don't work well.

c. show them examples of posters presented by my previous classes that were

highly graded.

d. use samples of text indicating the important definitions and other information that

needs to be included.

6. My learners need to construct or assemble something as a team or group. I would set that

up by:

a. providing them with a handout listing the steps to complete the exercise.

b. having them observe me as I completed the exercise.

c. providing them with diagrams showing the steps to complete the exercise.

d. describing and explaining the steps to complete the exercise.

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CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION

7. My learners need to know why one home for sale is better than another. I would use:

a. written descriptions and lists of its key features.

b. a video of the sales agent describing its features.

c. plans, maps, graphs and diagrams of its features.

d. a walk-through video of the home.

8. My learners need to know why it is summer in the northern hemisphere when it is winter

in the southern hemisphere. I would use:

a. a demonstration using objects to show the relative positions of the earth and the

sun at different times.

b. a YouTube video of an expert talking about seasons.

c. a handout and book references with written explanations and definitions for the

different seasons.

d. diagrams showing the impact of the sun's rays on the earth in different seasons.

9. My learners need to know why they learn in different ways. I would use:

a. their VARK results and the strategies each should use for their learning.

b. pie graphs showing the distribution of VARK preferences.

c. text about VARK with descriptions of the methods learners use for each mode.

d. my own explanation of the ways learners chooses to learn.

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CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION

10. I am preparing the first session of my course for my learners. For the first ten minutes

I would prepare:

a. by reading through the handout of the course outline that the learners have.

b. An oral statement that stresses my interest in the first topic and the importance of

my course

c. A diagram, showing the importance of my course and an overview diagram

showing how it will fit together

d. Examples and applications that have benefited society and that have come from

studying my course

11. My learners need to know the dates and times for the course assignments and tests. I

would use my course description and:

a. a discussion about how to prepare for each assignment with examples of the types

of questions that they will contain.

b. a calendar for them to schedule their dates and times.

c. a shorter handout that includes only the assignment information.

d. my explanation of the assignment deadlines to help explain the course description.

54
CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION

12. My learners need to know there is a change of room for the next five sessions. To help

them find the new room I would use a:

a. physical walk at the end of this class.

b. map showing the location of the new room.

c. question and answer session.

d. list of directions.

13. I am using groups in my classroom to prepare and present a poster that will summarize

a completed topic in my course. I would suggest that they begin by:

a. discussing who will contribute to the various parts of the poster.

b. drafting a first version of their poster to show its layout and ideas for content.

c. listing the contents and some useful text and print resources.

d. recalling the important examples, applications and stories that I used.

14. My learners need to know how to locate the different resources that will be used in my

teaching. I would use a:

a. linked diagram showing the different resources and their usefulness for my course.

b. handout listing the resources available and where they can be found.

c. question and answer session with the students contributing their ideas.

d. YouTube video about what my previous classes had found helpful.

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CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION

15. In my introductory lesson, my learners need to know the structure and content of my

course or subject. I would use:

a. an inspiring talk about the importance of the subject and the topics in it.

b. an overview diagram showing the topics that I will teach and how they are linked.

c. a written description about the course including a list of its contents and rules.

d. examples of the topics and what the learners will need to do to succeed

16. Many of my learners are not using my handouts. I would try to improve them by:

a. adding text that relates to their experiences, interests, and needs.

b. adding more interesting visual material using different layouts and formats.

c. rewriting some of the text to make it more interesting.

d. adding more YouTube references that contain helpful dialogue.

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CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION

Appendix C

Letter to Respondents

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CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION

Letter for Adoption of Questionnaire

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CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION

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Rachna Parashar, Sandip Hulke & Abhijit Pakhare (2019), “Learning styles for medical
students: role of VARK modality [Response to Letter], Advances in
Medical Education and Practice- Dove Press journal: Advances in
Medical Education and Practice

Robert James Nicole A. Bualat, Jozette Aleah G. Lucero, Cristyle F. Zamora, Franz Erika
S. Arcamo, Alfer Jann D. Tantog (2023), “ Embarking On Vark: A Case
Study on Students’ Preference in Learning English” International Journal of
Academic Multidisciplinary Research (IJAMR) ISSN: 2643-9670 Vol. 7
Issue 7, July - 2023, Pages: 53-67

Rosen, Y., & Tager, M. (2018). Evidence-centered concept map as a thinking tool in
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Rowanne Marie R. Maxilom (2017), International Journal of Education, Culture and

Society 2016; 1(3): 95-100 2016; 1(3): 95-100
http://www.sciencepublishinggroup.com/j/ijecs doi:
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Samira Hassanzadeh, MS; Hossein Karimi Moonaghi, PhD; Akbar Derakhshan, MD;
Seyed Masoud Hosseini, PhD; Ali Taghipour, PhD (2019)- “Preferred Learning
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Team-Based Learning” Curriculum, Instruction and Pedagogy published:

18 January 2022 doi: 10.3389/fpubh.2021.732550 – TheUniversity of Iowa-
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Plagiarism Checker

Chapter 1

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Chapter 2

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Chapter 3

Chapter 4

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Chapter 5

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Transcript of Suggestions

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Curriculum Vitae

PERSONAL INFORMATION

Name: RICA ANNE A. CORPUZ

Age: 22
Date of Birth: DECEMBER 04, 2001
Place of Birth: CENTRO ENRILE. CAGAYAN
Address: BRGY. SAN ROQUE CENTRO ENRILE, CAGAYAN
Contact Number: 09655726050
Email: [email protected]

EDUCATIONAL BACKGROUND

Elementary: ENRILE WEST CENTRAL SCHOOL, CAGAYAN

JHS: ENRILE VOCATIONAL HIGH SCHOOL, CAGAYAN

SHS: UNIVERSITY OF CAGAYAN VALLEY

Tertiary: CAGAYAN STATE UNIVERSITY-ANDREWS CAMPUS (2024)

TUGUEGARAO CITY, CAGAYAN
BACHELOR OF SECONDARY EDUCATION MAJOR IN SOCIAL
STUDIES

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CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION

PERSONAL INFORMATION

Name: MYRA ANTONIA G. DELGADO

Age: 21
Date of Birth: JUNE 21, 2002
Place of Birth: CAPATAN, TUGUEGARAO CITY, CAGAYAN
VALLEY
Address: 12x DUHAT STREET BRGY. CAPATAN,
TUGUEGARAO CITY, CAGAYAN
Contact Number: 09454861910
Email: [email protected]

EDUCATIONAL BACKGROUND

Elementary: CAPATAN ELEMENTARY SCHOOL

TUGUEGARAO CITY, CAGAYAN

JHS: CAGAYAN NATIONAL HIGH SCHOOL

TGUEGARAO CITY, CAGAYAN

SHS: CAGAYAN NATIONAL HIGH SCHOOL

TUGUEGARAO CITY, CAGAYAN

Tertiary: CAGAYAN STATE UNIVERSITY-ANDREWS CAMPUS (2024)

TUGUEGARAO CITY, CAGAYAN
BACHELOR OF SECONDARY EDUCATION MAJOR IN SOCIAL
STUDIES

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CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION

PERSONAL INFORMATION

Name: KASSANDRA MAE LOPEZ

Age: 22
Date of Birth: AUGUST 30, 2001
Place of Birth: ACACIA STREET MALABON CITY
Address: PEÑABLANCA, TUGUAGARAO CITY, CAGAYAN
Contact Number: 09056411990
Email: [email protected]

EDUCATIONAL BACKGROUND

Elementary: MANGGA ELEMENTARY SCHOOL

JHS: PEÑABLANCA NATIONAL HIGH SCHOOL

SHS: INTERNATIONAL SCHOOLOF ASIA AND THE PACIFIC

TUGUEGARAO CITY, CAGAYAN

Tertiary: CAGAYAN STATE UNIVERSITY-ANDREWS CAMPUS (2024)

TUGUEGARAO CITY, CAGAYAN
BACHELOR OF SECONDARY EDUCATION MAJOR IN SOCIAL
STUDIES

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PERSONAL INFORMATION

Name: LOWELYN M. MARIANO

Age: 22
Date of Birth: OCTOBER 31, 2001
Place of Birth: FUGU, BALLESTEROS CAGAYAN
Address: FUGU, BALLESTEROS, CAGAYAN
Contact Number: 09978840501
Email: [email protected]

EDUCATIONAL BACKGROUND

Elementary: FUGU, ELEMENTARY SCHOOL

JHS: BALLESTEROS NATIONAL HIGH SCHOOL

STA, CRUZ, BALLESTEROS, CAGAYAN

SHS: BALLESTEROS NATIONAL HIGH SCHOOL

STA. CRUZ, BALLESTEROS, CAGAYAN

Tertiary: CAGAYAN STATE UNIVERSITY-ANDREWS CAMPUS (2024)

TUGUEGARAO CITY, CAGAYAN
BACHELOR OF SECONDARY EDUCATION MAJOR IN SOCIAL
STUDIES

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CAGAYAN STATE UNIVERSITY COLLEGE OF TEACHER EDUCATION

PERSONAL INFORMATION

Name: SHERWIN G. TEMPORAL

Age: 22
Date of Birth: NOVEMBER 24, 2001
Place of Birth: APARRI, CAGAYAN
Address: MATUCAY, ALLACAPAN, CAGAYAN
Contact Number: 09155645614
Email: [email protected]

EDUCATIONAL BACKGROUND

Elementary: MATUCAY ELEMENTARY SCHOOL ALLACAPAN, CAGAYAN

JHS: MATUCAY NATIONAL HIGH SCHOOL

ALLACAPAN, CAGAYAN

SHS: MATUCAY NATIONAL HIGH SCHOOL

ALLACAPAN, CAGAYAN

Tertiary: CAGAYAN STATE UNIVERSITY-ANDREWS CAMPUS (2024)

TUGUEGARAO CITY, CAGAYAN
BACHELOR OF SECONDARY EDUCATION MAJOR IN SOCIAL
STUDIES

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