THE LEARNING STYLE IN RELATION TO THE STUDY HABITS OF THE SENIOR

HIGH SCHOOL STUDENTS OF CENTER FOR POSITIVE FUTURES MONTALBAN

In Partial fulfilment of requirement

In Practical Research 2

Presented to:

LEOZALDY C. HUBO, LPT

Presented by:

JONN NATHANIEL LOGRONIO

ANTHONY ROBERT REBATER

JAMES CLARK CARASCO

REX MICOLE CARBONEL

RALPH GABRIEL VILLA

JUSTIN LLOYD DIAZ

DAVID JOHN BELEN

 CHAPTER I

THE PROBLEM AND ITS BACKGROUND

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

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

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

Introduction

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

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

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

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

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

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

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

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

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

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

Reading/writing learners.

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

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

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

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

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

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

what visual learners are.

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

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

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

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

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

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

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

are.

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

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

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

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

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

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

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

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

That’s what kinesthetic learners are.

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

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

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

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

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

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

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

reading/writing learners are.

People absorb and communicate information in different ways. The way

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

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

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

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

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

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

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

enhance their learning.

Background of the study

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

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

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

experience. Different learners have a different way of learning. Each has its own

preferred way or technique of learning, due to the fact that they know what’s efficient to

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

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

allow that individual to learn best.

Cited from a DepEd memorandum 35, s 2016, “THE LEARNING ACTION CELL

AS A K TO 12 BASIC EDUCATION PROGRAM SCHOOL-BASED CONTINUING

PROFESSIONAL DEVELOPMENT STRATEGY FOR THE IMPROVEMENT OF

TEACHING AND LEARNING”, The DepEd recognizes that the quality of learning is

greatly influenced by the quality of teaching. Therefore, it is imperative for the DepEd to

hire good teachers and to support their development in the teaching profession.

Organizing professional learning communities will aid teachers in the construction of

new knowledge about instruction as well as in revising traditional beliefs and

assumptions about education, community, teaching, and learning (Little 2003) to suit the

present needs of learners.

Munn (2022) proposed that Learning is the process of having one’s behaviour

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

action, or by what he observes, supplemented by Steers and Porter (2022), which

stated that Learning can be defined as a relatively permanent change in behaviour

potentially that results from reinforced practice or experience.

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

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

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

supplementary in gaining knowledge effectively.

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

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

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

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

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

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

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

style to help in its learning capabilities. This is the reason why some people think that

the common activities in school are not the right way to determine someone’s real

intelligence.

Sternberg (1997) supported that aptitude tests, school grades, and classroom

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

on exams does not mean that you are smart. Jackson (2014) also proposed a different

kind of measure of learning styles. Known as the Learning Styles Profiler, his

neuropsychological model of learning in personality argues Sensation Seeking provides

a core biological drive of curiosity, learning and exploration. A high drive to explore

leads to dysfunctional learning consequences unless cognitions such as goal orientation

and emotional intelligence re-express it in more complex ways to achieve more complex

and functional outcomes such as high work performance. Evidence for this model is

allegedly impressive.

The researchers have conducted this studyto improve the teaching methods of

instructors and teachers, instructors and teachers must be aware of the different

learning styles of the students. In order to ensure that no student falls behind in class, it

is best for teachers to be aware of their pupils' preferred learning methods. The

researchers also conducted this study to help identify the suited learning style for the

students.

Scope and Limitations of the Study

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

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

campus.

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

School of Center for Positive Futures – Montalban campus.

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

Positive Futures – Montalban campus.

The researchers will conduct an examination through checklist exam for the

study. In which will be conducted to the total population of the Senior high school

department.
Significance of the Study

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

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

individuals with different status.

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

study.

● School Administrators: This study will be the School administration’s

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

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

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

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

adjustments or add programs in the learning system of the students.

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

may happen to have a related topic.

Statement of the problem

The researchers aim to determine the correlation of the 4 main learning styles to

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

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

research:

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

1.1 Age

1.2 Sex

1.3 Grade Level

2. What are the individual learning styles of Center for Positive Futures senior high

school students?

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

4. Is there a significant relationship between learning style and study habits of Center

for Positive Futures senior High School students?

Hypothesis

In conducting this research, the researchers constructed the following hypothesis

below to answer the aforementioned problems;

1. There is a significant relationship between learning style in relation to the study habits

of the senior high school students of the Center for Positive Future.

2. There is no significant relationship between learning style in relation to the study

habits of the senior high school students of the Center for Positive Future.
Theoretical Framework

Theory of learning styles

Kolb et al.(1984), Kolb's learning styles are one of the best-known and widely

used learning styles theories. Psychologist David Kolb first outlined his theory of

learning styles in 1984. He believed that our individual learning styles emerge due to

our genetics, life experiences, and the demands of our current environment. In addition

to describing four different learning styles, Kolb also developed a theory of experiential

learning and a learning style inventory. In his experiential theory, learning is viewed as a

four-stage cycle. First, immediate and concrete experiences serve as a basis for

observation. Next, the individual reflects on these observations and begins to build a

general theory of what this information might mean. In the next step, the learner forms

abstract concepts and generalizations based on their hypothesis. Finally, the learner

tests the implications of these concepts in new situations. After this step, the process

once again cycles back to the first stage of the experiential process.

Willingham, et. al.(2015), in their theories of learning styles supports Kolb’s

theory and suggests that “individuals think and learn best in different ways. These are

not differences of ability but rather preferences for processing certain types of

information or for processing information in certain types of ways. If accurate, learning

styles theories could have important implications for instruction because student

achievement would be a product of the interaction of instruction and the student's style.

There is reason to think that people view learning styles theories as broadly accurate,

but, in fact, scientific support for these theories is lacking. We suggest that educators'

time and energy are better spent on other theories that might aid instruction”.
 Vygotsky’s (2008)theory of learning also supports Kolb’s theory, suggesting that

social learning is an integral part of cognitive development and it is culture, not

developmental Stage that underlies cognitive development. Because of that, he argues

that learning varies across cultures rather than being a universal process driven by the

kind of structures and processes.

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

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

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

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

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

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

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

environmental need.
 Conceptual Framework

Figure 1.1 - The Paradigm of the study to the Correlation of learning styles to study habits
Definition of terms

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

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

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

Learners: Refers to the respondents that the researchers picked for the selected

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

Positive Futures Montalban.

Learning styles: Refers to the Four (4) common learning styles that each learners has,

Visual learners, auditory learning, kinesthetic learning, reading/writing learners.

Study Habits: Refers to the different techniques and method that different

learners/students are using to study.

Center for Positive Futures: A school in which the study will be conducted.

Montalban: The location of the campus, in which the study will be conducted.

Senior High School students: Refers to the respondents of this study, which will vary

depending to their learning style and study habits.

Demographics: Refers to the term to identify the respondents profile such as name,

age and sex.

 Chapter II

REVIEW OF RELATED LITERATURES AND STUDIES

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

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

topic.

Local Literatures

Garcia,et, al.(2019), The first two years in the nursing course are the period of

critical adjustment for student nurses. The sudden shift to online learning loads up to the

adjustment challenges amongst them. This study is a descriptive correlational study that

investigates the influence of learning attitude and academic adjustment among level l

and II student nurses in selected universities in Metro Manila. The attitude of student

nurses towards online learning is inclined more on the positive side. They are highly

adjusted academically amidst the abrupt shift to online education in the time of

pandemics Moreover, results show a significant moderate positive correlation (r= 0.551)

between learning attitude and academic adjustment. Students who express more

positive attitudes towards online learning will typically exhibit an optimistic view of the

new learning platform and eventually adapt. Universities can develop pedagogical

strategies to enhance the academic adjustment of students.

Supported by the citation from Sepulveda,et. al. (2020),The changing educational

landscape and the vision of Education 4.0 have pushed curricular reforms in the

Philippines. The K-12 Program was implemented to enhance the quality of education to
uplift the Filipino learners' full potential, promoting equitable, culturally based skills and

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

modalities are essential to acquire the necessary competencies among learners.

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

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

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

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

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

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

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

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

Foreign Literatures

Investigating the relationship between the Study habits and the Academic

performance of Medical Sciences Students found out the significant relationship

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

and Maiyo

Siahi, et. al.(2017), studied study habits and academic achievement of students

also found out that a positive relationship of 0.66 between study habits and academic

achievement.The results implied that the study habits need significant attention if we are

to improve performance. Furthermore, Chilca (2017) studied study habits and academic

performance among university students in Peru concluded that study habits do

influence academic performance.

 Alavi, et. al.(2017), they’ve concluded that having a background of the learning

styles of students can enhance their learning and at the same time help students

strengthen self-actualization.

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

significantly influence their academic performance, which is for all practical reasons

rather important, particularly when identifying a learner's learning habits, which may

significantly enhance a learner's academic performance.

Local Studies

JhoselleTus, et. al.(2020), results revealed no significant relationship between

study habits and academic performance. Also, the results showed that the study habits

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

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

their academic performance.

Supported by the citation from Magulod,et. al.(2018), results of the study

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

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

They also have a good level of academic achievement.

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

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

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

own learning style which they can find convenient to gain knowledge and learn from,
they do perform best to what learning style they are compatible with and what tools or

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

Foreign Studies

Niño,Et. al.(2019) stated that, the objective of this research is to identify the

learning styles and study habits of new students of the Education, Psychology,

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

Humanities at the Mexicali Campus of Universidad Autónoma de Baja California

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

inventories used are the survey applied upon admission to the School of Humanities,

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

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

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

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

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

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

styles out of the 13 dimensions are the factors associated with effort and frustration

tolerance (. 99), followed by a single and structured focus of attention (. 98) and intrinsic

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

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

consider the sociodemographic background, learning styles and study habits are

essential when dealing with new students.

 Supported by the citation from ATIF, et. al.(2017), learning styles are the different

ways we perceive, analyze and organize things we encounter in daily life. Each one of

us is born with a unique or multiple styles. In the Moroccan context, learning styles are

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

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

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

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

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

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

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

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

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

are and how they are developed.

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

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

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

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

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

environment and is assigned in a new school.

 CHAPTER III

RESEARCH DESIGN AND METHODOLOGY

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

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

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

instruments, and data gathering procedure.

Research method

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

from the website Scribbr.com.Quantitative research method is the process of research

involves empirical work being carried out with the collection of data which can concur,

refute or contest theories which in turn allows for understanding and clarification for

different observations.

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

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

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

learning styles to their study habits.

The researchers used the examinations and checklists to obtain information for

different learning styles in correlation to the respondents’ study habits. Castillo (2002)

describes it as a research approach in which experiences are documented, explained,

understood, analyzed, and contrasted.

Research design

The researchers use correlational design for the research paper. Cited from

Study.com, In a correlational design, you can explore relationships between variables

without any assumption of causality using correlation coefficients and significance tests.

Settings of the Study

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

Maria Zenaida L. Bautista. Center for Positive Futures was appointed as a high school

in 2001 of January. Two years of school operation, Center for Positive Futures served

as a research extension of Saint Joseph College(SJC) located at Esteban Abada Street,

Loyola Heights, Quezon City. which houses the first 20 students and founded by the

parents who desires to give their children a more refined education. The 20 students

later graduated in 2003 through Center for Positive Futures. And the location at Esteban

Abada closed, resulting in the end of theCenter for Positive Futures as a research

extension. Center for Positive Futures later stepped to the public as a High school

around the outskirts of Metro Manila to give communities an access to a private catholic

and non-traditional mode of education. In S.Y 2003-2004, Center for Positive Futures

started its operation in places in Rizal, which is San Mateo and Montalban. And

eventually grew and started to build new branches around the country

In present times, the current head of Center for Positive FuturesMontalban is

Ms.CunegundaCassanova as the principal. Along with twelve (12) teachers, which is

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

the current enrolled student population of one hundred sixty-nine (169), fifty four(54) in
Junior High School and one-hundred four(104) in Senior High School.With overall

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

Figure 3.1 - Picture from Google maps of CenterFor Positive Future Montalban
Campus

(Source:https://goo.gl/maps/2Kfhz52XMKjoXBmx9)

Subject of the study

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

Montalban Campus of the Center for Positive Future.

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

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

Futures are the selected respondents of this study.

 The researchers picked Center for Positive Futures Montalban, specifically its

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

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

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

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

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

students from all 4 sections as their respondents.

The respondents are the Senior High School students Center For Positive

Futures Montalban, from Grade 11 and Grade 12 sections.

Procedure of the study

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

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

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

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

appropriate for the subject at hand, as well as developing a problem statement and

study assumptions, theoretical and conceptual frameworks, and the study's significance.

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

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

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

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

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

well as the building and validation of the instrument that will be used, are also included
in this. There are 6 components in the development of the material: Planning, design

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

the researcher prepares a plan on how they will conduct the study.

Source of Data

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

School Students and the Questionnaires as the sources of data.

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

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

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

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

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

were included in a validation of the instruments.

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

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

respondents.

Sampling Design and Sample

The senior high school students of Center For Positive Futures Montalban is

going to be the respondents for this study.

Since the researchers will utilize the total population of Senior High School

Students, a random sampling design will be used for this study.

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

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

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

be used.

Construction of Instrument

The researchers will use an adapted Exam by distribution of the forms to the

Senior High School Students of Center For Positive Futures. The instrument to be

prepared focused on answering the statement of the problem. The purpose of these

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

Validation of Instrument

The exam that will be used will be adapted, ergo validated already. The exam,

together with the permit to conduct, will be sent to the panel for final approval.

Administration of Instrument

Upon the approval of the teachers the researchers will administer the validated

questionnaire to the respondents of the Center For Positive Futures senior high school

students. The researchers requests for the principals approval of the permission to

conduct of the researchers to fully conduct the checklist exam.

Data gathering procedure

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

determine how Learning style in relation to the study habits. The data will be collected
and validated carefully from the respondents through a checklist via face to face

examination.

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

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

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

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

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

the researchers in the sections vacant time.

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

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

The researchers based the number of respondents from learning styles, study

habits and demographics.

Below is the formula for the study’s style of conducting the test regarding the

learning styles in relation to study habits of senior high school students. The statistical

computation of the results will be in a form of determining the weighted means:

Below is what methodology will be used to determine the correlation between the

two variables, named as the pearson correlation coefficient:

 Chapter IV

Presentation, Analysis, and Interpretation of Data

This chapter presents the gathered data obtained from the respondents, where

researchers evaluated the data presented through tables, numerical and textual

explanations. This chapter also demonstrates the statistical treatment used for

analyzing data and the result which will answer if there is a correlation between learning

styles and study habits.

Grade level of respondents Grade 11, Grade 12

Age of respondents 17-21

Gender of respondents 41 Male, 36 Female

Table 4.1: The demographic profiles of the respondents

As shown on the table 1, the demographic profile according to what is in the

Statement of the Problem. The table also shows the numbers of each demographics

corresponding to respondents answer. The grade levels of the respondents are grade

11 and 12, which is the whole Senior High School Department. While the age of the

respondents ranged for 17, 18, 19, and 20 to 21. Genders of the respondents are male

and female, the numbers of male and female respondents are equal; which is 41 male

and 36 females.to which the gender ratio of the respondent are 50% male and 50%

female.
 Learning styles Grade 11 Grade 12 Total

Visual 7 25 32

Reading/Writing 15 16 31

Kinesthetic 5 5 10

Auditory 0 4 4

Overall number of
77
respondents

Table 4.2: The individual Learning styles of Center for Positive Futures Senior
High School

As shown on table 2, each of the grade levels has an unequal numbers of

learning styles, as the researcher uses random sampling in order to gather data from

respondents. After the researchers compiled the data gathered, the researchers

discovered that the majority of the senior high school students prefers visual as its

learning style, while auditory is the least preferable among the senior high school

students. As 7 visual learners are from grade 11 and 25 on the grade 12 level. While

reading/writing has 15 learners in grade 11 and 16 on grade 12. Kinesthetic learning

style has an equal amount of students on both two grade level. While auditory has no

auditory learners in grade 11, while there is 4 in grade 12.Out of the 104 senior high

school students of Center for Positive Futures - Montalban, only 77 students responded

to the study conducted by the researchers.

 Ran
Common study habits
WM DE
k
1. Reading notes loudly. 2.39 SO 14
2. Using Recording devices for lecturing materials 2.03 SO 18.5
3. Asking the teacher/instructor to repeat a certain subject when you
2.74 OF 7
can’t understand it.
4. Repetitive listening to the subject you want to memorize. 3.08 AL 1
5. Practice impromptu for incoming reporting 2.58 OF 11
6. Moving around when you study 2.22 SO 17
7. Learn by experiencing it first-hand. 2.51 OF 13
8. Using fingers to solve, counting etc. 2.53 OF 12
9. Fidgeting around to focus on your study 2.27 SO 16.5
10. Closing eyes and writing information in the air. 2.27 SO 16.5
11. Using flashcards to memorize. 2.03 SO 18.5
12. Sitting in front of the class to have a clearer view and to avoid
2.32 SO 15
distractions.
13. View online sources as visual diagrams. 2.71 OF 8
14. Watch tutorial videos. 3 OF 3
15. Include visuals in your notes. 2.83 OF 4
16. Taking notes during class. 2.68 OF 9
17. Reading books, texts, educational materials etc. 2.60 OF 10
18. Highlighting important sentences and keywords. 2.81 OF 6
19. Rephrasing your notes for easier understanding. 2.82 OF 5
20. Organizing your notes for easier access. 3.01 AL 2
Overall Weighted Means 2.57 OF

Legend:
WM = Weighted Mean
DE = Descriptive Equivalent
[3.26 – 4.00 Always (AL)] [2.51 – 3.25 Often (OF)] [1.76 – 2.50 Sometimes (SO)] [1.00 – 1.75 Never (N)]

Table 4.3: The respondent’s study habits in relation with the learning style
Where N = 77
 As seen from the table 3, the highest or frequent study habit that is used is item

number 4 which weighs in 3.08 which means that students frequently use the study

habits. While the least frequent study habits which are 2 items. Is item number 2 and 11,

both standing on a weight of 2.03, with the majority rating translated as “Often”. With the

overall weighted means of 2.57, this translates from the rating scale as “Often”.

Pearson r
Indicators p-value Interpretation
value
Relationship between learning
style(visual) and study habits of
Senior high school students of Center
for Positive Futures Montalban 0.07 0.6 Not Significant

Relationship between learning

style(Reading/Writing) and study
habits of Senior high school students
of Center for Positive Futures 0.19 0.3 Significant
Montalban

Relationship between learning

style(Kinesthetic) and study habits of
Senior high school students of Center
for Positive Futures Montalban 0.36 0.3 Significant

Relationship between learning

style(Auditory) and study habits of
Senior high school students of Center
for Positive Futures Montalban 0.98 0.1 Significant

Relationship between learning styles

and study habits of Senior high school
students of Center for Positive
Futures Montalban 0.17 0.1 Significant

Table 4.4: Significant relationship between Learning styles and Study Habits of
Senior High School Students of Center for Positive Futures Montalban
 As shown on table 4, the most highest relation between a learning style and

study habits is Visual, with the highest p-value of 0.6, higher than the average level of

significance, while the Reading/ Writing learning styles has a p-value of 0.3, similar with

kinesthetic; having also a p-value of 0.3, lower than average level of significance. The

Auditory has a p-value of 0.1, the lowest level of significance. With all the learning styles

combined, the p-value was 0.1, which is surprisingly low in the level of significance. This

indicates that the relationship between Learning styles and Study habits of Senior High

School Students of Center for Positive Futures Montalban is statistically significant.

 CHAPTER V

SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATION OF DATA

This chapter provides overall results and data analysis based on the statement of

the problem descriptions, and provides accurate conclusions and effective

recommendations.

Summary of findings

This study uses a quantitative mode of research. As shown in table 1,

grade 11 and 12 has answers in these questionnaires, student’s ages ranged from 17,

18, 19 and 20 to 21. The gender of respondents are 41 male and 36 females. Also

shown on table 2, out of 104 Senior High School Students of Center for Positive

Futures, only 77 students answered the questionnaire. Visual has the preferred learning

style, second is Reading/Writing, third is Kinesthetic and the least preferred learning

style is Auditory. shown on table 3, findings show that the highest or frequent study

habit that is used is item number 4 which weighs in 3.08 which means that students

frequently use the study habit; While the least frequent study habits which are 2 items,

the item number 2 and 11, both standing on a weight of 2.03, with the majority rating

translated as “Often”. With the overall weighted means of 2.57, this translates to the

rating scale as “Often”. As seen on table 4, Visual is not significant, which is higher than

average. The Reading/Writing which is significant, Kinesthetic is also significant, so is

auditory which is also significant. In all learning styles regarding the relation to study

habits; it is statistically significant, which is lower than average.

Conclusion

After the analyzation of the researchers, students in grades 11 and 12 who responded

to these questions ranged in age from 17, 18, 19 and 20 to 21, as shown in table 1.

There are 36 women and 41 men among the respondents. Table 2 also reveals that

only 77 of the 104 seniors at the Center for Positive Futures responded to the

questionnaire. The preferred learning style is visual, followed by reading/writing,

kinesthetic, and auditory, which is the least desired. Table 3 findings show that item

number 4, which weighs 3.08 and indicates that students “Always” utilize the said study

habit in the questionnaire. While the least frequently used study habit is the item

number 2 and 11, weighed as 2.03; which indicates the rating as “Sometimes”, which

means that students occasionally used in studying. With "Often" being the translation of

the majority rating. This comes to the rating scale of "Often" with a total weighted mean

of 2.57. The visual learning and study habits are not significant. While the three

remaining learning styles are concluded to be significant in terms relation between

individual learning styles and study habits. And finally, the researchers have concluded

that the overall learning style has a statistically significant relationship with study habits.

Although it is a small chance, it is still considered to be significant.

Recommendation

This section will serve as recommendations for both current researchers and

anyone who reads them and uses this study as a source. It will be more helpful to them

and instructive for their research.

 For teachers, continue the efforts to provide the proper knowledge and

education for students, use this study to determine the most efficient way of teaching

students so the learners could learn and gather more information.

For students, may this research helps students to determine oneself learning

styles, and also determine what is the most efficient way of teaching for oneself.

Identifying oneself learning style involves understanding how to learn best. Students

can use this information in own advantage.

To the government, more proper programs and legislation must be implemented

by the Department of Education, on how every learner varies from one to another.

Department of Education must be aware of the different learning styles as it can affect

a student knowledge.

To the parents, may this study guide parents to help their children determine its

own preferred learning style. This can help children to gain more knowledge and use it

to their own advantage.

For the future researchers, that these might be a help on future studies and

data gathering. Some information might answer questions from the future researcher

and this can act as a guide to understand the connection and relation to a learner's

study habits and its own learning style.

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