SPRINGFIELD SCHOOL OF NOVALICHES

797 QUIRINO HIGHWAY GULOD, NOVALICHES, QUEZON CITY

“A Correlational Study: Learning Styles and

Academic success among Grade 11 ABM students
at Springfield School of Novaliches SY 2023-2024”

A Research Proposal

Presented to:
Ma’am Irene Lopez

In Partial Fulfillment of the

Requirements for

Practical Research 2

ABM 12 - Spring Glacier

Members:

Astrologo, Daverylle Gail

Bolivar, Zahara
Dalisay, Faith Dominique
Garulacan, Kate
Josef, Claire
Santos, Keian Atasha Bea
 CHAPTER 1

THE PROBLEM AND ITS SCOPE

Introduction

Understanding the deep relationship between learning styles and academic success

has emerged as a critical task in today's rapidly changing educational setting. As

Grade 11 ABM students begin their educational journey at Springfield School of

Novaliches for the school year 2023-2024, it is critical to identify individual learning

preferences. The effectiveness of adapting instructional approaches to

accommodate different learning styles is critical in creating an atmosphere

conducive to academic progress and accomplishment. Educators may enhance

engagement, retention, and application of knowledge by recognizing and

addressing the individual ways in which pupils absorb and process information,

eventually empowering students to achieve academically. In this context, studying

the symbiotic relationship between learning styles and academic success reveals

avenues toward improved learning outcomes and student flourishing within the

vibrant educational community of Springfield School of Novaliches.

This exploration delves into the effectiveness of aligning instructional methodologies

with diverse learning styles, aiming to elucidate pathways toward enhanced

academic outcomes and student engagement. By recognizing and accommodating

individual modalities through which students perceive, process, and internalize

 information, educators can foster a learning environment that caters to the diverse

needs and strengths of Grade 11 ABM students. This introduction sets the stage for

an in-depth investigation into the strategies, interventions, and theoretical

frameworks that underpin the symbiotic relationship between learning styles and

academic success within the vibrant educational community at Springfield School of

Novaliches.

Theoretical Framework

The insights from the readings guided the researchers in designing the framework of
the study. The theoretical framework underpinning the effectiveness of the
relationship between learning styles and academic success among Grade 11 ABM
students at Springfield School of Novaliches for SY 2023-2024 draws upon several
key theoretical perspectives:

1. *Cognitive Learning Theories*: Cognitive learning theories, including

constructivism and information processing theory, emphasize the active

construction of knowledge by students. These theories posit that learners actively

engage with information, organize it, and integrate it into their existing cognitive

structures. Understanding students' learning styles aligns with cognitive theories by

acknowledging individual differences in how students perceive, process, and retain

information.

2. *Experiential Learning Theory (ELT)*: ELT, proposed by David Kolb, posits that

learning is a cyclical process involving concrete experience, reflective observation,

abstract conceptualization, and active experimentation. By recognizing and

accommodating different learning styles, educators can facilitate each stage of the

learning cycle, thereby enhancing students' understanding and application of

academic content.

3. *Multiple Intelligences Theory*: Howard Gardner's theory of multiple

intelligences suggests that intelligence is not unitary but rather multifaceted,

encompassing various domains such as linguistic, logical-mathematical, spatial,

bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalistic

intelligences. Recognizing and addressing students' diverse intelligences and

learning styles allows educators to create learning experiences that resonate with

individual strengths and preferences.

4. *Learning Styles Models*: Theoretical frameworks such as Fleming's VARK

model (Visual, Auditory, Reading/Writing, and Kinesthetic), Honey and Mumford's

Learning Styles Questionnaire (Activist, Reflector, Theorist, Pragmatist), and Dunn

and Dunn's model emphasize the importance of understanding and accommodating

diverse learning preferences. By tailoring instruction to match students' preferred

modalities, educators can optimize learning experiences and facilitate academic

success.
 Figure 1 THEORETICAL PARADIGM OF THE STUDY

CONCEPTUAL FRAMEWORK OF THE STUDY

Conceptual Framework

The IPO (input, process, output) system approach was applied to illustrate the

conceptual framework of the study. In the first box are the Grade 11 ABM students

at Springfield School of Novaliches; the research directly investigates the specific

questions need to be assess.

The date gathered from the inputs was processed in the second box using a

survey questionnaire. For the different learning styles of the respondents in class

and impact of classroom learning environment to students' learning styles, the data

collected and were processed using percentage and weighted mean.

The third box presents the output of the study which includes identified

learning styles of students in class and the impact of classroom learning

environment to students' learning styles.

The arrow from input to output represents feedback which reflects the
INPUT
continuity PROCESSof the elements.
of the flow and interconnectedness OUTPUT

Survey Survey Identified

Learning Styles
Questionnaire Questionnaire of Students in
Class
Data Gathering Data Gathering
Identified Impact
Presentation Presentation Academic
success to
Analysis Analysis Students’
Learning Styles
Interpretation of Data Interpretation of Data

Feedback
 Figure 2 CONCEPTUAL PARADIGM OF THE STUDY

Statement of the problem

The primary goal of this study was to assist the researchers by assessing the

learning styles of Grade 11 ABM students at Springfield School of Novaliches.

Academic success is determined by a number of factors, including class ranking,

exam scores and GPA (grade point average). The researchers sought to determine

the correlation on students’ academic performance as well as the most common

learning techniques that they used.

This study would take place in the years 2023–2024.

1. What is the Demographic profile of the respondents in terms of:

1.1 Gender

1.2 Age

1.3 General Average/Grades

2. What are the dominant learning styles among Grade 11 ABM students at

Springfield School of Novaliches?

2.1 Visual Learners

2.2 Auditory Learners

2.3 Kinesthetic Learners

2.4 Reading/Writing Learners

 3. To what extent do learning styles influence the academic success of Grade 11

ABM students per subject?

4. What are the effective instructional strategies that align with the dominant learning

styles of Grade 11 ABM students to enhance their academic performance in

different subjects?

5.What factors affect the learning styles of students that contributes to their

academic success?

Hypothesis of the study

To answer the problems in the study, the following null hypothesis was formulated.

Ho1: ABM students in Grade 11 could absorb information more effectively in a visual

learning style than in a kinesthetic learning style.

Ho2: Students who have a strong preference for a particular learning style would tend to

have higher academic achievement in subjects that are taught using methods that align with

their preferred learning style.

Significance of the study

The findings of the study would benefit the following:

 To the students - This study would help students determine what learning styles are

most effective for them and how they can leverage the learning style for their

academic success. It would give the student the realization that, by understanding

their own learning styles, this could develop study habits and strategies that can lead

to improved academic performance, increased motivation, and reduced stress. The

findings would also help them adjust for their fellow students who are going through

the same situation.

To the teachers - This study would help teachers realize that by understanding

students' learning styles, they would be able to develop more effective instructional

strategies that are effective for all students and tailor their teaching methods and

materials to meet the needs of all learners, which would lead to improved learning

outcomes for all students.

Scope and Delimitation of the study

The scope this study was focused on the correlation of learning styles and

academic success of the students. It was delimitated only to Grade 11 ABM

students at Springfield School of Novaliches in the academic year 2023-2024.

This study would focus on the learning styles and academic performance of Grade

11

ABM students only. This would be conducted within the school setting and would

not involve any external factors or interventions and would utilize self-reported data

on learning styles and academic performance.

Definition of terms

The following terms are defined according to their use on the study:

Academic success - This term refers to the engagement in educationally

purposeful activities, satisfaction, acquisition of desired knowledge, skills, and
competencies, persistence, and attainment of educational

Auditory learning - This term refers to the way learners learn through listening

Educator - This term refers to a person whose work is teaching others, or one who
is an authority on methods or theories of teaching. (Cambridge Dictionary)

Kinesthetic learning - This term refers to the way learners learn through doing.
This can involve hands-on exercises, experiments, role-playing, and all sorts of
physical involvement.

Learning Styles - This term refers to how learners gather, sift through, interpret,
organize, come to conclusions about, and store information for further use.

Learner - This term refers to someone who learns or receives instruction; a disciple.
In early use, a scholar was a man of learning. (Oxford English Dictionary)

Leverage- This term refers to using something that you already have to achieve
something new or better. (Cambridge Dictionary)

Reading/Writing learning- This term refers to the way learners learn through
reading and
writing.

School Administrators- This term refers to findings that can be used to develop
school-wide interventions and programs that promote effective learning for all
students.

Study- This term refers to a careful examination or analysis of a phenomenon,

development, or question. (Merriam-Webster)

Visual learning- This term refers to the way learners learn through seeing
 CHAPTER 2

REVIEW OF RELATED LITERATURE

As students navigate their academic endeavors, understanding how their individual

learning styles intersect with their achievements becomes paramount. Drawing from

a wealth of foreign and local studies, this review delves into established theories and

empirical findings that illuminate the intricate interplay between instructional

methodologies tailored to diverse learning preferences and students' academic

performance. By synthesizing insights from both global and local perspectives, this

review endeavors to provide a nuanced understanding of the strategies and

interventions that hold promise in optimizing educational experiences and fostering

academic excellence among Grade 11 ABM students at Springfield School of

Novaliches in the academic year 2023-2024.

Foreign Studies:

Fleming's VARK Model: Fleming's VARK model categorizes learning styles into

Visual, Auditory, Reading/Writing, and Kinesthetic modalities. Research by Dunn

and Dunn (1978) suggests that matching teaching methods with students' preferred

learning styles can enhance academic achievement.

Kolb's Experiential Learning Theory: Kolb's theory suggests that individuals have

preferred learning styles based on their experiences. According to Kolb (1984),

students who engage in reflective observation and active experimentation tend to

have higher academic success rates.

Honey and Mumford's Learning Styles Questionnaire: Honey and Mumford's

questionnaire identifies four learning styles: Activist, Reflector, Theorist, and

Pragmatist. Studies by Joy and Dunn (2008) indicate that tailoring instruction to

match students' learning preferences can lead to improved academic performance.

According to Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2008), the term

“learning styles” refers to the concept that individuals differ in regard to what mode of

instruction or study is most effective for them. Proponents of learning-style

assessment contend that optimal instruction requires diagnosing individuals' learning

style and tailoring instruction accordingly. Assessments of learning style typically ask

people to evaluate what sort of information presentation they prefer (e.g., words

versus pictures versus speech) and/or what kind of mental activity they find most

engaging or congenial (e.g., analysis versus listening), although assessment

instruments are extremely diverse. Many research studies support the idea that

exploring different learning styles has numerous benefits. Students who understood

their learning style and were taught in a manner that corresponded to their learning

style performed better academically (Toozandehjani 2017).

However, even though learning styles have a lot of benefits, there are also criticisms

about them. According to Hattie, J. (2011) An approach based on addressing

learning styles does indeed have many limitations. For example, learning style could
label students in such a way as to limit their potential for learning. According to Sharp

et al. (2008), in order to legitimize the learning style hypothesis, research should at

least satisfy “face validity‟, “construct validity‟, “predictive validity‟, “ecological

validity‟ and “cultural validity‟. Pashler et al. (2009) claimed that too much research

into learning styles consumes valuable education resources, and more time should

be spent on research in other fields to guide teaching and learning.

Toozandehjani (2017) conducted a study that revealed the significant impact of

learning styles on students' academic performance. The study found that students

who understood their learning style and were taught in a manner that corresponded

to their learning style performed better academically. Similarly, Barman et al. (2014)

conducted a study on the relationship between learning styles and academic

performance and concluded that students who are aware of their learning style tend

to perform better academically. This finding emphasizes the need for educational

institutions to prioritize the identification of students' learning styles to improve their

academic performance.

Schroeder (1993) concluded that students are coming to institutions of higher

learning with more diversity in their learning styles than ever before. They have

different levels of motivation, different attitudes about teaching and learning, and

different responses to specific classroom environments and instructional practices.

Felder & Brent (2005) state that one of the categories of diversity that have been

shown to have important implications for teaching and learning are differences in

students ‘characteristic ways of taking in and processing information. Understanding

our particular learning style and how to best meet the needs of that learning style is

essential to achieve better academic performance (Whitney, 2005).

Local Studies:

Philippine Normal University (PNU) Study: A study conducted by PNU (2005)

examined the relationship between learning styles and academic success among

Filipino students. The research concluded that addressing students' diverse learning

styles can positively impact their academic achievements.

University of the Philippines (UP) Study: A study by UP (2012) investigated the

learning preferences of students in the Philippines. The findings suggested that

incorporating various instructional strategies that cater to different learning styles

can contribute to better academic outcomes among students.

Ateneo de Manila University (ADMU) Research: Research at ADMU (2016)

explored the effectiveness of learning style-based interventions in enhancing the

academic performance of students. The results indicated a significant correlation

between personalized learning approaches and improved grades among students.

The “Journal of Family and Society Research” (2022). The study conducted in

the Igbo-Etiti local government region aimed to explore the relationship between the

academic achievement of secondary school students and their preferred method of

learning. To obtain the necessary data, the study utilized a descriptive survey study
design. The survey was conducted using questionnaires that were administered to a

sample of students in the region under study. The findings of the study revealed a

strong correlation between the academic performance of the secondary school

students and their preferred method of learning. The students who preferred

interactive and practical learning methods had higher academic achievement than

those who preferred traditional lecture-based teaching.

LEARNING STYLES, STUDY HABITS, AND ACADEMIC PERFORMANCE OF

COLLEGE

STUDENTS AT KALINGA-APAYAO STATE COLLEGE, PHILIPPINES

Loneza Gas-ib Carbonel*

One hundred (100) students who were enrolled in College Algebra at Kalinga-

Apayao State College during the second semester of 2013. The study showed that

46% percent of the students have desirable learning through visual style of learning,

thirty-six (36%) percent prefer auditory learning and only 18% of them prefer tactile

style of learning.

A study conducted by Dalmolin et al. (2018) discovered that there was a positive

connection between learning styles and academic performance of students. Fatemeh

and Camellia (2018) study revealed that students prefer learning with divergent

learning styles, as it enhances students' academic achievement. Magulod Jr. (2019)

also conducted research on learning styles and academic performance and found a

significant relationship between learning styles and academic performance of

students. A number of previous studies have investigated the relationship between

college students’ learning styles and academic performance.

Existing literature, both foreign and local, underscores the importance of

understanding students' learning styles and their impact on academic success. By

recognizing and accommodating diverse learning preferences, educators can create

more effective teaching strategies tailored to the needs of Grade 11 ABM students

at Springfield School of Novaliches for the academic year 2023-2024. However,

while these studies provide valuable insights, further research specific to the context

of Springfield School of Novaliches may be necessary to devise targeted

interventions for enhancing academic achievements in this particular setting.

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