HUMSS - Research Pre

WRIGHT TECHNOLOGICAL COLLEGE OF ANTIQUE
San Jose Branch

San Jose de Buenavista, Antique
CHAPTER I
Introduction of the Study
This chapter consists of the following parts: (1) Background and Conceptual
Framework of the Study, (2) Statement of the Problem and Hypothesis, (3)
Significance of the Study, (4) Definition of Terms and (5) Scope and Delimitation of
the Study.
Background of the Study
Students learn in various way. They have different ways of processing and
assimilating information. In other words, they have different "learning styles." Some
learn visually; others, through auditory channels. Some learn inductively and others
deductively. There are at least a dozen such classification schemes by which
educational theorists have attempted to define and categorize students. Experts
believe that life-long learning depends on students' ability to learn on their own, to
transfer skills to unfamiliar situations, and to critically evaluate their performance.
They need to take charge of their own learning and to internalize high standards. It
cannot be denied that learning involves much more than a process in which a
student receives and assimilates information passively. Rather, it is an active process
in which a student must process information, by extracting, analyzing, evaluating,
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organizing, and synthesizing information, so that it can be readily retrieved and used
in problem solving.
As students enter college and gain greater autonomy over what, when, and how
they study and learn, motivation plays a critical role in guiding the direction,
intensity, persistence, and quality of the learning behaviors in which they engage.
When students find positive value in a learning goal or activity, expect to successfully
achieve a desired learning outcome, and perceive support from their environment,
they are likely to be strongly motivated to learn.
Learners may engage in a variety of metacognitive processes to monitor and
control their learning—assessing the task at hand, evaluating their own strengths
and weaknesses, planning their approach, applying and monitoring various
strategies, and reflecting on the degree to which their current approach on preferred
learning style preferences are working. When students develop the skills to engage
these processes, they gain intellectual habits that not only improve their performance
but also their effectiveness as learners.
Keefe describe learning styles as the composite of characteristic cognitive,
affective, and physiological factors that serve as relatively stable indicators of how a
learner perceives, interacts with, and responds to the learning environment
(Keefe,J.W., 1979). Stewart and Felicetti characterize learning styles as those
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“educational conditions under which a student is most likely to learn. (Stewart and
Felicetti L.A., 1992). Thus, learning styles are not really concerned with what
learners learn, but rather how they prefer to learn.
Hence, this research was conducted to determine the learning style preferences
of Grade 11 and Grade 12 Students of Wright Technological College of Antique.
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Statement of the Problem
This study aims to determine the Learning style and Academic performance of
HUMSS students in Wright Technological College of Antique (San Jose Branch) that
yearns to find an answer to the following questions;
1. What is the dominant learning style of grade 11 and grade 12 HUMSS student
of Wright Technological College of Antique prefer to use as a whole as (1) Visual
as (2) Auditory as a (3) Kinesthetic and as (4) Read and Write
2. What is dominant learning style of grade 11 and grade 12 HUMSS student of
Wright Technological College of Antique taken as whole as to sex and as to age.
Hypothesis
In view of the proceeding problems, a hypothesis is formulated that:
H01: There is no significant relationship between the extent of learning style and
academic performance of grade 11 and grade 12 students of Wright Technological
College of Antique as a whole and in terms of age, grade and sex.
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Significance of the Study
The following will be benefited from the results of the study conducted: The
possible results of this study can be beneficial to Grade 11 and Grade 12 students, to
determine what is the learning styles that being used.
Subject Instructors. The instructors can then adapt their curriculum to include
different learning styles throughout each unit of instruction. Instructors can choose
the ideas for specific learning tasks, hence, good instruction may lead to better
results for the students.
The parents. This study will provide awareness and information about their children
performance in school.
The researchers. This study will enable current Researchers to obtain knowledge the
study.
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Scope and Delimitation of the Study
This study is focused on the extent of among the Grade -11 and Grade - 12
HUMSS students of Wright Technological College of Antique, San Jose Branch
respectively. This study aims to determine the learning style by the Grade - 11 and
Grade - 12 HUMSS students Wright Technological College of Antique, San Jose
Branch.
This study provides information about the learning style Grade – 11 and Grade -12
HUMSS students of Wright Technological College of Antique and conducted through
a specific time of February, 2020 at Wright Technological College of Antique (San
Jose Branch).
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Definition of Terms
Sex. Either two main categories (male or female) into human most of the living
things are divided into the basic reproductive function
Age. Is defined as a span of year during which some event occurred
- a length of time that a person has lived or exited
Grades. A mark indicating the quality of the student's work
HUMSS. Humanity and Social Science
- An academic stand that focuses of the academic subject.
Learning Style. refers to the preferential way in which the student absorbs,
processes, comprehends and retains information.
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Theoretical Framework of the Study
David Kolb discovered that people are inclined to particularly develop the learning
phase they are good at. This is why he thinks that it is good to pay attention to the
ways of learning they are less proficient at. Because of such diversity, people can go
through the learning cycle in a more complete and balanced way so that each phase
gets a proportionate amount of attention. A group of people exhibits this diversity by
nature as a result of which the group members complement each other as a matter of
course. 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.
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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
Learning Academic
of these concepts in new situations. After this step, the process once again cycles
Style Performance
back to the first stage of the experiential process
Age
Grade
Sex
Figure 1: Paradigm of the Study
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CHAPTER II
Review of Related Literature
Chapter II present the review of related literature that have direct bearing to
the present study. It discusses the topics on: (1) Learning Styles, (2) Modalities on
How Students Learn, (3) The Theory of Multiple Intelligences
Learning Styles
A benchmark definition of “learning styles” is “characteristic cognitive, effective,
and psychosocial behaviors that serve as relatively stable indicators of how learners
perceive, interact with, and respond to the learning environment.
It is widely used by students and instructors alike to describe how learners
gather, sift through, interpret, organize, come to conclusions about, and “store”
information for further use. Simply put, it refers to the cognitive and affective
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processes by which we learn, suggesting in its plurality that there are multiple ways
to do so. For over fifty years, educational and cognitive psychologists as well as
educational theorists have developed various models to account for and describe that
plurality.(Cook DA, Smith DJ. Validity of index of learning style scores: multitrait-
multimethod comparison with three cognitive/learning style instruments. Med Educ.
2006;40:900–7)
Learning styles are considered by many to be one factor of success in higher
education. Confounding research and, in many instances, application of learning
style theory has begat the myriad of methods used to categorize learning styles. No
single commonly accepted method currently exists, but alternatively several potential
scales and classifications are in use. Most of these scales and classifications are more
similar than dissimilar and focus on environmental preferences, sensory modalities,
personality types, and/or cognitive styles. Lack of a conceptual framework for both
learning style theory and measurement is a common and central criticism in this
area. In 2004 the United Kingdom Learning and Skills Research Center
commissioned a report intended to systematically examine existing learning style
models and instruments. In the commission report, Coffield et al identified several
inconsistencies in learning style models and instruments and cautioned educators
with regards to their use. (Coffield, et. al., 2004).
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Alternatively, many researchers have argued that knowledge of learning styles
can be of use to both educators and students. Faculty members with knowledge of
learning styles can tailor pedagogy so that it best coincides with learning styles
exhibited by the majority of students. Alternatively, students with knowledge of their
own preferences are empowered to use various techniques to enhance learning,
which in turn may impact overall educational satisfaction. This ability is particularly
critical and useful when an instructor's teaching style does not match a student's
learning style. Compounding the issue of learning styles in the classroom has been
the movement in many collegiate environments to distance and/or asynchronous
education. This shift in educational modality is inconsistent with the learning models
with which most older students and adult learners are accustomed from their
primary and high school education. Alternatively, environmental influences and more
widespread availability of technological advances (eg, personal digital assistants,
digital video, the World Wide Web, wireless Internet) may make younger generations
of students more comfortable with distance learning.
Models of Learning Styles and Preferences
David Kolb's Model. The David A. Kolb styles model is based on the
Experiential Learning Theory, as explained in his book Experiential Learning:
Experience as the source of learning and development. The ELT model outlines two
related approaches toward grasping experience: Concrete Experience and Abstract
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Conceptualization, as well as two related approaches toward transforming
experience: Reflective Observation and Active Experimentation. According to Kolb's
model, the ideal learning process engages all four of these modes in response to
situational demands. In order for learning to be effective, all four of these approaches
must be incorporated. As individuals attempt to use all four approaches, however,
they tend to develop strengths in one experience-grasping approach and one
experience-transforming approach. The resulting learning styles are combinations of
the individual's preferred approaches. These learning styles are as follows: Converger;
Diverger; Assimilator; and Accommodator. Convergers are characterized by abstract
conceptualization and active experimentation. They are good at making practical
applications of ideas and using deductive reasoning to solve problems. Divergers tend
toward concrete experience and reflective observation. They are imaginative and are
good at coming up with ideas and seeing things from different perspectives.
Assimilators are characterized by abstract conceptualization and reflective
observation. They are capable of creating theoretical models by means of inductive
reasoning.
Accommodators use concrete experience and active experimentation. They are
good at actively engaging with the world and actually doing things instead of merely
reading about and studying them. Kolb's model gave rise to the Learning Style
Inventory, an assessment method used to determine an individual's learning style.
An individual may exhibit a preference for one of the four styles—Accommodating,
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Converging, Diverging and Assimilating—depending on their approach to learning via
the experiential learning theory model. (Kolb, David (1984). Experiential learning:
Experience as the source of learning and development. Englewood Cliffs, NJ:
Prentice-Hall. ISBN 0-13-295261-0.)
Peter Honey and Alan Mumford's Model. Two adaptations were made to Kolb's
experiential model. Firstly, the stages in the cycle were renamed to accord with
managerial experiences of decision making/problem solving. The Honey & Mumford
stages are: 1. Having an experience; 2. Reviewing the experience, 3. Concluding from
the experience and
4. Planning the next steps. Secondly, the styles were directly aligned to the
stages in the cycle and named Activist, Reflector, Theorist and Pragmatist. These are
assumed to be acquired preferences that are adaptable, either at will or through
changed circumstances, rather than being fixed personality characteristics. (Honey, P
& Mumford, A (2006). The Learning Styles Questionnaire, 80-item version.
Maidenhead, UK, Peter Honey Publications)
Anthony Gregorc's model. Dennis W. Mills discusses the work of Anthony F.
Gregorc and Kathleen A. Butler in his article entitled "Applying What We Know:
Student Learning Styles". Gregorc and Butler worked to organize a model describing
how the mind works. This model is based on the existence of perceptions—our
evaluation of the world by means of an approach that makes sense to us. These
perceptions in turn are the foundation of our specific learning strengths, or learning
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styles. In this model, there are two perceptual qualities 1) concrete and 2) abstract;
and two ordering abilities 1) random and 2) sequential. Concrete perceptions involve
registering information through the five senses, while abstract perceptions involve the
understanding of ideas, qualities, and concepts which cannot be seen. In regard to
the two ordering abilities, sequential involves the organization of information in a
linear, logical way and random involves the organization of information in chunks
and in no specific order. Both of the perceptual qualities and both of the ordering
abilities are present in each individual, but some qualities and ordering abilities are
more dominant within certain individuals. There are four combinations of perceptual
qualities and ordering abilities based on dominance: 1) Concrete Sequential; 2)
Abstract Random; 3) Abstract Sequential; 4) Concrete Random. Individuals with
different combinations learn in different ways—they have different strengths,
different things make sense to them, different things are difficult for them, and they
ask different questions throughout the learning process.
(http://www.csrnet.org/csrnet/articles/student-learning-styles.html)
The theory of multiple intelligences proposed by Howard Gardner in 1983 as a
model of intelligence differentiates intelligence into various specific (primarily
sensory) modalities rather than seeing it as dominated by a single general ability.
Gardner argues that there is a wide range of cognitive abilities, and that there
are only very weak correlations among them. For example, the theory predicts that a
child who learns to multiply easily is not necessarily generally more intelligent than a
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child who has more difficulty on this task. The child who takes more time to master
simple multiplication 1) may best learn to multiply through a different approach, 2)
may excel in a field outside of mathematics, or 3) may even be looking at and
understanding the multiplication process at a fundamentally deeper level, or perhaps
as an entirely different process. Such a fundamental understanding can result in
what looks like slowness and can hide a mathematical intelligence potentially higher
than that of a child who quickly memorizes the multiplication table despite
possessing a less detailed understanding of the process of multiplication. The theory
has been met with mixed responses. Traditional intelligence tests and psychometrics
have generally found high correlations between different tasks and aspects of
intelligence, rather than the low correlations which Gardner's theory predicts.
Nevertheless many educationalists support the practical value of the approaches
suggested by the theory. The first three are closely linked to fluid ability, and the
verbal and spatial abilities that form the hierarchical model of intelligence
Logical-mathematical. This area has to do with logic, abstractions, reasoning
and numbers and critical thinking. While it is often assumed that those with this
intelligence naturally excel in mathematics, chess, computer programming and other
logical or numerical activities, a more accurate definition places less emphasis on
traditional mathematical ability and more on reasoning capabilities, recognizing
abstract patterns, scientific thinking and investigation and the ability to perform
complex calculations. Logical reasoning is closely linked to fluid intelligence and to
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general ability. ((Spatial intelligence. This area deals with spatial judgement and the
ability to visualize with the mind's eye. Careers which suit those with this type of
intelligence include artists, designers and architects. A spatial person is also good
with puzzles. Spatial ability is one of the three factors beneath g in the
hierarchical model of area has to do with words, spoken or written. People with high
verbal-linguistic intelligence display a facility with words and languages. They are
typically good at reading, writing, telling stories and memorizing words along with
dates. They tend to learn best by reading, taking notes, listening to lectures, and by
intelligence.
Linguistic. This discussing and debating about what they have learned. Those
with verbal-linguistic intelligence learn foreign languages very easily as they have
high verbal memory and recall, and an ability to understand and manipulate syntax
and structure. Verbal ability is one of the most g-loaded abilities.
Bodily-kinesthetic. The core elements of the bodily kinesthetic intelligence are
control of one's bodily motions and the capacity to handle objects skillfully. Gardner
elaborates to say that this intelligence also includes a sense of timing, a clear sense
of the goal of a physical action, along with the ability to train responses so they
become like reflexes. In theory, people who have bodily-kinesthetic intelligence
should learn better by involving muscular movement (e.g. getting up and moving
around into the learning experience), and are generally good at physical activities
such as sports or dance. They may enjoy acting or performing, and in general they
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are good at building and making things. They often learn best by doing something
physically, rather than by reading or hearing about it. Those with strong bodily-
kinesthetic intelligence seem to use what might be termed "muscle memory", drawing
on it to supplement or in extreme cases even substitute for other skills such as
verbal memory. Athletes, pilots, dancers, musicians, actors, surgeons, builders,
police officers, and soldiers are careers that suit those with this intelligence.
Although these careers can be duplicated through virtual simulation, they will not
produce the actual physical learning that is needed in this intelligence.
Musical or auditory learning. This area has to do with sensitivity to sounds,
rhythms, ((tones, and music. People with a high musical intelligence normally have
good pitch and may even have absolute pitch, and are able to sing, play musical
instruments, and compose music. Since there is a strong auditory component to this
intelligence, those who are strongest in it may learn best via lecture. Language skills
are typically highly developed in those whose base intelligence is musical. In addition,
they will sometimes use songs or rhythms to learn. They have sensitivity to rhythm,
pitch, meter, tone, melody or timbre. Careers that suit those with this intelligence
includes instrumentalists, singers, conductors, disc jockeys, orators, writers and
composers. Research measuring the effects of music on second language acquisition
is supportive of this music-language connection. In an investigation conducted on a
group of elementary-aged English language learners, music facilitated their language
learning. Gardner's theory may help to explain why music and its sub-components
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(i.e., stress, pitch, rhythm) may be viable vehicles for second language learning.
Interpersonal. This area has to do with interaction with others. Interpersonal
intelligence is the ability to understand others. In theory, individuals who have high
interpersonal intelligence is characterized by their sensitivity to others' moods,
feelings, temperaments and motivations, and their ability to cooperate in order to
work as part of a group. According to Gardner in How Are Kids Smart: Multiple
Intelligences in the Classroom, "Inter- and Intra- personal intelligence is often
misunderstood with being extroverted or liking other people. Interpersonal
intelligence means that you understand what people need to work well. Individuals
with this intelligence communicate effectively and empathize easily with others, and
may be either leaders or followers. They typically learn best by working with others
and often enjoy discussion and debate. Careers that suit those with this intelligence
includes sales, politicians, managers, teachers, counselors and social workers.
Intrapersonal This area has to do with introspective and self-reflective capacities.
This refers to having a deep understanding of the self; what your
strengths/weaknesses are, what makes you unique, being able to predict your own
reactions/emotions. Philosophical and critical thinking is common with this
intelligence. Many people with this intelligence are authors, psychologists,
counselors, philosophers, and members of the clergy. Naturalistic. This area has to
do with nurturing and relating information to one’s natural surroundings. Examples
include classifying natural forms such as animal and plant species and rocks and
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mountain types; and the applied knowledge of nature in farming, mining, etc.
Careers which suit those with this intelligence include naturalists, farmers and
gardeners. Existential. Some proponents of multiple intelligence theory proposed
spiritual or religious intelligence as a possible additional type. Gardner did not want
to commit to a spiritual intelligence, but suggested that an "existential"
intelligence may be a useful construct. The hypothesis of an existential intelligence
has been further explored by educational researchers. Careers or callings which suit
those with this intelligence include shaman, priests, mathematicians, physicist,
psychologists and philosophers. (http://en.wikipedia.org/ wiki/Learning_styles)
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CHAPTER III
Research Design and Methodology
This chapter consist of following part (1) research design (2) locale of the study
(3) research instrument (4) data gathering and, (5) data analysis procedures,
The descriptive type of research design was use in this study considering that
it’s major purpose is to determine the learning style and the impact on their
academic performance of Grade 11 and Grade 12 HUMSS student of Wright
Technological Colleges of Antique.
Method
In this discusses the distribution of respondents
The respondents of this study are selected Grade 11 and Grade 12 HUMSS student of
Wright Technological College of Antique. Trough random sampling
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The students are also classified according to sex, grade and they style of learning
In terms of age 5(25.00%) who belong to 15 Years old 5(13.63%) , 6(30.00%) who
belong to 16 Years old, and 9(45.00%) who belong to 17 Years old
──────────────────────────────────────────────────────
Variables Frequency Percent %
──────────────────────────────────────────────────────
Entire group 44 100
Sex
Male 8 18.18
Female 36 81.81
Age
15-17 20 45.45
18 - Above 24 54.54
Variables
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Auditory 10 22.72
Kinesthetic 7 15.90
Read and Write 18 40.90
Visual 9 20.45
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Purpose of the Study and Research Design
This research uses a descriptive method of research. Learning Style and its
impact on Academic Performance preference among selected student of Grade 11 and
Grade 12 HUMSS student of Wright Technological College of Antique.
Locale of the Study
Wright Technological College of Antique San Jose Branch located at CPEM
building, Mayor Nietes Street, San Jose de Buenavista, Antique and the Grade 11
and Grade 12 HUMSS students was chosen to be the respondents of this study
Research instrument
Students answers questionnaires checklist by the researchers. The

questionnaire consisted of question where they check the answers of their choice.
This instrument consisted of two parts the first part is solicits personal data from the
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respondents such as their name, age, and sex. The second part on the respondents
were requested to put check (√) on the correspondent questions which they preferred.
Data gathering
Prior to gathering of the data, the research observed the following steps of
procedures. The research secured the permission from the office of the principle of
the Wright Technological College of Antique, San Jose branch.
The retrieval of the accomplished questionnaire followed and they we’re tallied,
analyses and interpreted by the research.
Data analysis procedure
The following statistical test was used to analyses the data of the study.
Frequency. To determine the total number of respondents who belongs to a
certain category of variables, frequency was used.
Percentage. To determine the proportion of the respondents who belongs to a
certain category of variables, percentage was utilized.
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Mean. To determine the average of respondents who belongs to a certain
category of variables, mean was used.
To determine if there is a significant difference on the learning style preferences
of Grade 11 and Grade 12 HUMSS student of when they are classified base on how
they learn and study
Rank - To place (someone or something) in particular among the group of
people or things that are being according to quality, ability, size, etc.
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Chapter IV
Presentation, Analyses and Interpretation of Data
This chapter presents and discusses the results and analysis of the data
gathered. The descriptive findings in the study showed the Learning Style and Its
impact on their Academic Performance of Grade 11 and Grade 12 HUMSS students of
Wright Technological College of Antique.
Impact on Academic performance on Grade 11 and Grade 12 HUMSS student
of Wright Technological College of Antique
Table 1
Shows the percentages of Learning Style when preferred to use as whole.
───────────────────────────────────────────────────────
Variables Frequency Percent % Rank
Auditory 10 22.72 2
Kinesthetic 7 15.90 4
Read and Write 18 40.90 1
Visual 9 20.45 3
Total: 44 100
───────────────────────────────────────────────────────────
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Table 2a.
Show the percent as on their age 15-17
─────────────────────────────────────────────────────────
Auditory 7 35.00 1
Read and write 5 25.00 2
Visual 3 15.00 4
Total 20 100
Table 2b.
Show the percent as on their age 18- above.
─────────────────────────────────────────────────────────
Auditory 5 20.83 2
Visual 2 8.3 4
Total 24 100
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Table 3 A.
Show the percent as their sex (female)
─────────────────────────────────────────────────────────
Auditory 9 25.00 2
Read and write 6 16.67 3
Visual 16 44.44 1
Total 36 100
Table 3 B.
Show the percent as their sex (male)
─────────────────────────────────────────────────────────
Auditory 3 37.50 3
Visual 1 12.50 2
Total 8 100
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WRIGHT TECHNOLOGICAL COLLEGE OF ANTIQUE

San Jose Branch

Introduction of the Study

Background of the Study

deductively. There are at least a dozen such classification schemes by which

educational theorists have attempted to define and categorize students. Experts

transfer skills to unfamiliar situations, and to critically evaluate their performance.

student receives and assimilates information passively. Rather, it is an active process

in which a student must process information, by extracting, analyzing, evaluating,

they are likely to be strongly motivated to learn.

Learners may engage in a variety of metacognitive processes to monitor and

and weaknesses, planning their approach, applying and monitoring various

but also their effectiveness as learners.

Keefe describe learning styles as the composite of characteristic cognitive,

learner perceives, interacts with, and responds to the learning environment

(Keefe,J.W., 1979). Stewart and Felicetti characterize learning styles as those

learners learn, but rather how they prefer to learn.

of Grade 11 and Grade 12 Students of Wright Technological College of Antique.

Statement of the Problem

yearns to find an answer to the following questions;

of Wright Technological College of Antique prefer to use as a whole as (1) Visual

as (2) Auditory as a (3) Kinesthetic and as (4) Read and Write

2. What is dominant learning style of grade 11 and grade 12 HUMSS student of

Wright Technological College of Antique taken as whole as to sex and as to age.

In view of the proceeding problems, a hypothesis is formulated that:

academic performance of grade 11 and grade 12 students of Wright Technological

College of Antique as a whole and in terms of age, grade and sex.

Significance of the Study

determine what is the learning styles that being used.

results for the students.

Scope and Delimitation of the Study

HUMSS students of Wright Technological College of Antique, San Jose Branch

Grade - 12 HUMSS students Wright Technological College of Antique, San Jose

HUMSS students of Wright Technological College of Antique and conducted through

a specific time of February, 2020 at Wright Technological College of Antique (San

things are divided into the basic reproductive function

Age. Is defined as a span of year during which some event occurred

- a length of time that a person has lived or exited

Grades. A mark indicating the quality of the student's work

HUMSS. Humanity and Social Science

- An academic stand that focuses of the academic subject.

processes, comprehends and retains information.

Theoretical Framework of the Study

gets a proportionate amount of attention. A group of people exhibits this diversity by

experiences, and the demands of our current environment. In addition to describing

and a learning style inventory.

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

Figure 1: Paradigm of the Study

Review of Related Literature

How Students Learn, (3) The Theory of Multiple Intelligences

A benchmark definition of “learning styles” is “characteristic cognitive, effective,

perceive, interact with, and respond to the learning environment.

It is widely used by students and instructors alike to describe how learners

multimethod comparison with three cognitive/learning style instruments. Med Educ.

Learning styles are considered by many to be one factor of success in higher

education. Confounding research and, in many instances, application of learning

similar than dissimilar and focus on environmental preferences, sensory modalities,

commissioned a report intended to systematically examine existing learning style