HUMSS - Research Pre
HUMSS - Research Pre
HUMSS - Research Pre
CHAPTER I
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.
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
believe that life-long learning depends on students' ability to learn on their own, to
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
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San Jose de Buenavista, Antique
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,
control their learning—assessing the task at hand, evaluating their own strengths
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
affective, and physiological factors that serve as relatively stable indicators of how a
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San Jose de Buenavista, Antique
“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
Hence, this research was conducted to determine the learning style preferences
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San Jose de Buenavista, Antique
This study aims to determine the Learning style and Academic performance of
HUMSS students in Wright Technological College of Antique (San Jose Branch) that
1. What is the dominant learning style of grade 11 and grade 12 HUMSS student
Hypothesis
H01: There is no significant relationship between the extent of learning style and
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San Jose de Buenavista, Antique
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
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
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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This study is focused on the extent of among the Grade -11 and Grade - 12
respectively. This study aims to determine the learning style by the Grade - 11 and
Branch.
This study provides information about the learning style Grade – 11 and Grade -12
Jose Branch).
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Definition of Terms
Sex. Either two main categories (male or female) into human most of the living
Learning Style. refers to the preferential way in which the student absorbs,
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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
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
four different learning styles, Kolb also developed a theory of experiential learning
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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
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CHAPTER II
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
Learning Styles
and psychosocial behaviors that serve as relatively stable indicators of 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-
2006;40:900–7)
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
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
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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
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
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
digital video, the World Wide Web, wireless Internet) may make younger generations
David Kolb's Model. The David A. Kolb styles model is based on the
Experience as the source of learning and development. The ELT model outlines two
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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
the individual's preferred approaches. These learning styles are as follows: Converger;
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.
reasoning.
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
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the experiential learning theory model. (Kolb, David (1984). Experiential learning:
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
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
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
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
different things make sense to them, different things are difficult for them, and they
(http://www.csrnet.org/csrnet/articles/student-learning-styles.html)
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
what looks like slowness and can hide a mathematical intelligence potentially higher
than that of a child who quickly memorizes the multiplication table despite
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.
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
and numbers and critical thinking. While it is often assumed that those with this
abstract patterns, scientific thinking and investigation and the ability to perform
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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
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
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
police officers, and soldiers are careers that suit those with this intelligence.
Although these careers can be duplicated through virtual simulation, they will not
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
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.
intelligence is the ability to understand others. In theory, individuals who have high
work as part of a group. According to Gardner in How Are Kids Smart: Multiple
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
strengths/weaknesses are, what makes you unique, being able to predict your own
counselors, philosophers, and members of the clergy. Naturalistic. This area has to
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
spiritual or religious intelligence as a possible additional type. Gardner did not want
has been further explored by educational researchers. Careers or callings which suit
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CHAPTER III
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
Method
The respondents of this study are selected Grade 11 and Grade 12 HUMSS student of
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San Jose de Buenavista, Antique
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
──────────────────────────────────────────────────────
──────────────────────────────────────────────────────
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
Visual 9 20.45
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This research uses a descriptive method of research. Learning Style and its
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
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San Jose de Buenavista, Antique
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.
The following statistical test was used to analyses the data of the study.
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of Grade 11 and Grade 12 HUMSS student of when they are classified base on how
people or things that are being according to quality, ability, size, etc.
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Chapter IV
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
Table 1
───────────────────────────────────────────────────────
Auditory 10 22.72 2
Kinesthetic 7 15.90 4
Visual 9 20.45 3
Total: 44 100
───────────────────────────────────────────────────────────
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Table 2a.
─────────────────────────────────────────────────────────
Auditory 7 35.00 1
Kinesthetic 4 20.00 3
Visual 3 15.00 4
Total 20 100
Table 2b.
─────────────────────────────────────────────────────────
Auditory 5 20.83 2
Kinesthetic 3 12.50 3
Visual 2 8.3 4
Total 24 100
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San Jose de Buenavista, Antique
Table 3 A.
─────────────────────────────────────────────────────────
Auditory 9 25.00 2
Kinesthetic 5 13.88 4
Visual 16 44.44 1
Total 36 100
Table 3 B.
─────────────────────────────────────────────────────────
Auditory 3 37.50 3
Kinesthetic 0 00.00 4
Visual 1 12.50 2
Total 8 100
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