THE EFFECTS OF LEARNING STYLES IN MATHEMATICS PERFORMANCE AMONG

GRADE 11-STEM STUDENTS IN SAINT MICHAEL ACADEMY

A.Y. 2020-2021

ALLIAH MAE M. COSTUNA

LOU GABRIEL FRANZUELA

DANIEL M. JAYME

DARREN EHVO F. MATEO

JAN ROSE C. VIRTUDES

SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS

SAINT MICHAEL ACADEMY
CATARMAN NORTHERN SAMAR

2021
 TABLE OF CONTENTS
Page
Title Page i

Table of Contents ii

Chapters

I. INTRODUCTION

Background of the Study 1

Objectives of the Study 2
Significance of the Study 3
Scope and Limitation of the Study 5

II. REVIEW OF RELATED LITERATURES

Definition of Learning Styles 7

Mathematics Performance in the Philippines 12
Factors Affecting Mathematics Performance 15
Learning Styles and Mathematics Performance 22
Major Findings 25
Theoretical Framework 26
Conceptual Framework 28
Paradigm of the Study 29
Hypothesis 30
Definition of Terms 30

III. METHODOLOGY

Locale of the Study 32

Research Design 34
The Variables 35
Population and Sampling 36
The Respondents
 Research Instrument
Scoring and Interpretation
Data Gathering Procedure
Statistical Treatment

LITERATURES CITED

APPENDICES
 CHAPTER I

INTRODUCTION

Background of the Study

Learning styles pertain to the concept that individuals

differ concerning what mode of instruction or study is most

effective for them.1 These learning styles have dictated or

guided individuals when it comes to learning different things

ranging from academic, sports, or daily routine in one way or

another. According to Neil Fleming (1987), learners are

identified by whether they have a preference for as following

styles in learning: visual learning, auditory learning, reading

and writing learning, and kinesthetic learning.

Visual learning refers to when an individual learns best or

is able to maximize the learning experience when accompanied by

visual cues or visual aids. For example, when a visual learner is

trying to learn how to cook, the learner will be able to learn

faster when there are illustrated instructions present. The

researchers also embrace the help of auditory or aural learning

which is more on using the sense of hearing, especially listening

by an individual in order to remember information better. For

1
Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R.(2008). Learning Styles:
Concepts and Evidence. Psychological Science in the Public Interest 9:103-119
example, when an auditory learner is trying to remember important

details, the learner will be able to learn much easier when there

are spoken instructions. Kinesthetic learning, which is more

about carrying out physical activities, rather than listening to

a discussion. Students also concluded that they love to learn by

doing things.

Researchers investigated the records among Filipino students

with regards to their academic performance in Mathematics.

According to the results that were released on December 3, 2018

from the Programme for International Student Assessment (PISA),

it revealed that the Philippines achieved an average of 353

points in Mathematical Literacy which is significantly lower than

the OECD average (489 points) and is classified as below level 1

2
proficiency. These records were not good enough because of some

possibilities that they do not take practical tests and not be

able to familiarize their preferred learning style. Studies about

these circumstances prescribed that students would most likely

express their low expectations and begin to assume their

percentage of failing in Mathematics.

Using preferred learning styles when students needed them

the most and have a pile of works to do for them to finish all

2
DepEd(2019). PISA 2018 National Report of the Philippines. Department of
Education Complex, Pasig City, Philippines. Retrieved from:
https://www.deped.gov.ph/wp-content/uploads/2019/12/PISA-2018-Philippine-
National-Report.pdf
the assessments regarding the Mathematics subjects at a marking

deadline can be helpful. The researchers will be able to identify

what brings into this process, whether the result is good enough

for the Grade 11-STEM students or much better to progress.

Objectives of the Study

1. To determine the Learning Styles of students in terms of:

A. Visual

B. Auditory

C. Reading and Writing

D. Kinesthetic

2. To determine the Mathematics Performance of students in

terms of their:

A. Level of interest

B. Study habits.

3. To determine the relationship between Learning Styles and

Mathematics Performance.

Significance of the Study

The findings of this study will contribute to the benefit of

the institution in finding appropriate measures to teach students

according to their preferred learning styles. Students see

Mathematics as something boring and irrelevant to their lives

that is why the researchers conducted this study in order to

develop their reasoning. Also, it promotes to have analytic

thinking and generates practicality, normally concerned with

their preferred learning style. Being a crucial aspect of

learning, gaining a deeper understanding regarding different

learning styles is of utmost importance to the following

beneficiaries:

STUDENTS. This research can guide grade 11 students under

STEM strand who are having difficulty in understanding

mathematics due to possible incompatibility of the teaching

method and the student learning style. This study can allow them

to optimize their strategies or methods based on their Learning

Styles; it will enable them to gain more comprehension and to

master their learning and skills when they apply their preferred

Learning Styles.

TEACHERS. The relevance of this research towards the

teachers is that they will be able to adjust their teaching

methods depending on their students’ strengths and preferences

and create an environment that harnesses the students’ multiple

intelligences.
 PARENTS. Through this study, parents will be given the idea

of what learning approach their children prefer and be able to

understand their children’s learning needs.

SCHOOL ADMINISTRATION. This study will help them assess what

will be the most beneficent learning program for students as well

as for the school.

FUTURE RESEARCHERS. The information gathered in this study

will serve as a reference for those who will be conducting future

researches relating to learning styles.

Scope and Limitation of the Study

This study will take focus on the relationship between the

different learning styles and the academic performance among

students of Saint Michael Academy in the Mathematics subject.

This study will be conducted during the Academic Year 2020-2021.

The respondents involved in this study were the Grade 11-STEM

students of Saint Michael Academy.

The study will be using a descriptive-correlational approach

to retain the research objectives. Moreover, data will be

gathered through an online survey method in conformity to the

imposed health protocols. The researchers will analyze results

through gathered adequate data which will be conducted in the

premises of Saint Michael Academy.

The researchers limited the scope of the respondents to the

Grade 11-STEM students of Saint Michael Academy, Catarman

Northern Samar because of time constraints and that it is more

convenient and accessible for them to gather data for this paper.

Unavailability of Internet access and/or poor Internet

connectivity that can potentially hinder or disrupt the

respondents from answering the online survey questionnaire are

also seen as limitative factors.

 CHAPTER II

REVIEW OF RELATED LITERATURE

Definition of Learning Styles and its effect to Academic Learning

Learning styles can be defined, classified, and identified

in many different ways. Generally, they are overall patterns

that provide direction to learning and teaching. Learning style

can also be described as a set of factors, behaviors, and

attitudes that facilitate learning for an individual in a given

situation.3 While there is a general definition for learning

styles, there are many proponents, however, that contributed to

defining and proposing paradigms in regards to Learning Styles.

Our individual learning styles arise as a result of our

genetics, life experiences, and the demands of our current

setting, according to psychologist David Allen Kolb. Kolb also

has developed a theory of Experiential Learning. In his

Experiential Learning Theory, learning is viewed as a four-stage

cycle. In the first stage, observations are based on immediate

3
What are Learning Styles. Retrieved from
https://web.cortland.edu/andersmd/learning/Introduction.htm
and concrete experiences. The individual then mulls over his or

her observations and starts to develop a general hypothesis about

what the information might mean. In the next stage, the learner

develops abstract concepts and generalizations based on their

hypothesis. Finally, the learner put the implications to test in

new situations. The process then returns to the first stage of

the experiential theory after this phase.4 Kolb’s cycled theory

is based on the concept that individuals undergo a continuous

process of interpreting information and implementing improvement

of ideas.

Another major proponent of learning styles is Neil Fleming.

He proposed the Visual, Auditory, Reading/Writing or Kinesthetic

(VARK) learning styles. The most popular current conception of

learning styles equates style with the preferred bodily sense

through which one receives information, whether it be visual,

auditory, reading/writing or kinesthetic.5 Fleming’s model is

associated to what strategies in learning an individual prefers

by determining and measuring four perceptual references.

According to Kirby (1979) the term “learning style” came

into use when researchers began looking for ways to combine

course presentation and materials to match the needs of each

4
Cherry, K.(2019). Kolb's Theory of Learning Styles. Retrieved from
https://www.verywellmind.com/kolbs-learning-styles-2795155
5
Riener, C. (2010). The Myth of Learning Styles. Retrieved from
The_Myth_of_Learning_Styles.pdf
learner.6 From this perspective, learning style is considered a

broader term that includes the construct of cognitive style.

Dunn and Dunn (1979) presents that “learners are affected by

their: (1) immediate environment (sound, light, temperature, and

design); (2) own emotional it (motivation, persistence,

responsibility, and need for structure or flexibility); (3)

sociological needs (self, pair, peers, team, adult, or varied);

and (4) physical needs (perceptual strengths, intake, time, and

mobility)”.7 Dunn and Dunn’s learning style emphasizes the

different aspects (environmental, emotional, physiological,

psychological, and sociological) as the main factors on the

knowledge intake of individuals and students in the medium of

learning.

A study was conducted about the effects of perceptual

learning styles in the academic performance of students. The

locale of the study was in Agusan Del Sur National High School,

Philippines, wherein 147 respondents in the General Academic

Strand that are identified through systematic sampling are given

form of self-assessment questionnaires by Victoria Chislett MSc

Alan Chapman of 2005. The questionnaire is composed of 30

6
Tuan,L. (2011). EFL Learners’ Learning Styles and Their Attributes. MJSS
Vol.2, No.2, May 2011. Mediterranean Journal of Social Sciences. Retrieved
from: https://www.researchgate.net/publication/315122777
7
Banas, R.(2018).Perceptual Learning Styles of Students and its Effect to
Their Academic Performance. Vol.3. International Journal of Trend in
Scientific Research and Development.
statements and 10 items that corresponds to each of the Learning

Styles. The findings revealed that the perceptual Learning styles

have effects to the academic performance of students, as this was

justified by the result of the decision rule, and that the

samples who had determined their learning styles have responded

well and did outstandingly in class.8

Perna, J. conducted a study about learning styles and their

effect of student learning. The instrument used in the study was

the Index of Learning Styles (ILS) inventory by Felder and

Silverman, wherein 260 respondents completed in answering the ILS

inventory. Results show that learning styles really cause the

students to respond differently to various activities or styles

of presentations utilize in the class.

In another research consisted of seventy-five (75) third

year Bachelor of Science in Electronics (BS Ind. Tech) and

Bachelor in Information Technology (BSIT) of Cagayan State

University at Lasam, Philippines, the results of the study show

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. There were significant

8
Ibid
relationships between learning styles, study habits and academic

performance of students in applied science courses.9

Though a lot of theories and models were proposed, all of

their concepts are centralized in the idea that individuals learn

in unique ways and that their preferred learning styles take

effect on their academic learning. As what the above studies

suggest, learning styles really do make an impact to the learning

of students and individuals. The researches purport that having

the knowledge of one’s preferred learning style enables them to

have the upper hand in doing well in studies and achieve high

performance rating on their field of studies.

Mathematics Performance in the Philippines

Mathematics is the pillar of organized life, it is necessary

to understand the other branches of knowledge, that there is no

science, art, or specialty without Mathematics as the key to

it10. Truly, mathematics is a vital tool in day-to-day life as

this discipline enables every person to learn how everything

works, seek solutions for complex real-life problems, and become

successful in life. But despite the essentiality of Mathematics,

9
Magulod, G. Jr.(2019). Learning Styles, Study Habits And Academic Performance
Of Filipino University Students In Applied Science Courses: Implications For
Instruction. Journal of Technology and Science Education.
Retrieved from: https://doi.org/10.3926/jotse.504
10
Quddsi, M.(2018). What is the importance of Mathematics in our daily life?.
Retrieved from: https://www.scientificworldinfo.com/2018/11/what-is-
importance-of-mathematics-in.html?m=1.
there is a common belief that majority of people, especially

students, struggle in Mathematics and consider the subject

difficult.

In the Philippine setting, most Filipinos have manifested a

decline in Mathematics performance. In the Programme for

International Assessment (PISA) 2018 National Report of the

Philippines by the Department Of Education (DepEd), it states

there that Filipino students achieved an average of 353 points in

Mathematical Literacy; this is significantly lower than the OECD

average (489 points) and is classified as below 1 proficiency.11

Another evidence that affirms the poor performance of

Filipinos in Mathematics is the study that records the

Mathematics performance among different countries worldwide,

which is the Trends in Mathematics and Science Study (TIMSS). In

2019, TIMSS results showed that Philippines ranked last among 58

participating countries after attaining a score of 297 in Grade 4

Mathematics. Moreover, TIMSS identified four benchmark levels to

describe what students know and can do in mathematics and

demonstrate the range of performance internationally: Advanced

(625), High (550), Intermediate (475), and Low (400). It was

reported that 19% of Filipino students were on low benchmark,

11
DepEd(2019). PISA 2018 National Report of the Philippines. Retrieved from
https://www.deped.gov.ph/wp-content/uploads/2019/12/PISA-2018-Philippine-
National-Report.pdf
which means that “students have some basic mathematical

knowledge”, while the 81% did not reach this level.12

The alarming facts revealed by the above studies justifies

that Filipinos indeed achieve below average proficiency on

Mathematics, and so, it prompted the researchers to utilize the

information in making the research, with learning styles as the

central variable in the study of mathematics performance of

students.

Learning Styles and Mathematics Performance

For many years, educators and researchers have been

exploring on the different variables that influenced a students’

academic achievement in Mathematics. As the study focuses mainly

on learning styles, researches and studies about relationship

between learning styles and mathematics are given below.

A study by Mazlini Adnan et al. in 2013 was conducted with

the objective to determine the relationship between the different

learning styles and mathematics achievement among students of

High Performance School.13 Three hundred sixty two (362) students

were randomly selected to be the respondents of the study. The

12
TIMSS (2019). TIMSS 2019 International results in Mathematics and Science.
Retrieved from https://www.iea.nl/studies/iea/timss/2019
13
Adnan, M., et al.(2013). Learning Style and Mathematics Achievement among
High Performance School Students. Retrieved from:
https://www.researchgate.net/publication/279914836_Learning_Style_and_Mathemat
ics_Achievement_among_High_Performance_School_Students
instrument used to determine the preferred learning style of

students’ is in the form of a self-assessment questionnaire while

the achievement test was based on the respondents’ final year

examination grade. The findings revealed that all the

relationships between all the dimensions of learning style and

mathematics achievement are found to have a weak relationship.

Another study by Joydy-Lenn L. Camposano, Ariane M.

Villanueva and Alberto D. Yazon in 2015 aimed to determine the

relationship between the learning styles of grade eight students

and their mathematics performance during the first quarter in Los

Baños Integrated School, Los Baños, Laguna. The instrument used

in this study was the Learning Style Inventory Questionnaire,

which was administered to 187 randomly selected respondents. The

data gathered from the questionnaires were analyzed and

interpreted using descriptive statistics through frequency

counts, percentage and inferential. The results show that there

is no significant relationship between the two variables.14

Another study conducted by Kehinde Adeniji in 2015 aimed

to investigate the distributions of learning styles and their

influence on performance of mathematics education students at

tertiary level in Katsina State. The researcher adopted Students

14
Camposano, J., Villanueva, A. and Yazon, A.(2015). Learning Styles And
Mathematics Performance of Grade Eight Students In Los Baños Integrated
School, S.Y. 2014-2015. Retrieved from:
https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3104716
Learning Style Rating Scale (SLSRS) and developed Mathematics

Achievement Test (MAT) as the instrument to gather data to 112

NCE II Education students that were randomly selected for the

study. The finding of the study revealed that most of the

students preferred the Reading and Writing Learning Style,

followed by Auditory/Verbal, Visual/Graphic, and Kinesthetic.

Furthermore, students' preferred learning styles have no impact

on their mathematics performance and are also not statistically

significant.

A study conducted by Patemoshela N. Silas in 2013

investigated the effects of learning styles on the Performance of

Grade 11 learners in Mathematics at one of the secondary schools

in the Oshana education region. Learners' learning styles were

defined using Kolb's Learning Style Inventory, and they were then

categorized as converging, diverging, assimilators, or

accommodators based on their preferred learning styles. All the

four experimental groups were pre-tested to determine whether all

the groups were on par prior to the study in Algebra by the

researcher. Each learning style group was assigned to a separate

classroom and taught the same material using appropriate teaching

methods before being post-tested. Results of the Post-test scores

showed a significant difference in the performance of the Grade

11 learners and their learning styles.

 In the above studies, It has been discovered that students'

learning styles have no bearing on their mathematical

performance. However, one of the studies mentioned above

discovered that there is a link between learning styles and

mathematics performance. The reason of the contradictory results

is that there could have been other factors that can affect the

performance of students and not their preferred learning styles

alone.

Major Findings

1. Learning Styles take effect on students’ academic learning.

2. Most Filipinos manifest a decline in Mathematics

performance, as affirmed by TIMSS result that Filipinos have low

average on Mathematics performance and by the PISA 2018 result

that Filipinos achieve a pitiful below 1 proficiency in

Mathematics.

3. Previous studies regarding the relationship between learning

styles and academic performance in Mathematics revealed a low

positive correlation. However, one study concluded that there is

a significant link between the variables.

4. Although learning styles have an impact to students’ academic

learning, if specified to the Mathematics subject, the students’

learning mode preferences do not substantially contribute to

higher performance.

Theoretical Framework

The study used the VARK Model by Neil Fleming to support the

research study about Learning Styles and Mathematics Performance

of Students in Saint Michael Academy A.Y. 2019-2020.

VARK Model

This study is anchored on the proposed model of Neil Fleming

which is the VARK Model. In 1987, Fleming developed his theory

designed for individuals to learn more about their preferences in

learning. The acronym VARK refers to the four most-common

learning styles which are visual, auditory, reading or writing,

and kinesthetic that is found within the educational theorist

Neil Fleming’s model of student learning. Students who best

internalize and synthesize information when it is presented to

them in a graphic depiction of meaningful symbols are described

as visual learners.15 Auditory (or aural) learners are most

successful when they are given the opportunity to hear

information presented to them vocally. Because students with this

learning style may sometimes opt not to take notes during class

15
2018. Visual Learners and How They Learn. Retrieved from
https://child1st.com/blogs/resources/visual-learners-and-how-they-learn
to maintain their unbroken auditory attention, educators can

erroneously conclude that they are less engaged than their

classmates.16 Students who work best in the reading/writing

modality demonstrate a strong learning preference for the written

word. This includes both written information presented in class

in the form of hand-outs and PowerPoint slide presentations as

well as the opportunity to synthesize course content in the

completion of written assignments.17 Kinesthetic learners are

hands-on, participatory learners who need to take a physically

active role in the learning process to achieve their best

educational outcomes.18

Understanding the VARK Model is important because it can

help individuals process new information in the most optimal way

and become efficiently productive.19 With this regard, we can

relate its importance to the research. The relationship of this

model and the research is based on the concept that having a good

sense of knowledge of preferred learning styles will have an

impact on the performance of students in Mathematics. Through

this theory, it aids the researchers in achieving the objective

16
2017. VARK Learning Styles: The Auditory Learner. Retrieved from
https://medium.com/@homespunandhandson/vark-learning-styles-the-auditory-
learner-90ce0fd434ed
17
Murray, Jacqui. The VARK Model of Teaching Strategies. Retrieved from
http://www.teachhub.com/vark-model-teaching-strategies
18
2017. VARK Learning Styles — The Kinesthetic Learner. Retrieved from
https://medium.com/@homespunandhandson/vark-learning-styles-the-kinesthetic-
learner-5109618d03e4
19
2019. 4 Learning Styles – THE VARK Model. Retrieved from
https://thesansanity.com/4-learning-styles-the-vark-model/
in determining the relationship and effects of learning styles in

their Mathematics performance since it is assumed that the VARK

Learning Styles have an impact to students’ learning.

Conceptual Framework

The central focus of this study is to determine how

significant the learning styles of students are towards their

mathematics performance. This objective can be achieved by

determining the learning styles and Mathematics performance of

students through survey method and correlate them using the

suitable statistical tool.

The learning Styles serve as the independent variable. The

term learning styles refers to the preferred methods of different

individuals in learning, that is to say, their preferential way

of gathering, processing, analyzing, interpreting, or retaining

information. According to Fleming, learning styles are

categorized into four modalities: Visual, Auditory, Reading and

Writing, and Kinesthetic.

Fleming and Mills (1992) suggested four modalities (VARK)

that seemed to reflect the experiences of the students. In this

regard, if the students have the knowledge of their preferred

learning style, then they will get to maximize their learning

potential, which will eventually lead them the upper hand in

performing well in Mathematics.

Paradigm of the Study

The current study aims to know the effects of the different

learning styles on the mathematics performance of students of

Saint Michael Academy. The diagram below will visually show the

relationship between the Effects of Learning Styles on the

Mathematics Performance of Grade 11-Stem students of Saint

Michael Academy.

Independent Variable Dependent Variable

Learning Styles
A. Visual Mathematics
B. Auditory Performance

C. Reading and A. Interest

Writing B. Study Habits

D. Kinesthetic

Figure 1.Illustration showing the independent and

dependent variable of the current study.

Null Hypothesis
1. There is no significant relationship and effect between

Learning Styles and Mathematics Performance among students in

Saint Michael Academy.

Definition of Terms

The following terms are herein defined conceptually and

operationally in order to facilitate common understanding of this

research:

Learning Styles. Conceptually, it refers to educational

conditions under which a student is most likely to learn. 20

Operationally, it refers to the preference of how a student

learns.

Visual. It refers to a students’ preference to learn using the

use of images, maps, and graphic organizers to access and

understand new information.21

Auditory. It refers to a students’ preference to learn through

listening and speaking.22

20
Stewart and Felicetti (1992). Learning Styles & Preferences. Retrieved from
http://www.nwlink.com/~donclark/hrd/styles.html
21
Fleming, N. (1987). Learning Styles. Retrieved from:
https://teach.com/what/teachers-know/learning-styles/
22
Ibid
Reading and Writing. It refers to a students’ preference to learn
23
through words.

Kinesthetic. It refers to a students’ reference to learn through

tactile representation of information.24

Mathematics Performance. Conceptually, it refers to the

mathematical literacy of a student to formulate, employ and

interpret mathematics in a variety of contexts to describe,

predict and explain phenomena, recognising the role that

mathematics plays in the world.25 Operationally, it is the level

of interest and study habits of the students in Mathematics.

Interest. Conceptually, it refers to the state of wanting to

know or learn about something or someone. Operationally, it is

the level of attention given by the students towards mathematics

subject.

Study Habit. Conceptually, it refers to the behaviours used when

preparing for tests or learning academic material.

Operationally, it refers to how the students settled or practice

to learn the concepts of the subject Mathematics.

Correlation. Conceptually, it refers to the statistical

measurement of the relationship between two quantitative

23
Ibid
24
Ibid
25
DepEd(2019). Mathematics Performance(PISA). Retrieved from
https://data.oecd.org/pisa/mathematics-performance-pisa.htm
variables. Operationally, it is the relationship between the

Learning Styles and Mathematics Performance of the students.

Null Hypothesis. Conceptually, it refers to the hypothesis that

states that there is no relationship between two population

parameters. Operationally, it is the hypothesis that states that

there is no significant relationship between the Learning Styles

and Mathematics Performance of the students.

CHAPTER 3

METHODOLOGY

Locale of the Study

Figure 2. Map showing the location of the research locale.

 The researchers will conduct the study in Saint Michael

Academy, a Dominican Private School located at Bonifacio Corner,

Quezon Street, Barangay Acacia, Catarman, Northern Samar. The

school is situated in Catarman, the capital town of Northern

Samar, around the vicinity of the Diocese of Catarman. Saint

Michael Academy is under the K to 12 Basic Education Curriculum

which offers enrolees a multitude of available grade levels from

Junior High school: grade 7 to grade 10, and Senior High school

that offers three academic tracks, namely: Science, Technology,

Engineering, and Mathematics (STEM), Humanities and Social

Sciences (HUMSS), as well as Accountancy and Business Management

(ABM).

The research is conducted in the academic year 2020-2021,

with a total population of 108 coming from the grade 11 students

under Science, Technology, Engineering, and Mathematics strand.

Saint Michael Academy was chosen as the locale of the study

in order to have a better analysis of the variables since private

schools have the edge over government schools in terms of quality

education.26

Research Design

26
Garrett-Hatfield,L.(2017).Advantages & Disadvantages of Private & Public
Secondary Schools. Retrieved from: https://www.theclassroom.com/advantages-
disadvantages-private-public-secondary-schools-19337.html
 The method that will be used in the study conducted is the

Quantitative method, particularly the descriptive-correlational

design. In determining the students’ learning styles, Mathematics

performance, and their relationship, the researchers ascertained

that the Quantitative method is the most effective in obtaining

credible results based on similar studies. The descriptive design

will aid the researchers in obtaining and analysing descriptive

information such as the students’ strategies and preferences in

learning, interests, and study habits in Mathematics. The

correlational design was used to test whether the independent

variables of the study which are the learning styles may take

significant effect to the dependent variable of the study which

is the Mathematics performance. The application of correlating

the variables in the study will evince its importance in the

results grounded by the objectives of the study and supporting

theories.

The Variables

The independent variables of the study are the learning

styles, specifically Visual, Auditory, Reading and Writing, and

Kinesthetic. These refer to the preferential way in which student

absorbs, processes, comprehends and retains information. To

gather data on the learning styles variables, the researchers

utilized the 24-item Barsch Learning Preferences Inventory (BLPI)

(Visual, Auditory and Kinesthetic) to identify the students’

preferred learning styles. Since the inventory does not cover

statements for Reading and Writing, the researchers retrieved

statements for Reading and Writing from VARK Learning Strategies

Questionnaire created in March 2020. These statements were

incorporated into the Barsch Learning Preferences Inventory to

create the final research instrument.

On the other hand, the Mathematics Performance of the

students was the dependent variable of the study. It refers to

the mathematical literacy of a student to formulate, employ and

interpret mathematics in a variety of contexts to describe,

predict and explain phenomena, recognising the role that

mathematics plays in the world. To determine the Mathematics

Performance of the students in Saint Michael Academy, the

researchers also provide a section that will make use of a

questionnaire from a research study entitled ”Factors Affecting

Mathematics Performance of Laboratory high-school students at

Laguna State University AY 2009-2010”. It will measure the

mathematics performance of the students through questions that

will obtain the students’ level of interest and study habits.

Population and Sampling

 The population of this study is the Grade 11-STEM students

of St. Michael Academy. According to the School Administration,

St. Michael Academy currently has 108 Grade 11 students under

Science, Technology, Engineering, and Mathematics strand. Total

Population Sampling is the suitable sampling to use for this

study because the total population is of manageable size.

The Respondents

The respondents of the study are limited to the Grade 11

students who are under the Science, Technology, Engineering, and

Mathematics strand of Saint Michael Academy. They are chosen for

the reason that they have a wider range of mathematical knowledge

acquisition and can determine their learning ability.

Research Instrument

The researchers will use a questionnaire as a primary tool

in the collection of data needed in the study; particularly the

survey method as it aimed to collect pertinent data about the

topic indicated.

The first part of the questionnaire is for the students’

demographic profile in terms of their sex and education level.

 The second part of the questionnaire is for the modified

Barsch Learning Preferences Inventory (BLPI) to obtain data

regarding the preferred learning style of the respondents. It

consists of 28 items subdivided into 7 statements for each

Learning Style category (Visual, Auditory, Reading and Writing,

Kinesthetic). 24 statements for Visual, Auditory, and Kinesthetic

primarily belonged to the Barsch Learning Preferences Inventory,

while the remaining 7 statements for Reading and Writing were

taken from the VARK Learning Strategies Questionnaire developed

on March 2020. Some statements were revised by the researchers

for them to become more contextualized and relevant to the study.

The third part of the questionnaire utilized a questionnaire

from a research study entitled ”Factors Affecting Mathematics

Performance of Laboratory high-school students at Laguna State

University AY 2009-2010” to gather data regarding the mathematics

performance of the students. It consists of 13 questions that

will obtain the students’ level of interest and study habits.

Scoring and Interpretation

For the preferred Learning Style to be measured, the scoring

of Barsch Learning Preferences Inventory was modified. Every item

is scored using a 5-point Likert Scale, from 1 equivalent as

never, 2 as rarely, 3 as sometimes, 4 as often, and 5 as always.

The statements of all categories (V, A, R, K) are measured by

getting their means. The highest mean result will be interpreted

as the respondent’s preferred Learning Style.

Mathematics Performance will be measured through descriptive

situations that are divided into two aspects—interest and study

habits in Mathematics. Every situation is scaled using a Likert

Scale, from 1 interpreted as never, 2 as rarely, 3 as sometimes,

4 as often, and 5 as always. The mathematics performance of each

respondent will be measured by getting the mean of the statements

of both interest and study habits and will be scored in a Likert

Scale of 1-5, 1 being poor and 5 being excellent.

Validation of the Research Instrument

An online survey questionnaire that will be administered to

the respondents was screened by the Research Adviser. There were

changes made to the 2nd part of the questionnaire, which

determines the respondents' learning styles, to add validity. The

Research Adviser rechecked the survey questionnaire before

allowing the researchers conduct their data gathering procedure.

Data Gathering Procedure

 For the data gathering procedure, the survey will be

distributed online through Google Forms upon the approval of the

Research Adviser in conformity to social distancing and

quarantine protocols.

Before the actual data gathering, preliminary processes will

be undertaken. The researchers will make a message request for

permission to the advisers to allow some of their students to

participate in the survey while presenting a form of approval by

the Research Adviser, Assistant Director for Academic Services,

and Director-Principal.

Actual data collection will follow upon the approval of the

advisers. They will receive a link to the survey form via

messenger and will then be forwarded to their respective advisory

group chats. The researchers will offer assistance for every

question or clarification raised.

Statistical Treatment of Data

In contemplation of generating a systematic data treatment,

the researchers will employ the following statistical tools:

Frequency and Percentage, Mean, Grand Mean, and Pearson

Correlation. Frequency and percentage will be utilized to

describe the distribution of the respondents’ sex and preferred

Learning Styles. Mean will be employed to measure the

distribution of Learning Styles categories and to identify the

preferred Learning Styles of students. It will also be used for

measuring the interests and study habits of the students in

Mathematics. Grand mean will be used to measure the average of

the interest and study habits statements’ means and calculate for

the Mathematics performance of the students. Pearson Correlation

will be the suitable statistical analysis tool for determining

the relationship between Learning Styles and Mathematics

Performance.

CHAPTER 4

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

PROFILE OF RESPONDENTS

Sex

Table 1.1 Frequency and Percentage Distribution of the

respondents’ sex

Sex Frequency Percentage

Male 33 46.48
Female 38 53.52
Total 71 100

The response rate gathered from the survey is only 65.74%,

which account a total of 71 responses out of the expected 108.
With this, table 1.1 presents the distribution of the respondents
in terms of sex. Majority of the respondents were females, with a
frequency count of 38 and percentage of 53.52%, while the
remaining are males with a total of 33 respondents and 46.48% out
of the 71 responses.

Section

Table 1.2 Distribution of the respondents in terms of section

Section Frequency Percentage

Gratitude 30 42.25
Determination 41 57.75
Total 71 100

Table 1.2 displays the distribution of the respondents in

terms of section. From the gathered 71 responses from the survey,
a frequency and percentage of 30 and 42.25% respectively comes
from the Gratitude section, while 41 responses with a percentage
of 57.75% are from the Determination section. This only means
that the majority of the respondents who answered the survey were
Determination students.

LEARNING STYLES OF RESPONDENTS

Table 2.1 Frequency and Percentage Distribution of the

respondents’ preferred learning styles
Learning Style Category Frequency Percentage
Visual 16 22.54
Auditory 22 30.98
Reading and Writing 17 23.94
Kinesthetic 16 22.53
Total 71 100

Table 2.1 shows the frequency and percentage distribution of

the respondents’ preferred learning styles. Based on the table,
16 respondents composing a percentage of 22.54% have visual and
kinesthestic learning preference. 30.98% grade 11 students
possessed auditory preference, while 17 students with a
percentage of 23.94% favoured the reading and writing learning
style.

INTEREST, STUDY HABITS, AND MATHEMATICS PERFORMANCE OF

RESPONDENTS

Interest and Study Habits

Table 3.1 Mean Distribution of Respondents’ Interest and Study

Habits

A. Interest 5 4 3 2 1 Mean Interpretation

1. I make myself
prepared in Often
55 92 93 10 1 3.53
answering my
mathematics module.
2. I actively and
attentively focus
answering questions,
problems, and
exercises in the
45 104 90 10 1 3.52 Often
module, and seek
clarification from
my teacher for
things I did not
understand.
3. I want to get
good grades on
tests, quizzes, 180 80 39 4 0 4.27 Always
assignments, and
projects.
4. I get frustrated
when someone
interrupts me while 135 72 57 14 0 3.91 Often
I am answering my
module.
B. Study Habits
5. I do my
assignments 20 80 111 18 1 3.13 Sometimes
regularly.
6. I exert more
effort when I do Often
60 100 81 12 1 3.58
difficult
assignments.
7. I spend my vacant
time in doing Sometimes
15 40 132 20 4 2.97
assignments or
studying my lessons
8. I study and
prepare for quizzes 40 92 102 10 1 3.42 Often
and tests.
9. I study harder to
improve my Often
90 108 75 0 1 3.86
performance when I
get low grades.
10. I spend less
time with my friends
during school days 15 60 114 28 1 3.07 Sometimes
to concentrate more
on my studies.
11. I prefer
finishing my studies
and assignments Sometimes
25 36 129 16 6 2.98
first before
watching any
television program.
12. I see to it that
extracurricular
35 56 120 18 1 3.30
activities do not Sometimes
hamper my studies.
13. I have a 115 52 72 10 6 3.59
specific place to Often
study at home which
I keep clean and in
order.

Table 3.1 exhibits the mean distribution of the respondents’

interest and study habits. Statement number 3 under Interest
parameter obtained the highest mean of 4.27 with an
interpretation of “always” which implies that most of the
respondents consistently yearn on doing well in their
assignments, projects, and quizzes, and tests to achieve a
reasonable grade. Conversely, statement number 7 under Study
Habits got the lowest mean of 2.97 interpreted as “sometimes”.
This signifies that the respondents tend to use their spare time
completing their assignments and studying lessons but only at
occasional times.

Mathematics Performance of Respondents

Table 3.2 Grand Mean of Interest and Study Habits Means and
Mathematics Performance of respondents

Parameters Mean Grand Mean Interpretation

Interest
1. I make myself prepared in 3.47 Highly Satisfactory
3.53
answering my mathematics module.
2. I actively and attentively focus
answering questions, problems, and
exercises in the module, and seek 3.52
clarification from my teacher for
things I did not understand.
3. I want to get good grades on
tests, quizzes, assignments, and 4.27
projects.
4. I get frustrated when someone
interrupts me while I am answering my 3.91
module.
Study Habits
5. I do my assignments regularly. 3.13
6. I exert more effort when I do
3.58
difficult assignments.
7. I spend my vacant time in doing 2.97
assignments or studying my lessons
8. I study and prepare for quizzes
3.42
and tests.
9. I study harder to improve my
3.86
performance when I get low grades.
10. I spend less time with my friends
during school days to concentrate 3.07
more on my studies.
11. I prefer finishing my studies and
assignments first before watching any 2.98
television program.
12. I see to it that extracurricular
3.3
activities do not hamper my studies.
13. I have a specific place to study
at home which I keep clean and in 3.59
order.

Table 3.2 shows the Grand Mean of the means of interest and
study habits statements which signifies the Mathematics
Performance of the respondents. The respondents’ interest and
study habits means attained a grand mean of 3.42. On a 5-point
Scale for Mathematics Performance, the Grand Mean result is
interpreted as Highly Satisfactory.

LEARNING STYLES AND MATHEMATICS PERFORMANCE

Table 4.1 Mathematic Performance mean of respondents according

to their Learning Styles

Mathematics
Learning Styles Interpretation
Performance Mean
Visual 3.56 Highly Satisfactory
Auditory 3.29 Satisfactory
Reading and Writing 3.6 Highly Satisfactory
Kinesthetic 3.4 Highly Satisfactory
 Table 4.1 demonstrates the Mathematic Performance Mean of
respondents according to their Learning Styles. Based on the
table, respondents under Visual category acquired a mean of 3.56,
which proclaims to be highly satisfactory. Reading and Writing
and Kinesthetic learners also obtained a highly satisfactory
rating based on their mathematics performance mean, which is 3.6
and 3.4 respectively. Meanwhile, Auditory learners attained a
mean of 3.29, which is interpreted as satisfactory.

Test of Relationship between the Respondents’ Learning Styles and

Mathematics Performance

Table 5.1 Test of Relationship between Learning Styles and

Mathematics Performance

Learning Correlation Interpretation

p-value Interpretation
Style r
Moderate
Not
Visual 0.30354 positive 0.25308
Significant
correlation
Low positive Not
Auditory 0.08313 0.71302
correlation Significant
Reading and Low positive Not
0.16222 0.54834
Writing correlation Significant
Moderate
Not
Kinesthetic 0.34349 positive 0.19273
Significant
correlation

Table 5 indicates the relationship between the learning

styles and mathematics performance of the respondents. Under the

Visual and Kinesthetic Learning Style category, it declares that

they have a moderate positive correlation towards Mathematics

performance but does not bear a significant relationship. For

Auditory and Reading and Writing categories, they showed a low

positive correlation towards Mathematics performance.

It appears that all the parameters do not bear any

significant relationship towards a student's mathematics

performance. This supports the study of Mazlini Adnan et al.

(2013) which states that the students’ academic performance in

different forms of assessment is not strongly influenced by their

preferred learning style.

 CHAPTER 5

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

Summary

This study titled focused on the Effects of Learning Styles

in Mathematics Performance among Grade 11-STEM students in Saint

Michael Academy, recorded the following salient findings of the

study.

The data shown under the category of Gender implied that

most of the respondents during the School Year 2020-2021 are

female students, 33 or 46.48 of the respondents are male.

Under the category of Respondents’ Learning Styles shows

that most of the students possessed auditory preference, 22 or

30.98% of the respondents have auditory learning preference.

Regarding the respondents’ Interest and Study Habits

revealed that statement number 3 under Interest parameter

obtained the highest mean of 4.27 with an interpretation of

“always” which implies that most of the respondents consistently

yearn on doing well in their assignments, projects, and quizzes,

and tests to achieve a reasonable grade. Conversely, statement

number 7 under Study Habits got the lowest mean of 2.97

interpreted as “sometimes”. This signified that the respondents

tend to use their spare time completing their assignments and

studying lessons but only at occasional times. Under the

Respondents’ Mathematics Performance shows the Grand Mean of the

means of interest and study habits statements which signifies the

Mathematics Performance of the respondents. The respondents’

interest and study habits means attained a grand mean of 3.42. On

a 5-point Scale for Mathematics Performance, the Grand Mean

result is interpreted as Highly Satisfactory.

Under the Respondents’ Learning Styles and Mathematics

Performance revealed the demonstration of the Mathematics

Performance Mean of respondents according to their Learning

Styles. It signifies that respondents under Visual category

acquired a mean of 3.56, which proclaims to be highly

satisfactory. Reading and Writing and Kinesthetic learners also

obtained a highly satisfactory rating based on their mathematics

performance mean, which is 3.6 and 3.4 respectively. Meanwhile,

Auditory learners attained a mean of 3.29, which is interpreted

as satisfactory.

The Test of Relationship between the Respondents’ Learning

Styles and Mathematics Performance, upon instances of

significance, it revealed that the respondents’ preferred

Learning Styles (Visual, Auditory, Reading and Writing,

Kinesthetic) do not have vital bearing on their mathematics

performance. The data contends that under Visual Learning Style,

its correlation with the respondents’ mathematics performance is

0.30354; this correlation translates to a “Moderate positive

correlation.” Respectively, under Auditory learning style, there

is a correlation of 0.08313 with the respondents’ mathematics

performance; this correlation translates to a “Low positive

correlation.” Under Reading and Writing Learning Style, with a

similar interpretation of “Low positive correlation”, it has a

correlation of 0.16222 with the respondents’ mathematics

performance. Under Kinesthetic Learning Style, with an

interpretation of “Moderate positive correlation”, it has a

correlation of 0.34349 with the respondents’ mathematics

performance.

Conclusions and Implications

In light of the study's findings, the following are the

conclusions and implications formulated:

On the overall analysis of the data about the learning style

preferences utilized by the respondents, the majority of the

respondents possess Auditory learning style. This signifies that

the respondents mainly make use of their hearing and listening

abilities as means of interpreting and absorbing information in

their Mathematics learning or learning in general. Moreover,

considering the study’s context, they learn more in Mathematics

through listening as they prefer listening to a lecture over

reading a textbook or hearing the instructions for a project

instead of figuring it out hands-on.

The frequency of other learning styles, namely, Visual,

Reading and Writing, and Kinesthetic with ranges equal to 1 does

not generate a significant difference. This can be implied that

the respondents do not heavily favor a particular learning style.

As for the interest and study habits of the respondents

which signifies their Mathematics performance, the respondents do

adequately well in Mathematics as they exhibit a grand mean of

3.42, which equates to a verbal interpretation of Highly

Satisfactory. It is inferred that the respondents show an

enthusiastic interest and are eager to execute a commendable

performance in Mathematics.

On the other hand, upon examining the relationship between

learning styles and Mathematics performance, the results of the

statistical treatments showed that there is indeed a positive

correlation. However, the strength of the correlation only falls

under low to moderate degree. Specifically, Visual and

Kinesthetic learning style having a moderate correlation entails

that visual and tactile preferences in learning takes a mediocre

effect on the Mathematics performance, meaning they do not

essentially enhance the performance of students in Mathematics.

Meanwhile, Auditory and Reading and Writing learning style

obtaining a low correlation signifies that the emphasis of

utilizing listening, reading, and writing aptitudes in learning

weakly improves the performance of students in Mathematics.

In addition, based from the result of the p values, there is

no significant relationship between learning styles and

Mathematics performance, therefore the Null Hypothesis has been

accepted. It can be implicatively drawn that learning styles are

not attributed as the most substantial contributors to the

improvement of Mathematics performance or achievement of

students. There are other factors or variables that can

significantly affect the Mathematics performance and not the

learning styles alone.

Recommendations

In relevance to the study’s summary, conclusions, and

implications, the following are recommendations to be considered:

1. Teachers must prepare variety of teaching styles, learning

strategies, and methodologies that can enhance the learning

activities and improve the students’ academic performance in

Mathematics.
 2. Teachers must align their teaching styles with students’

learning styles for the students to be able to obtain more

information, retain more knowledge and perform better when

learning styles are aligned.

3. Students must develop and utilize their behavior towards

their study habits and level of interest that will

significantly influence their academic performance.

With that being said, each student has their own different

preferences or learning styles. These learning strategies has its

own strengths and weaknesses. Some students learn in diverse ways

while others might only use one or two learning styles in the way

they process and recognize information.

These learning styles have different impact to students, but

if used correctly, it can enhance one’s academic performance.

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APPENDICES
 SAINT MICHAEL ACADEMY
(Member: OP-Siena School System)
Catarman, Northern Samar
LEARNING STYLES AND MATHEMATICS PERFORMANCE AMONG
STUDENTS IN SAINT MICHAEL ACADEMY
S.Y. 2019-2020

I. PROFILE OF STUDENT

Name: ________________________________________________________
Grade and Section: _____________________ Sex: □ Male □ Female

II. LEARNING STYLES

Direction: Please choose and rate yourself honestly based on

what you actually do given the statements using the following
scales:
1 - never 3 - sometimes 5 – always
2 - rarely 4 - often

Visual 1 2 3 4 5
I like to write things down or take notes for
visual review.
I obtain information on Mathematics subject by
reading relevant materials.
I am good at working and solving jigsaw
puzzles and mazes.
I am skillful and enjoy developing and making
graphs and charts.
I can understand and follow directions using
maps.
I feel the best way to remember is to picture
it in my head.
I can better understand a news article by
reading about it in the paper than by
listening to the radio.
Auditory 1 2 3 4 5
I require explanations of diagrams, graphs, or
visual directions.
I can tell if sounds match when presented with
pairs of sounds.
I do better at Mathematics subject by
listening to lectures and tapes.
I follow oral directions better than written
ones.
I prefer listening to the news on the radio
rather than reading about it in a newspaper.
I would rather listen to a good lecture or
speech than read about the same material in a
textbook.
I learn to spell better by repeating the
letters out loud than by writing the word on
paper.
Reading and Writing 1 2 3 4 5
I can skim/scan important details and ideas of
books with dense text, essays, and/or
articles.
I rephrase the text from the book to make it
more understandable to me.
I write detailed notes (often verbatim).
I write lists and order my notes into
categories and hierarchies.
I take care to spell-check and correct written
language errors.
I use dictionaries and glossaries.
I do extra or recommended reading.
Kinesthetic 1 2 3 4 5
I enjoy manipulating tools.
I remember best when I have my hands-on
experience.
I learn by using trial and error during
solving complex mathematical equations and
problems.
I learn best by demonstrating how to solve
mathematical problems.
I use hand techniques in calculating
mathematical equations and problems.
I find ease in using calculators.
I focus on applications and details before
theories and abstract concepts.

Adopted from Barsch Learning Preferences Inventory

and VARK Strategies Questionnaire
III. MATHEMATICS PERFORMANCE

Please fill up the corresponding blanks given to the missing

information. Rest assured that your individual responses to the
following questions will not be released to the public, thus
will only be used for research purposes.
Direction: Please choose and rate yourself honestly based on
what you actually do given the statements using the following
scales:
1 - never 3 - sometimes 5 - always
2 - rarely 4 - often

A. Interest 1 2 3 4 5
I make myself prepared in answering my
mathematics module.
I actively and attentively focus
answering questions, problems, and
exercises in the module, and seek
clarification from my teacher for things
I did not understand.
I want to get good grades on tests,
quizzes, assignments, and projects.
I get frustrated when someone interrupts
me while I am answering my module.
B. Study Habits 1 2 3 4 5
I do my assignments regularly.
I exert more effort when I do difficult
assignments.
I spend my vacant time in doing
assignments or studying my lessons.
I study and prepare for quizzes and
tests.
I study harder to improve my performance
when I get low grades.
I spend less time with my friends during
school days to concentrate more on my
studies.
I prefer finishing my studies and
assignments first before watching any
television program.
I see to it that extracurricular
activities do not hamper my studies.
I have a specific place to study at home
which I keep clean and in order.

Adopted from a research study entitled “Factors Affecting

Mathematics Performance of Laboratory high-school students at
Laguna State University AY 2009-2010”.

ALLIAH MAE M. COSTUNA

LOU GABRIEL FRANZUELA
DANIEL M. JAYME
DARREN EHVO F. MATEO
JAN ROSE C. VIRTUDES
RESEARCHERS