Chapter 1

THE PROBLEM AND ITS SCOPE

Rationale

Learning style describes the particular ways that each person

processes and remembers new knowledge and abilities. It affects how

students learn, how teachers instruct, and how the two relate to one another.

It is a crucial procedure that has an impact on how we live. Additionally, it

influences and modifies how we behave and approach everyday problems.

People tend to favor various approaches to handling, processing, and

interacting with information when they are learning. Thus, to determine a

person's unique learning style and the most effective manner to impart

knowledge to a learner, it is crucial and vital to understand learning styles.

Considering this, it's critical to identify the best learning style for students to

improve their academic achievement throughout class.

Academic achievement, on the other hand, is a measure of performance

outcomes that shows how well a person has succeeded in achieving particular

objectives that were the focus of activities in educational settings, specifically in

school, college, and university. Academic achievement can be thought of as a

student's present level of learning. It describes the proportion of students at a

certain school whose academic performance is currently at or above grade level.

It is the results of academic work that show the level of learning objectives attained

by a student. Exams and ongoing assessments are frequently used to gauge it.
 2

Students' grade point averages can be used to assess achievement, while

graduation rates can be used to gauge achievement for institutions.

A significant amount of research has established the link between learning

styles and students' academic achievement. However, some researchers use

general learning styles in their investigation. With this in mind, the goal of this study

is to ascertain how students' learning styles affect the academic achievement. It

also compares the best learning styles for enhancing academic achievement in

students.

Literature Background

Every learning environment may strive to develop effective learners, but it

will fall short of its goals if some crucial factors are not taken into account during

the instructional design process.

DepEd Order 42 mandates S. 2017- National Adoption and Implementation

of the Philippine Professional Standards for Teachers, the DepEd acknowledges

the significance of professional standards in the progress of teachers' ongoing

professional development, which is founded on the idea of lifelong learning. It is

committed to assisting teachers and acknowledging the overwhelming body of

research demonstrating the importance of effective teachers in boosting student

achievement. This suggests that utilizing or applying various learning styles in the

classroom may have an impact on students' academic achievement. In addition,

 3

In accordance with the 2017 Cooperative Learning Theory, cooperation

occurs when students in pairs or small groups of varying abilities work together to

achieve a common objective. Of course, there is a lot more to it than that, including

constructive interdependence, particular responsibilities within the group or

couple, and ingrained social skills. Students' self-esteem and team confidence are

boosted when cooperative learning tactics are used effectively. As a result,

cooperative learning helps students accomplish better academically. The students

benefit from the implementation of this kind of learning approach. However,

Boyatzis' Theory of Self-directed Learning (2020) describes how people learn and

raises queries about how they might be helped along the way. It is predicated on

the idea that everyone is capable of managing their own education. The idea

outlines the steps a student takes to become a self-directed learner. This

demonstrates that someone can learn and get good scores even on their own.

It is becoming evident in our rapidly changing culture that each student is

essential to his or her own unique learning process (Ma & Ma, 2014). It is up to the

students to interpret, understand, and remember that information in a way that

makes it simple to retrieve and recall for application, even though teachers design

lessons and present the material. To do these tasks, students employ a variety of

sense-making preferences and routines.

Cooperative learning is a teaching method that encourages students to

collaborate in small groups to achieve a common goal. Each member of the group

is responsible for contributing their thoughts and working together to use

 4

cooperative learning approaches to solve the mathematical problem (Chan, L.,

2017). The findings demonstrated that cooperative learning is beneficial to

students, particularly in the mastering of a mathematical skill, and is capable of

having a favorable influence on teachers and students to enhance the students'

academic performance. This study provided some insight into the application of

cooperative learning in mathematics instruction.

Cooperative learning is a simple strategy that allows students to work and

solve a problem with a solo or a group (Razak, 2016). When a teacher has

provided the basic instruction, she/he will then split the class into solo or groups to

work on problem. Since the groups are working as a team, the students can

discuss the problems and work together to solve them. The goal of cooperative

learning is to teach students critical thinking skills that are necessary for future

math problems and real life (Sari, Mulyono, & Asih, 2019). The study's findings

indicate that cooperative learning had an impact on the students' ability to learn

mathematics.

Education scholars, particularly those who are also mathematics educators,

are primarily interested in what factors influence mathematics instruction and

learning at all levels, from elementary through secondary to tertiary. Academics

have recently started to pay greater attention to how a student's unique

characteristics might enhance their own mathematical learning (Adeniji, 2015). If

students are taught using their preferred learning methods and use these

strategies when studying, academic achievement will increase. In order to improve

 5

student performance, researchers seek to comprehend the students' preferred

methods of learning mathematics.

Grading success is a primary objective in the teaching and learning process

because grades are usually the only measure of learning. In the classroom, the

teachers use a number of instructional methodologies, such as cooperative and

solo learning techniques, to achieve this goal. Students participate in the process

of comprehending and learning the subject's material using a teaching approach

known as cooperative learning. Cooperative learning improves student

engagement in class, academic performance, and motivation when utilized as a

teaching strategy. Working as a team to accomplish a shared goal, such as

learning a certain idea, helps students learn more (Gull, F. & Shehzad, S., 2015).

In contrast to the past, when it was seen as a sign of dependency, learning

together is now considered one of the best learning practices. It indicates that the

best individual minds are surpassed by the collective mind (Altun, S., 2015).

According to the study's findings, the cooperative learning approach helped

students learn. The cooperative learning and teaching environment fostered

ongoing learning, gave students chances to succeed, aided in the development of

social and personal skills, but it also raised concerns because it expects success

from students at every turn. Cooperative learning is therefore an effective method

for helping students learn and ultimately have high levels of engagement in class

when studying mathematics.

 6

Cooperative learning can be used in conjunction with creative lesson study

activities. Cooperative learning in teaching study activities was qualitatively

describe. Math problems, group formation, project assignments, and presentation

preparation are all examples of lesson study activities that can foster and

encourage student activity (Triwahyuningtyas, D., & Sesanti, R., 2020). In this way,

students are encouraging to participate in class since they may contribute their

ideas and produce excellent outcomes.

Self-directed learning is a process in which learners make plans to guide

their learning activities. It emphasizes the autonomy of learners and corresponds

to other forms of self-oriented (Chen & Hu, 2013). It is the psychological process

of learners related to the individual learners’ abilities, traits, or confidence (Ding,

2013). This allows students to actively participate in class even if they are studying

independently. This suggests that solo learning strategies can increase students’

engagement.

Also, according to a study titled Relationship between Self-Directed

Learning (SDL) and Academic Achievement of University Students: A Case of

Online Distance Learning and Traditional Universities, using self-directed learning

as a teaching strategy aids in students' ability development and self-regulation of

their teaching-learning process.

In schools around the nation, cooperative learning, is a popular educational

technique, particularly in mathematics. Cooperative learning is one of the most

successful teaching strategies that has been widely applied in higher education. It
 7

involves the use of small group learning where students collaborate towards a

common goal. It can help students learn practical skills and promote language use

in the language classroom. In a lot of literature, the effectiveness has been

debated. But few people are worried about how learners will react to participating

in a group learning process (Harianingsih, I., & Jusoh, Z., 2022).

Cooperative learning is defined as learning that involves students working

together to complete tasks that are common to both groups (Aguanta Jr & Tan,

2018). In the study, cooperative learning pushed students to cooperate and

achieve their objectives in doing joint activities. Group members used various

methods such as discussion, brainstorming, experiments, surveys, etc., to work

together to accomplish tasks or goals. Its goals is to motivate students to pay

attention and concentrate on their own subjective initiative, which is to master

mathematical knowledge in a cooperative learning environment and enhance

mathematical skills.

Self-directed learning is a process that started by the learner in which they

assess their own learning needs, set their own learning goals, look for human and

material resources, choose the best learning strategies, and assess their learning

outcomes (Cazan & Schiopca, 2014). Since it will give students the abilities to

assume responsibility for their own learning, solo learning has grown in importance

for educational sciences everywhere. But to satisfy the evolving needs of

education, it should be combined with new, creative tactics like cooperative

learning (Oosthuizen, I., 2016). This implies that for learners to fully participate in
 8

class, solo learning is insufficient. For the students to comprehend the subject and

contribute, they must work in groups.

The teacher-directed teaching style typical of the traditional classroom that

math teachers typically use offers little opportunity for pupils to improve their

mathematical problem-solving abilities and little incentive for them to interact

socially. Additionally, this method may not be adaptable to students' individual

learning needs and may result in students' low interest in mathematics (Huang, M.,

et al., 2020). This suggest that learning individually can cause students to have

low self-esteem and may have get low academic achievement.

In contrast to the past, when it was seen as a sign of dependency, learning

together is now considered one of the best learning practices. It indicates that the

best individual minds are surpassed by the collective mind (Altun, S., 2015).

Cooperative learning is therefore an effective method for helping students learn

and ultimately have high academic achievement in class when studying

mathematics.

Effects of Learning Styles on Students Accomplishment: Experimental

Research, a study by Nguyen Thi Thu Ha published in 2017, demonstrates that

there is a strong correlation between learning styles and student academic

achievement. In addition, Zhang, M. et al research entitled The Impact of Learning

Styles on Academic Achievement, children who like to learn by having discussions

with their peers have a higher chance of doing well academically. The implication
 9

is that learning preferences had beneficial influence on students' academic

achievement.
 10

Theories Legal Base

Boyatzis’ Theory of Self-directed DepEd Order No. 42, s. 2017- The
Learning (2020)- The theory DepEd recognizes the importance of
explains how individuals learn and professional standards in the
contain questions about how they continuing professional development
could be supported in this process. and advancement of teachers based
on the principle of lifelong learning.

Cooperative Learning Theory

(2017)- is when partners or small
groups of students with differing
abilities work together to accomplish
a common goal.

MATHEMATICAL LEARNING STYLES IN RELATION TO STUDENTS’

ACADEMIC ACHIEVEMENT

Self-Directed Learning Style Cooperative Learning Style

• Distribution of self-made tools

• Statistical Treatment

Figure 1. Theoretical & Conceptual Framework

 11

THE PROBLEM

Statement of the Problem

The main objective of the study is to compare which mathematical learning

style is more effective in terms of Grade IX students’ academic achievement for

academic year 2022-2023 in Danao National High School, Poblacion, Danao,

Bohol.

Specifically, it aims to answer the following:

1. What is the level of student’s academic achievement using self-directed

learning style?

2. What is the level of student’s academic achievement using cooperative

learning style?

3. Is there a significant difference on the students’ scores before and after the

discussion using self-directed learning style?

4. Is there a significant difference on the students’ scores before and after the

discussion using cooperative learning style?

5. Is there a significant difference between the student’s level of academic

achievement using self-directed and cooperative learning style?

 12

Null Hypothesis

1. There is no significant difference between the students’ scores before and

after the discussion using self-directed learning style.

2. There is no significant difference between students’ scores before and after

the discussion using cooperative learning style.

3. There is no significant difference between the students’ level of academic

achievement using self-directed and cooperative learning styles.

Significance of the Study

The researchers believe that this study will be of great significance to the

following:

Students. This study will help the students figure out their strengths and

weaknesses and to make some adjustments to make learning more efficient.

School principal. The results of the study will provide knowledge that can

help the school principal to improve achievement by imposing the most effective

way of enhancing the quality of instruction.

Teachers. This research will aid them with their discussions to encourage a

higher level of class participation. This study will help them to be able to modify

their teaching styles or make some appropriate adjustments.

 13

Future Researchers. The results presented may be used as a reference

data in conducting new researches related to the topic.

 14

RESEARCH METHODOLOGY

Design

In this study, the researchers will use the comparative-experimental method

to attain the purpose of this study. The study will involve two experimental groups.

The design will be composed of pre-test, experimentation, and post-test.

Environment

The study will be conducted in Danao National High School, Poblacion,

Danao, Bohol. The school is located at 9˚ 56’ 29” North, 124˚ 01’ 28” East (See

figure 2). The school was chosen as the research environment since the said

school is offering limited face to face classes.

Figure 2: Map of Danao National High School, Poblacion, Danao, Bohol located
at (9˚ 56’ 29”) North and (124˚ 01’ 28”) East.
 15

Participants

There will be a total of 134 students randomly selected Grade IX students

of Danao National High School for the School Year 2022-2023. The participants

will be divided into two groups based on their grades in Mathematics for the School

Year 2022-2023. Students with high, average, and low grades for the first quarter

will be evenly distributed for each group. They were selected since they are

currently taking the mathematics subject.

Instrument

The researchers will prepare a fifty-item multiple choice type of test

questionnaire based on the lessons on quadratic equations specifically factoring.

The test questionnaire was classified into two, pre-test and post-test. The two tests

will be of the same content but of different arrangement of test items.

The questionnaire will be pilot tested to fifteen (15) Grade 11-Wisdom

students since they have already taken up the lessons on quadratic equation in

their previous years.

Procedures

Phase I. Asking Permission

The researchers will ask permission from the principal of Danao National

High School and the adviser of the participants by way of sending letters. The
 16

letters will include the purpose of the study and the request of approval. The

researchers will then administer the test and experimentation.

Phase II. Pilot Testing

After the permission from the principal and the class advisers has been

given, the researchers will proceed with the pilot testing. the pilot testing will be

conducted on the fifteen (15) randomly selected Grade 11 students. They are

chosen because they have already taken the subject in their previous years.

Phase III. Administration of Pretest

With the permission of the Grade IX class advisers, the researchers will

administer the pre-test to the participants. The students will first answer the fifty

(50) items multiple choice questionnaire for twenty (20) minutes. This will

determine their mathematical performance specifically in quadratic equations,

before the treatment was used to the corresponding groups. The result of the pre-

test will help ensure that the groupings for the Grade IX students will be balanced.

Students who will get high scores will be paired with students who got average

scores and low scores.

Phase III. Experimentation

There will be three (3) sessions allotted for the discussion of topics under

quadratic equations specifically factoring. The Grade IX Integrity will be using solo
 17

learning style while the Grade IX Peace students will be using cooperative learning

style. Below are the steps of both groups.

Allotted Time Groups of Three Self-Directed Learning

Style

20 Pre-test Pre-test

30 Lecture Lecture

10 Posting of exercises and Posting of exercises and

solving individually solving individually
(maximum of three (maximum of three
questions) questions)
10 Grouping the students Reviewing their answers
by three and articulating by themselves
their answers with their
groupmates
20 Post-test Post-test

Phase IV. Administration of Posttest

After the participants underwent the two types of learning styles, the

researchers allocated the post-test. The post-test will be used as the participant’s

individual evaluation tool. The Grade IX students will first answer the fifty items test

questionnaire which is similar to the pre-test for twenty (20) minutes. This will

determine the mathematical performance after using solo and cooperative learning

style.
 18

Statistical Treatment
The level of students’ academic achievement using solo and cooperative

learning styles are determined using the Weighted Arithmetic Mean with this

formula:

∑𝑛𝑖=1 𝑤𝑖 𝑥𝑖
𝑤= 𝑛
∑𝑖=1 𝑤𝑖

where:

𝑤= weighted average

𝑛 = number of terms to be average

𝑤𝑖 = weights applied to 𝑥 values

𝑥𝑖 = data values to be averaged

The significant difference between the students’ level of academic

achievement before and after the discussion using solo and cooperative learning

style, and the significant difference between the students’ level of participation

using solo and cooperative learning styles, is determined using the Chi-squared

test with the formula:

2
(𝑂𝑖 − 𝐸𝑖 )2
𝑥 =∑
𝐸𝑖

where:

𝒙𝟐 = chi squared

𝑂𝑖 = observed value

𝐸𝑖 = expected value
 19

DEFINITION OF TERMS

To ensure a better understanding of the concepts needed in the study, the

following terms are defined operationally:

Academic achievement. Academic achievement refers to the scores achieved by

the students after an examination.

Cooperative learning. It is a learning style in which students work in small groups

to accomplish a common learning goal with the guidance of the teacher.

Learning style. Refers to the way that different students learn.

Post-test. A test given to students to measure their achievement and the

effectiveness of the program.

Pre-test. A test given to determine if students are sufficiently prepared to begin a

new course of study.

Self-directed learning. This refers to the learning style in which the student

studies or learns by himself with the guidance of the teacher but without the help

of classmates or groupmates.
 20

References

Adeniji, K. (2015). Comparative analysis of students’ learning styles and

mathematics performance at tertiary level in Katsira State, Nigeria. Federal

University, Dutsin-Ma, p.1. Retrieved from

https://www.researchgate.net/publication/290955196.

Altun, S. (2015). The effect of cooperative learning on students’ achievement and

views on the science and technology course. International Electronic Journal of

Elementary Education 7(3):451-468. Retrieved from

https://www.researchgate.net/publication/282299116_The_Effect_of_Cooperativ

e_Learning_on_Students’_Achievement_and_Views_on_the_Science_and_Tech

nology_Course.

Amin, H., & Bashir, S. (2020). Relationship between self-directed learning (SDL)

and academic achievement of university students: a case of online distance

learning and traditional universities. Bulletin of Education and Research, Vol. 42,

No. 2 pp.131-148. Retrieved from

https://www.researchgate.net/publication/347510773_Relationship_between_Self

Directed_Learning_SDL_and_Academic_Achievement_of_University_Students_

A_Case_of_Online_Distance_Learning_and_Traditional_Universities.

Bosman, A., & Schulze, S. (2018). Learning style preferences and mathematics

achievement of secondary school learners. Art. # 1440, p.1. Retrieved from

https://doi.org/10.15700/saje.v38n1a1440.
 21

Chan, L., & Idris, N. (2017). Cooperative learning in mathematics education.

International Journal of Academic Research in Business and Social Sciences 7(3),

539-553. Retrieved from

https://scholar.google.com/scholar?cluster=7712178525239620948&hl=en&as_s

dt=0.5#d=gs_qabs&t=1656297534026&u=%23p%3DVLVNAYIpB2sJ.

Dierking, L. (2015). Learning theory and learning styles: An overview. Volume 16,

p.1. Retrieved from https://doi.org/10.1080/10598650.1991.11510159.

Gull, F., & Shehzad, S. (2015). Effects of cooperative learning on student’s

academic achievement. Journal of Education and Learning. Vol. 9(3) pp. 246-255.

Retrieved from

https://granite.pressbooks.pub/teachingdiverselearners/chapter/cooperative-

learning-2/.

Harianingsih, I., & Jusoh, Z. (2022). A review of studies on cooperative learning in

language classroom seen from student’s attitudes. VOL. 22 NO. 1 (2022).

Retrieved from https://jurnal.itscience.org/index.php/ijeal/article/view/1423.

Ha, N. t. T. (2021). Effects of learning styles on students achievement:

experimental research. Linguistics and Culture Review, 5(S3), 329-339. Retrieved

from https://doi.org/10.37028/lingcure.v5nS3.1515.

Huang, M.C., et al. (2020). Interest-driven video creation for learning mathematics.

Journal of Computers in Education 7(3), 395-433. Retrieved from

https://scholar.google.com/scholar?hl=en%as_sdt=0%2C5&q=individual+learnin
 22

g+techniques+in+mathematics+7btnG=#d=gs_qabs&t=1656298863118&u=%23

p%3Dt47q2sJw@-EJ.

Ling, A. (2018). Does learning style impact student academic performance.

Education, Business, P.1-3. CORPUS ID: 198940521. Retrieved from

https://www.sematicscholar.org

Ma, V.J, & Ma, X. (2014). A comparative analysis of the relationship between

learning styles and mathematics performance. IJ STEM ED 1, 3. Retrieved from

https://doi.org/10.1186/2196-7822-1-3.

Oosthuizen, I. (2016). Self-directed learning research: An imperative for

transforming the educational landscape. AOSIS, p.1. Retrieved from

https//.www.oapen.org

Razak, F. (2016). The effect of cooperative learning on mathematics learning

outcomes viewed from students' learning motivation. Journal of Research and

Advances in Mathematics Education, Corpus ID: 54908193. Retrieved from

https://doi:10.23917/jramathedu.v1i1.1785.

Sesanti, R., & Triwahyuningtyas, D. (2020). Cooperative learning in basic

mathematics lesson study activity. Proceedings of the 2nd Annual Conference on

Social Science and Humanities (ANCOSH 2020). Retrieved from

https://doi.org/10.2991/assehr.k.210413.028.
 23

Steinmayr, R. et al. (2020). Academic Achievement. Oxford Bibliographies, p.1.

Retrieved from https://www.doi:10.1093/OBO/9780199756810-0108.

Zhang, M. et al. (2017). The impact of learning styles on academic achievement.

Vol. 10, No. 3, PP. 173-185. Retrieved from

https://doi.10.6148/IJITAS.2017.1003.04.