LEARNING STYLES AND ITS EFFECT TOWARDS THE ACADEMIC PERFORMANCE AMONG

SENIOR HIGH SCHOOL STUDENTS OF BARANGAY GUYO OF LAS NAVAS NATIONAL HIGH

SCHOOL 2021-2022

A PARTIAL FULFILLMENT IN PRACTICAL RESEARCH 2

MAVIS ALBERNE GARZON

2022

1
 Table Of Contents

Title Page …………….……………………….………………………. 1

Abstract ……………………………………….………………………. 4

CHAPTER 1: THE PROBLEM

Introduction

Background of the study ……………………….………………………5

Significance of the study ……………………….……………………….7

Scope and delimitation ….……………………….……………………….6

Research Questions. …………………………….……………………….6

Statement of the Problem ……………………….……………………….6

Definition of terms……………………………….……………………….7

CHAPTER 2: REVIEW OF RELATED LITERATURE

Related literature………. ……………………….………………………. 10

Theoretical Framework….……………………….……………………….12

Conceptual framework…..……………………….……………………….13

CHAPTER 3: METHODOLOGY

Research Design……………………………….……………………….17

Locale of the Study…….……………………….……………………….17

2
 Subject of the study …………………………….....……………………17

Brief Description Of The Site …………………………….……………..

Instrumentation ………………………..……………………….

Data Gathering Instrument………………………..…………….

Data Gathering Procedure………………………………………

Data Analysis……………………………………………………

Statistical Tool………………………….………………………..

Research………………. ……………………………………….

Timeline…………………………………………………………

Appendix……………………………………………………….

3
Abstract

4
 CHAPTER I

Introduction

Background of the study

Education itself is complex. That is why many students tried to cope up with what is so called the standard

system of education which is by the measure of academic performance given by the teachers. And to do so,

many learners had invested in various learning styles in order to meet what is expected from them . It is

commonly believed that learning styles are not really concerned with “what” learners learn, but rather “how”

they prefer to learn and it is also an important factor for students’ academic achievement and attitudes. Students

have different strengths and preferences in the ways how they take in and process information which is to say,

they have different learning styles. Some prefer to work with concrete information (Experimental data, facts)

while others are more comfortable with abstractions (symbolic information, theories Mathematical models). It is

common to describe and classify unique styles in many domains. For example, there are various architectural

styles that may be classified by elements of form, material, time period, and indigenous geographic region.

Similarly, there are many distinct literary styles, classified by form, genre, and technique. However, style is not

a term that is particularly well-associated with the processes that comprise the complex mechanism of individual

learning. Learning styles are of great importance for a good relationship between teachers and students,

especially for the first ones, since they can plan their didactics in accordance with best methods of learning. The

5
teacher, regardless of his / her area of knowledge, needs to keep in mind the teaching planning practice and the

learning objective to choose the best strategy within the educational environment points out that learning styles

have been the focus of many studies over the past 30 years in an effort to improve institutional courses

designing and understand how students learning. Learning styles has been regarded as one of the most important

factors that control the way people learn. There is also a propensity to match students learning styles to their

academic performance. In the realm of instructional design , the emphasis has gradually shifted towards

achieving a match between the way learning resource material are presented and the learning styles of the

learners themselves. Evidence for the idea that students have individual learning styles appears to be offered

when the students vary enormously in the speed and manner with they pick up new information and ideas, and

the confidence with they process and use There have been many theorists that have discussed the various

learning styles of students. The research done on specific learning styles has been discussed further and more

studies have been conducted on learning styles. The majority of the styles discussed are in the visual, auditory,

and kinesthetic modes of learning. Knowing the importance of comprehending learning styles can not only help

the student but help the teachers be more effective in their learning environment. Although assessing students

learning preferences can be time consuming and at times difficult, determining a child’s learning style can help

them grow and succeed now and in the future. By taking advantage of technology in the classroom, students are

able to stay focused due to the fact the teacher is not the only person giving instruction.

Learning style as ‘the way in which individuals begin to concentrate on, process, internalize and retain

new and difficult academic information. The inability of schools and teachers to take account of

preferences produces endemic low achievement and poor motivation. There are empirical researches

suggest that learning styles can enhance academic performance in several respects. Analyses of the

learning styles of non-achieving students have revealed that, as a group, such students learn in a style and with

instructional strategies that differ significantly from those of students who perform well in school An efficient

education system should be provided to enhance students' achievement. Improving quality, access and

equity in education should be continually strengthened. Technical education system upgrading should be
6
carried out carefully. Teaching and studying at polytechnic must also bring into account the different

learning styles of students so that the process of teaching and learning could be implemented perfectly and give

optimal benefits to students.

Learning approach has gotten considerable attention over the past several years. Learning approach has

attracted strong advocates among learners looking for alternatives to traditional teaching methods. For many

educators, there remain doubts about what learning approach is and how it differs from one advance to others.

Students get into T Technical and vocational education in detail is directly affected and need to transform into

various fields including curriculum. The planning and growth of the curriculum should be thinking in a

big frame so that the curriculum was guided by ideas which were developed on the creativity, innovation,

flexibility and comfortable with change . Mohamad (2005) Efforts should be taken to acquire an education and

training system that is efficient and responsive to meet the demands of the labor force that is versed and

extremely skilled and equipped with positive values . Learning style as ‘the way in which individuals begin

to concentrate on, process, internalize and retain new and difficult academic information. the inability of

schools and teachers to take account of preferences produces endemic low achievement and poor

motivation. There are empirical researches as shown by suggest that learning styles can enhance

academic performance in several respects. Analyses of the learning styles of non-achieving students have

revealed that, as a group, such students learn in a style and with instructional strategies that differ significantly

from those of students who perform well in school.

An efficient education system should be provided to enhance students' achievement. Improving quality,

access and equity in education should be continually strengthened [9]. Technical education system

upgrading should be carried out carefully. Teaching and studying at polytechnic must also bring into

account the different learning styles of students so that the process of teaching and learning could be

implemented perfectly and give optimal benefits to students.

Significance of the study

7
The following entity are beneficiaries of the study:

Students. They are the mainly reason why this study is being conducted. Findings from this inquiry may serve

as a voice for the students to speak of what is unspeakable.

Teachers. Findings from this study may help formulate new teaching techniques based from what are the

preferred learning styles of the students which may lead to better education.

School. Findings from this inquiry may serve as valuable baseline in formulating future plans in improving the

quality of education offered by the school.

Future researchers. Results from this inquiry may serve as a valuable baseline in formulating new studies in the

future with the same subject matter.

Scope and limitations of the study

This study will be conducted to the government institution of barangay Guyo Las Navas Northern Samar during

the year 2021-2022. The study will only be limited to senior high school students of barangay Guyo and their

preferred learning styles and it’s effect to their academic performance. Throughout this inquiry the researcher

may encounter limitations which may include the following: time constraints is considered to be limitation,

financial constraints may also be experience by the researcher. And the inaccuracy between the response of the

respondents is also considered as a limitation.

Research questions

Generally, this inquiry answers the question on how the students preferred learning styles affect their academic

performance. Specifically, the following questions can be answer throughout this study.

8
 1. What are the demographic profile of the respondents in terms of the following:

A. Name(optional)

B. Sex

C. Strand and track

D. First semester general average

2. What are the preferred learning styles of the respondents?

3. What are the effect of the learning styles to the academic performance of the respondent?

Statement of the problem

Generally, this inquiry may pave way in giving solutions to the following problems:

1. To determine the demographic profile of the respondents in terms of;

A. Name

B. Sex

C. Strand and track and

D. First semester general average

2. To Find out the preferred learning styles of the respondents.

3. Determine the effect of the learning styles to the academic performance of the respondents.

Definition of terms

The following terminologies used in this study will be defined conceptually and operationally:

Learning style. Conceptually, refers to the preferential way in which the student absorbs, processes,

comprehends and retains information. And operationally, defined as a factor that may affect the students

academic performance and achievement.

9
Academic performance/academic achievement. Conceptually, it is the extent to which a student, teacher or

institution has attained their short or long-term educational goals. And theoretically defined as a variable in

which result of the study may vary.

Visual. Are learners prefer the use of images, maps, and graphic organizers to access and understand new

information.

Auditory. Are learners best understand new content through listening and speaking in situations such as lectures

and group discussions. Aural learners use repetition as a study technique and benefit from the use of mnemonic

devices.

Read & Write. Refers to Students with a strong reading/writing preference learn best through words. These

students may present themselves as copious note takers or avid readers, and are able to translate abstract

concepts into words and essays.

Kinesthetic. Are Students who are kinesthetic learners best understand information through tactile

representations of information. These students are hands-on learners and learn best through figuring things out

by hand (i.e. understanding how a clock works by putting one together).

CHAPTER II

Review of Literature

Learning styles

These essential of learning styles became known in research about the year 1892 and was more likely first used

by Thelen (Fatt, 2000). The impression of learning styles was originally based on David Kolb’s theories (Fatt,

2000). Fatt (2000) says that “Kolb saw learning as a circular process where learning is viewed as a series of
10
experiences with cognitive additions: concrete experience, reflection and observation, abstract concepts and

generalizations, and active experimentation” (2000, p. 32). Students who adapt their learning style to the tasks

presented are considered to have a versatile learning style (Fatt, 2000). David Kolb’s theories were used in

Honey and Mumfords creation of the psychological framework of four basic learning styles: activist, reflector,

theorist, and pragmatist (Fatt, 2000). An activist is a dynamic learner; a reflector is an imaginative learner; a

theorist is analytical learner; and a pragmatist is a commonsense learner (Fatt, 2000). According to Fatt (2000),

“a person need not have predominetely a preferred learning style but can also function with other learning styles

at different times in different situations” .

An additional method to assess the learning styles of students is by using the Kolb Learning Style Inventory

(LSI) (Manochehri & Young, 2006). Kolb’s learning styles are broke up into four levels: Diverger, Assimilator,

Accomodater, and Converger (Manochehri & Young, 2006). The Kolb Learning Style Inventory is used to

“measure the degree to which individuals display the learning styles derived from experiental learning theory”

(Manochehri & Young, 2006, p. 314). A study conducted using the Kolb Learning Style Inventory showed that

the importance of learning styles is consistent with earlier findings on learning styles (Manochehri & Young,

2006). On another note, Silver, Strong, and Perini (1997) said that the learning-style theory began with Carl

Jung in 1927. Jung found major differences in the way people envisioned, the way people made decisions, and

how active or reflective they were while interacting with others (Silver et al., 1997). Theorists of learning styles

“believe that learning is the result of a personal, individualized act of thought and feeling” (Silver et al., 1997, p.

22). The majority of learning style theorists believe in four styles of learning: the mastery style learner, the

understanding style learner, the self-expressive style learner, and the interpersonal style learner (Silver et al.,

1997). According to Fatt (2000), “People use their five senses to gather information and then channel it through

three separate routes, called representational systems, to make sense of it” (p. 34). This represenational systems

include visual, auditory, and kinesthetic types of learners (Fatt, 2000). Each individual shows a preference

towards one of these systems, and specific communication accustomed to the learning style can improve

11
communication with others (Fatt, 2000). Visual. Fatt (2000) says that people with a visual learning preference

“see the world by constructing or remembering mental images” (p. 35). Fatt (2000) says that visual learners

would prefer reading, observing, and the display of data and visual aids. Visual students would rather learn by

watching movies, film strips, pictures, and graphs which help integrate the subject (Fatt, 2000). When taking a

test, a visual learner would do better on the test if the test had visual diagrams (Fatt, 2000). Students who show

a preference for a visual learning style and are given instruction with visual aids will perform better when given

the appropriate materials (Cegielski et al., n.d.).Teaching strategies used for visual learners could include

demonstrations, pictures, or graphs (Coker, 1996). Some key words that can be used to get a visual learner to

pay attention are: see, look, imagine, observe, search, and perceive (Coker, 1996). Auditory. Persons with an

auditory learning preference prefer sound and make better decisions on what they have heard or read (Fatt,

2000). Fatt (2000) says that auditory learners would prefer lectures, seminars, discussions, and tapes. By

letting auditory learners to listen to tape recordings of material, they are more likely to ask questions about what

they have learned and may not have understood (Fatt, 2000). When taking a test, an auditory learner would do

their best by being given an oral examination (Fatt, 2000).A particular interest to faculty is auditory learners

who learn best by listening (Davis & Franklin, 2004). According to Davis & Franklin (2004) the auditory

dimension is not like the social dimension at all. The auditory dimension is considered to be exclusive;

“learners have high, neutral, or low aptitudes for auditory environments” (Davis & Franklin, 2004, p. 54). Some

key words to use with auditory leaners include rhythm, hear, detect, tempo, and flow (Coker, 1996). According

to Coker (1996), “The learner may also want to visually compare his or her technique to a model demonstrating

the desired movement” (p. 67). Using the appropriate materials with auditory learners on mathematics can

develop their understanding of the topic being taught (Hardy, 2010). According to Hardy (2010), “Auditory

students can clearly hear the answer ringing out at them in particular instances, such as the factorization of 3pqr

+ 15pq (Hardy, 2010). By using key words such as state, substitute, and solve in mathematics, teachers can

maximize the retaining of information with students (Hardy,2010)

12
Learning styles has been regarded as one of the most important factors that control the way people learn. There

is also a propensity to match students learning styles to their academic performance. In the realm of

instructional design , the emphasis has gradually shifted towards achieving a match between the way learning

resource material are presented and the learning styles of the learners themselves. Evidence for the idea that

students have individual learning styles appears to be offered when the students vary enormously in the speed

and manner with they pick up new information and ideas, and the confidence with they process and use There

have been many theorists that have discussed the various learning styles of students. The research done on

specific learning styles has been discussed further and morstudies have been conducted on learning styles. The

majority of the styles discussed are in the visual, auditory, and kinesthetic modes of learning. Knowing the

importance of comprehending learning styles can not only help the student but help the teachers be more

effective in their learning environment. Although assessing students learning preferences can be time

consuming and at times difficult, determining a child’s learning style can help them grow and succeed now and

in the future. By taking advantage of technology in the classroom, students are able to stay focused due to the

fact the teacher is not the only person giving instruction.

Learning style as ‘the way in which individuals begin to concentrate on, process, internalize and retain

new and difficult academic information. The inability of schools and teachers to take account of

preferences produces endemic low achievement and poor motivation. There are empirical researches

suggest that learning styles can enhance academic performance in several respects. Analyses of the

learning styles of non-achieving students have revealed that, as a group, such students learn in a style and with

instructional strategies that differ significantly from those of students who perform well in school An efficient

education system should be provided to enhance students' achievement. Improving quality, access and

equity in education should be continually strengthened. Technical education system upgrading should be

carried out carefully. Teaching and studying at polytechnic must also bring into account the different

learning styles of students so that the process of teaching and learning could be implemented perfectly and give

optimal benefits to students.

13
Theoretical Framework

VARK Learning Style . Studying can be seen as a cognitive operation that involves submitting

information and then processing that data. The way student learns can be affected by various element. These

elements could be seen as dimensions of learning styles. Learning styles should be experienced as giving birth at

least four general dimensions including 1) Cognitive – how individuals typically process data as they

comprehend, remember, work out problems, remember and relate to others. 2) Affective – views learning as

it pertains to a person’s personality. Considers such characteristics as attention, emotion, motivation, incentive,

curiosity, boredom, anxiety and defeat. 3) Physiological – views learning as it pertains to biological

characteristics. 4) Psychological – views learning as it pertains to the inner intensity and identity of the

person. It is important to teach to a diversity of learning styles . An inventory of learning styles know as

VARK . The four modes in VARK are visual (V), aural (A), read/write (R), and kinesthetic (K). These

modes are frequently referred to as a person’s “sensory modality preferences.” A person may show no

preference, unimodal, or multiple modes of sensory preferences. According to , students with a visual

preference learn best from presentation of materials using graphs, charts and diagrams; aural learners prefer to

receive information through listening; read/write learners prefer to take in information through writing and

reading from printed words; kinesthetic learners gain better understanding of materials through concrete

examples and applications. Some studies have also been made to identify the relationship between VARK

learning style preferences and student performance in university courses. For example, found that a strong

kinesthetic learning style had a significant negative relationship with performance in physiology courses

among a sample of 64 students; but found no significant relationship between VARK learning style

preferences and course performance among a sample of 62 students studying soil management science.

Other studies used the VARK inventory to assess the relationship between student learning styles and their

performance among 211 students from a mix of introductory microeconomics and introductory macroeconomics

courses. Various instructional methods which are used for instructing the first year medical students include

14
lectures, dissections, practical, tutorials, etc. The students’ preference for different teaching-learning methods

had been attributed in the past to a number of reasons such as familiarity with the method, a positive outcome,

etc. A less explored but perhaps a more significant factor could be the students’ learning styles. Having

knowledge of the learners’ learning styles is a vastly underutilized approach towards an improvement in the

classroom instructions. The learning style information can also benefit the students as it would help them in

formulating the appropriate learning strategies for enhancing their learning. More or less people with

multidomain preferences may still have a weak preference for one or two domains. At the other remainder of

the spectrum are those teachers who share equal preferences among three, or four, VARK domains. With a

balanced set of preferences they prefer information arriving in an extensive diversity of domains. Students

should have multidomain preferences that they may be able to match those with whom they are interacting.

Matching is an important skill that students should be trained in how to match themselves among others

in speech, body position, language etc. so they can be more effective. Students with multiple preferences

need at least two modes if they are to learn effectively.

Conceptual Framework

The inquiry will be governed by VARK learning styles theory which the major theoretical reference from this

study. This is along the lines in studying the preferred learning styles of the grade 12 senior high school students

of Catubig Valley National High School and its effects to their academic performance. It is stated in the theory

that Studying can be seen as a cognitive operation that involves submitting information and then

processing that data. The way student learns can be affected by various element. These elements could be seen

as dimensions of learning styles. Learning styles should be experienced as giving birth at least four general

dimensions including 1) Cognitive – how individuals typically process data as they comprehend, remember,

work out problems, remember and relate to others. 2) Affective – views learning as it pertains to a person’s

personality. Considers such characteristics as attention, emotion, motivation, incentive, curiosity, boredom,

anxiety and defeat. 3) Physiological – views learning as it pertains to biological characteristics. 4)

15
Psychological – views learning as it pertains to the inner intensity and identity of the person. It is important

to teach to a diversity of learning styles. An inventory of learning styles know as VARK . The four modes in

VARK are visual (V), aural (A), read/write (R), and kinesthetic (K). These modes are frequently referred

to as a person’s “sensory modality preferences.” A person may show no preference, unimodal, or multiple

modes of sensory preferences. According to , students with a visual preference learn best from presentation of

materials using graphs, charts and diagrams; aural learners prefer to receive information through listening;

read/write learners prefer to take in information through writing and reading from printed words; kinesthetic

learners gain better understanding of materials through concrete examples and applications. Some studies

have also been made to identify the relationship between VARK learning style preferences and student

performance in university courses. For example, found that a strong kinesthetic learning style had a

significant negative relationship with performance in physiology courses among a sample of 64 students; but

[14] found no significant relationship between VARK learning style preferences and course performance

among a sample of 62 students studying soil management science. Other studies by used the VARK

inventory to assess the relationship between student learning styles and their performance among 211

students from a mix of introductory microeconomics and introductory macroeconomics courses. Various

instructional methods which are used for instructing the first year medical students include lectures, dissections,

practicals, tutorials, etc. The students’ preference for different teaching-learning methods had been attributed in

the past to a number of reasons such as familiarity with the method, a positive outcome, etc. A less explored

but perhaps a more significant factor could be the students’ learning styles. Having knowledge of the

learners’ learning styles is a vastly underutilized approach towards an improvement in the classroom

instructions. The learning style information can also benefit the students as it would help them in formulating

the appropriate learning strategies for enhancing their learning. More or less people with multidomain

preferences may still have a weak preference for one or two domains. At the other remainder of the spectrum

are those teachers who share equal preferences among three, or four, VARK domains. With a balanced set of

preferences they prefer information

16
arriving in an extensive diversity of domains. Students should have multidomain preferences that they

may be able to match those with whom they are interacting. Matching is an important skill that students

should be trained in how to match themselves among others in speech, body position, language etc. so

they can be more effective. Students with multiple preferences need at least two modes if they are to learn

effectively.

17
 CHAPTER III

Methodology

Research design

This inquiry is purely a descriptive correlational research which is Descriptive Correlational Designs.

Descriptive correlational studies describe the variables and the relationships that occur naturally between and

among them. Is Any scientific process begins with description, based on observation, of an event or events,

from which theories may later be developed to explain the observations. In psychology, techniques used to

describe behavior include case studies, surveys and study cases.

Locale of the Study

This inquiry will be conducted to the academic institution of Las Navas National High School Senior High

school located at barangay Rebong Las Navas Northern Samar.

Figure 1. The location map of the study

18
Subject of the study

This inquiry is Subjected for all the senior high school students of Barangay Guyo in Las Navas National High

School. Under the (GAS) Academic strand our 2 students, 7 from (HUMSS) Humanities and social science,

while 1 each from (TVL) Technical Vocational Livelihood and (ABM) Accountancy Business Management in

total of 11 senior high school students from Barangay Guyo.

Brief Description Of The Site

Instrumentation

To be able to gather the necessary data in the study the researcher will a conduct a survey for the respondents

through a survey questionnaire. And this questionnaires will also be collected by the research and the data will

be tallied and be interpreted to acquire specific results.

Data Gathering Instrument

The research instrument will be used in this study will be a survey questionnaire patterned from O’Brien

(1985). The questionnaire will composed of sections namely: section 1 is basically a form to be fill out by the

respondents based on their demographic profile. Sections 2 to 4 is a likert scale type of questionnaire were

19
respondents will rate from 1 to 3 if the statement is applicable or not applicable to them. And after each section

there will be blank space where the respondents will count their scores from each sections were any of these is

30 and the minimum score is 10.

Data Gathering Procedure

To be able to gather the necessary data that the researcher needed from the study. First the researcher will make

a letter of approval in conducting your study to be given to the research teacher sir Loida Dablo. And after it is

been approved the researcher may now conduct the study and proceed in distributing survey questionnaires

based number of sample. And after the distribution of questionnaires the researcher may begin to tally all scores

based from the responds of the respondents.

Data Analysis

Since that the respondents are in a heterogenous, the researcher used the slovin’s sampling method (systematic

random sampling) that shown below.

i. SLOVIN’S FORMULA

n= 13
1+Ne 2

Where: The total number of populations is 48 and the margin of error is 20%.

13
n
1+28(0.20)2
13
n
1+28(0.04)

n= 11.20

therefore, 11 students will be randomly selected to answer the survey questionnaire.

The bellow will be the based in evaluating the scores of the respondents from the survey questionnaire. The

modality type with the highest score indicates your preferred learning channel. The higher the score, the
20
stronger the preference. If you have relatively high scores in two or more sections, you probably have more

than one strength. If the scores in the sections are roughly equal, you probably do not have a preferred learning

channel; you are a multi-sensory learner. It provides an informal means of assessing your preferred approach to

learning.

MODALITY VISUAL AUDISTORY KINESTHETIC

(Hands-on)
PREFERRED Learns by seeing or Learns through verbal Learns by doing and

LEARNING STYLE watching demonstrations instructions from self or direct involvement.

others.

Recognizes words by Uses a phonics approach Often is a poor speller;

sight; relies on has auditory word attack writes words to determine

SPELLING
configurations of words. skills. if they “feel” right.

Likes description; Enjoys dialogue and Prefers stories where

sometimes stops reading plays; avoids lengthy action occurs early;

to stare into space and descriptions; unaware of fidgets while reading; not
READING
imagine scene; intense illustrations; moves lips or an avid reader.

concentration. sub-vocalizes.

Tends to be a good, Good initially, but

particularly when young; deteriorates when space

Has more difficulty
spacing and size are good; becomes smaller; pushes
learning in initial stages;
HANDWRITING
appearance is important. harder on writing
tends to write lightly.
instrument.

Remember faces, but Remembers names, but Remembers best what was

forgets names; writes forgets faces; remembers done, but not what was

21
 MEMORY things down; takes notes. by auditory repetition. seen or talked about.

Vivid imagination; thinks Sub-vocalizes; imagines Imagery not important;

in pictures; visualizes in things in sounds; details images that do occur are

IMAGERY
detail. are less important. accompanied by

movement.

Unaware of sounds; Easily distracted by Not attentive to visual or

distracted by movement. sounds. auditory presentation so

DISTRACTABILIT
may seem distracted.
Y

Deliberate; plans in Talks problems out; tries Attacks problem

advance; organizes solutions verbally or sub- physically; impulsive;

PROBLEM
thoughts by writing them; vocally; talks self through often selects solution
SOLVING
lists problems. problems. involving greatest activity.

RESPONSE TO Stares or doodles; finds Hums, talks to self, or Fidgets or finds reasons to

PERIODS OF something. talks to others. move.

INACTIVITY

Talks about situation;

discusses pros and cons of

RESPONSE TO Looks around or examines Tries things out; touches,
what to do.
NEW SITUATIONS structure. feels or manipulates.

Figure 1.2 table summarizes the observable characteristic indicative of the three learning styles.

22
 Sex FREQUENCY PERCENTAGE

Female 6 54%

Male 5 45%

Statistical Tools

Based from the data acquired from respondent came up with the following results that has been calculated to

its corresponding. Section 01 is the demographic profile of the respondents which is illustrated in the figure

bellow.

Figure 02. Sex orientation of the respondents

23
 Figure 03. Strands of the respondents

Figure 04. First semester grades of the respondents

Strand FREQUENCY PERCENTAGE

GAS 2 18%

HUMMS 7 63%

TVL 1 9%

ABM 1 9%

GRADES FREQUENCY INTERPRETATION

75-80 2 Poor

81-85 6 Satisfactory

86-90 3 Very Satisfactory

91-95 0

24
Appendix

LEARNING STYLES AND ITS EFFECT TOWARDS THE ACADEMIC PERFORMANCE AMONG THE

SENIOR HIGH SCHOOL STUDENTS OF LAS NAVAS NATIONAL HIGH SCHOOL 2021-2022

Learning Style Questionnaire:

Section 01

NAME (optional): strand/track:

Sex: first semester general average:

To complete, read each sentence carefully and consider if it applies to you. On the line in front of each

statement, indicate how often the sentence applies to you, according to the chart below. Please respond to all

questions.

25
 1 2 3

Never applies to me. Sometimes applies to me. Often applies to me.

SECTION 02:

1. _____I enjoy doodling and even my notes have lots of pictures and arrows in them.

2. _____I remember something better if I write it down.

3. _____I get lost or am late if someone tells me how to get to a new place, and I don’t write down the

directions.

4. _____When trying to remember someone’s telephone number, or something new like that, it helps me to

get a picture of it in my mind.

5. _____If I am taking a test, I can “see” the textbook page and where the answer is located.

6. _____It helps me to look at the person while listening; it keeps me focused.

7. _____Using flashcards helps me to retain material for tests.

8. _____It’s hard for me to understand what a person is saying when there are people talking or music

playing.

9. _____It’s hard for me to understand a joke when someone tells me.

10. _____It is better for me to get work done in a quiet place.

Total______

SSECTION 03:

1. _____ My written work doesn’t look neat to me. My papers have crossed-out words and erasures.

2. _____ It helps to use my finger as a pointer when reading to keep my place.

26
 3. _____ Papers with very small print, blotchy dittos or poor copies are tough on me.

4. _____ I understand how to do something if someone tells me, rather than having to read the same thing

to myself.

5. _____ I remember things that I hear, rather than things that I see or read.

6. _____ Writing is tiring. I press down too hard with my pen or pencil.

7. _____ My eyes get tired fast, even though the eye doctor says that my eyes are ok.

8. _____ When I read, I mix up words that look alike, such as “them” and “then,” “bad” and “dad.”

9. _____ It’s hard for me to read other people’s handwriting.

10. _____ If I had the choice to learn new information through a lecture or textbook, I would choose to hear

it rather than read it.

11. Total______

SECTION 04:

1. _____ I don’t like to read directions; I’d rather just start doing.

2. _____ I learn best when I am shown how to do something, and I have the opportunity to do it.

3. _____ Studying at a desk is not for me.

4. _____ I tend to solve problems through a more trial-and-error approach, rather than from a step-by-step

method.

5. _____ Before I follow directions, it helps me to see someone else do it first.

6. _____ I find myself needing frequent breaks while studying.

7. _____ I am not skilled in giving verbal explanations or directions.

27
 8. _____ I do not become easily lost, even in strange surroundings.

9. _____ I think better when I have the freedom to move around.

10. _____ When I can’t think of a specific word, I’ll use my hands a lot and call something a “what-cha-ma-

call-it” or a “thing-a-ma-jig.”

11. Total______

SCORING:

Now, add up the scores for each of the three sections and record below. The maximum score in any section is

30 and the minimum score is 10. Note the preference next to each section.

Section One score: _____(Visual)

Section Two score: ______(Auditory)

Section Three score: ______(Kinesthetic)

REFERENCES

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

319100440_Relationship_between_the_Learning_Styles_Preferences_and_Academic_Achievement

2.https://www.academia.edu/35343754/

STUDENTS_PREFERRED_LEARNING_STYLES_and_ACADEMIC_PERFORMANCE

3.https://www.researchgate.net/publication/256022625_Learning_Style_and_it's_importance_in_Educaton

4. Corbin A. Assessing differences in learning styles: age, gender and academic performance at the tertiary level in the

Caribbean. Caribb Teach Sch. 2017;7(1):67–91.

4.Leite WL, Svinicki M, Shi Y. Attempted validation of the scores of the VARK: learning styles inventory with multitrait–

multimethod confirmatory factor analysis models. Educ Psychol Meas. 2010;70:323–339. doi:10.1177/0013164409344507

28
5. Shete AN. Gender influences on learning styles of undergraduate medical students. Int J Med Sci Educ. 2016;3(3):23324

6. https://teach.com/what/teachers-know/learning-styles/

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

333704041_LEARNING_STYLES_ACADEMIC_PERFORMANCE_AND_TEACHING_EVALUATION

8.Beacham, N., Elliott, A., Alty, L., & Al-Sharrah, A. (2002). Media combinations and learning styles: A dualcoding

approach. Word Conference on Educational Ultimedia, Hypermedia & Telecomunicaciones. Denver, CO.

9. Bates, B., & Leary, J. (2001). Supporting a range of learning styles using a taxonomy-based design framework

approach. Proceedings of the Annual Conference of Australian Society for Computers in Learning and Tertiary Education.

10.http://www.ascilite.org.au/conferences/melbourne01/pdf/papers/batesb.pdf

11. Biggs, J., & Moore, P. (1993). The process of learning (3rd ed.). New York: Prentice Hall.

29