Learning Style and Learning Ability of The Students and Their Academic Performance A Correlational Study (Repaired)
Learning Style and Learning Ability of The Students and Their Academic Performance A Correlational Study (Repaired)
Learning Style and Learning Ability of The Students and Their Academic Performance A Correlational Study (Repaired)
A CORRELATIONAL STUDY
An Undergraduate Research
Presented to
In Partial Fulfillment
Researchers:
Haide M. Luna
Edelyn C. Redoble
2022
APPROVAL SHEET
This study entitled “Learning Style and Learning Ability of the Students and
their Academic Performance: A Correlational Study” prepared and presented by
Ferlie Jane M. Boholst; Haide M. Luna; Nina Marie G. Matuguina; Flory Jane C.
Montubig; and Edelyn C. Redoble, as partial fulfillment of the requirements in Research
in Education 2 (Thesis Writing) for the degree of has been examined and is recommended
for acceptance and approval for ORAL EXAMINATION.
Approved by the examining Tribunal at the Oral Examination conducted on 4th day of
June 2022 with the grade of _______.
Accepted and approved in Partial Fulfillment of Requirements for the degree of Bachelor
of Elementary Education.
The researchers would like to express their deepest and sincerest gratitude to the
First and foremost, praises and thanks to the Almighty Father who gave wisdom
to the researchers. For without His guidance this study would not be made possible.
To Christia Baltar, Ed.D, the researchers’ subject teacher, for giving the
researchers the opportunity to do research for providing guidance throughout this study.
Her sincerity and passion have deeply inspired the researchers. She taught the researchers
The researchers would like to thank Ms. Kristine Lovele E. Navarette, Prof.
Gilbert Anthony O. Abaño, and Dr. Delicia C. Inghug for their valuable comments
and opinions, for their rightful suggestions and professional criticism during the making
of this thesis.
They would also like to thank their parents for helping them a lot in being an
inspiration and for the support they give which became one of the reasons for them to
To all students who were involved, which are the 1st year Bachelor of
Elementary Education students, for their active participation, cooperation, time, and
Lastly, the researchers thank all the people who had supported in the study.
ABSTRACT
This research paper examined the significant relationship between the learning
style and learning ability of the students to their academic performance toward the First
Ormoc City Campus during this pandemic. The researchers utilized simple random
Elementary Education Students. The study was a correlational study for it was concerned
through the use of google forms. The study used a statistical treatment by calculating the
Percentages, Averages, Standard Deviation, and Spearman rho Correlation of the data
gathered and acquired. The study found that the learning style is significantly related with
the other hand, academic performance of the students is not associated with their learning
relationship between the factor accommodation and the academic performance which
returned that students who has a good learning ability in terms of accommodation,
performs well. This implies that as the students often agree on the statements under
schools should provide equipment, gadgets and wi-fi or allowance for load, as well as
Abstract .................................................................................................................. ii
Chapter I: Introduction
22
24
Appendices:
LIST OF FIGURES
Table 4: Relationship Between Learning Style and Learning Ability of the Students to
INTRODUCTION
their learning style. Visual, auditory, tactile, and kinesthetic are the four main learning
present in infancy because adaptation requires them. Learning capabilities evolve during
time, starting with simple habituation and novelty reactions to stimuli. Learning abilities
become more flexible and integrated across sensory modalities as we grow older,
increasing knowledge base leads to adaptive changes in behavior, making responses and
According to Nancy Chick (2010), the term “Learning Style" is frequently used to
describe how students receive, sort through, analyze, organize, draw conclusions about,
and "store" information for later use. These styles are frequently classified by sensory
(one of the most prominent learning styles inventories). Many of the models that don't
have bear a resemblance to the VARK's sensory focus have a continuum of descriptions
for how learners receive and organize information, such Felder and Silverman's Index of
sequential-global.
The researchers hold a research study entitled: Learning Style and Learning
able to know the relationship of the learning style and learning ability to the academic
This study’s major purpose is to see how a learning style and learning ability
influences students’ academic performance during the pandemic. This study looked at
research instrument to improve the objectivity and accuracy of outcomes. As a result, the
researchers got an appropriate outcome and accordingly determined the potential effects
or impact of this learning style and learning ability on the students’ academic
performance.
Theoretical Framework
focused on how humans make meaning in relation to the interaction between their
experiences and their ideas. His views tended to focus on human development in relation
persons.
There are four (4) concepts of cognitive constructivism theory which are schemes,
assimilation, accommodation, and equilibration. All three are associated with the
The relation of this to our study is that this study will determine the ability of the
students through the four (4) concepts of the theory. This will provide experience with
the knowledge construction process (students determine how they will learn) and also
important learning theory that educators use to help their students to learn.
This study utilized internet research for further reading. The participants were
selected through simple random sampling and data is obtained through a survey
Figure 1
Conceptual Framework
Statement of the Problem
This study aimed to investigate the relationship between Learning Style and
Learning Ability of the Students and their Academic Performance of First Year Bachelor
2. What is the learning ability of the students based on Jean Piaget’s Cognitive
a. Schema
b. Assimilation
c. Accommodation
d. Equilibration
4. Is there a significant relationship between the learning style and learning ability of
This study is undertaken to find out the impact of a learning style and learning
ability of the students and their academic performance of students in this pandemic
rendered by the third-year Bachelor of Elementary education (BEED) section A students
Students. Students who are the direct consumers of this research's output recognizes the
Teachers. Teachers are able to use this information to help their students improve their
academic performance.
Parents. Parents are able to see the significance of the strategies in improving their
Researchers. This study assists the researchers because it will strengthen their data
This study focuses on the impact of a Learning Style and Learning Ability of the
Students and their Academic Performance, especially during this pandemic. The
researchers limit the study to the First Year Bachelor of Elementary Education (BEED)
from Eastern Visayas State University-Ormoc City Campus only. The selection of
respondents is through the Simple Random sampling method and it is not exclusive to
other year levels, courses, and schools. The gathering of data was done with Survey
Questionnaire by the use of google forms. This study is also designed to have a thorough
Definition of Terms
Academic performance. How well the student does in the class and the learnings they
Assimilation. Merging the new information or ideas into the existing ones.
Learning ability. It is the ability of the student to learn; his mental capacity or the ability
to understand things.
Learning style. The style a student is using or the preferred ways they used in learning.
student’s mind.
CHAPTER II
in and of itself (Sternberg, 1994). Individuals differ in their 'natural, habitual, and
preferred mode (s) of acquiring, processing, and retaining new information and abilities,'
The results showed that students entering the medical school had preferences
which were more similar to science students than arts students. The medical students had
high scores on reproducing orientation (surface approach) in all years tested. The first-
year students had low scores on meaning orientation (deep approach) but the scores from
students in later years showed a progressive rise. The implications of these results with
regard to selection, teaching and assessment are explored. However, this preliminary
study does not allow us to differentiate between the effect of student preference and that
of the context and the environment in which they study. (Newble & Gordon, 1985).
The way in which the teaching and the policies of the department and school
influence the students' approach to learning are reviewed in some detail. A consideration
of these characteristics in medical schools suggested that many may hinder rather than
assist in the development of the desired approach. The work reviewed here suggests that
the remedy will require not only substantial changes in the teaching, curriculum and,
particularly, assessment, but also a new strategy based on identifying and assisting
individual students whose approaches to study are not those expected of a competent
on student success” their goal was to see how student-centered training approaches
affected student achievement. At the conclusion of the study, it was discovered that the
success rate in the experimental group was much higher than in the control group. In
grade was successful and effective. According to the research, cooperative learning
through pupil achievement promotes social acceptance and self-confidence while also
improving cerebral ability (Asoodeh, Asoodeh, & Zarepour, 2012). The focus is to see
how student-centered learning affects academic achievement and social skills in second
grade.
Using topics relevant for students positively affect their interest and achievement
achievement in physical education PSTs. In other words, learning was best supported
when students are engaged in active, collaborative, and relevant digital technology-based
learning activities. The transferability of such teaching and learning experiences to pre-
The key finding shows that using an integrated STEM (iSTEM) strategy to boost
makes it easier for teachers to use a general student-centered approach. (Struyf, De Loof,
Through tests, surveys, and student comments, this study compared traditional
teaching with multimedia learning and online learning in terms of their effects on learner
knowledge and motivation (Li, 2016). The validity of personality theories is done to help
Approach organizes the field of personality psychology around basic questions relevant
The student-centered approach allows students to freely test their own hypotheses
more, and easily reflect on their own cognitive conflicts even more before moving from
approach”, the explicit Learning in the Language 2 (L2) Classroom offers a unique five-
prong which are the: theoretical, empirical, methodological, pedagogical, and model
building approaches to the issue of explicit learning in the L2 classroom from a student-
identifying the major elements of performing comprehensive research designs with high
independence, instructor’s coaching role, and knowledge as a tool, not an aim”, it was
concluded that the instructor's idea of forming a learning community among the students
is the first step toward learning and is the foundation of the workshop. The key to the
workshop's success is managing the teacher and students' learning collaborative culture.
It takes time and effort to communicate the significance of a learning community to some
pupils, particularly those who believe in individualism and competitiveness (Dekeyser &
Baert, 1999).
student teachers are currently experiencing three serious challenges with regards to
intervention, and reflection of mentor teachers are suggested (Du Plessis, 2020).
Universitas Indonesia”, the abrupt shutdown of universities around the world owing to
the COVID-19 pandemic gives a huge opportunity for educational cultural reform. It is
stated that Dental educators should incorporate blended learning into the curriculum as
more "tech-savvy" generations enroll in higher education. That is to design the best
features of classroom and distance learning to improve the overall learning environment
COVID-19 residents talked about how their campus influenced their personal
successful outside of the classroom, according to this study. A sense of peace or safety, a
broad surface area, and a sense of tranquility are among these measures. By that, it has
been found that students appreciate localized spaces for collaboration, acknowledged
various influences, and value their communities that can inhibit or enhance their ability to
levels and types. Teachers must think carefully, plan ahead, and provide support in order
to be successful when teaching online. Effective ways for adopting online theoretical
mechanics teaching are: using live-streaming as the primary teaching method; applying
and conducting a formative assessment to supervise and motivate online learning. (Sun
states that through the implementation of evaluation methods, the learning abilities and
academic performance of the students get identified. When instructors put the evaluation
methods into practice, they usually tell the students. They can better prepare themselves
in this way. When students perform well, instructors will recognize that they are fulfilling
The results of the second study indicate that students’ self-directed learning abilities do
not influence their learning outcomes. The reasons for the resulting inconsistent findings
between two studies were reported. Several implications for current engineering
significant impact on university students' academic achievement. These skills, which can
be improved, can be used to predict how well a student would succeed academically
during his studies. Study skills have a significant impact on university students' academic
achievement. These skills, which can be improved, can be used to predict how well a
become a meaningful variable that affects students' critical thinking skills positively.
Teachers should use teaching methods and techniques based on the social interaction of
the students in a cognitive sense in order to develop their creative thinking skills
seen as a dynamic process that revolves around the requirements of pupils. However,
there is a problem with the employment of the most active teaching strategies being used
allows the student to develop an active personality, and it eliminates the need for deep
listening and discussion. It also encourages the student to improve their communication
exceptional for learning new concepts. It is important to check and review the factors that
education sessions” that if we want to develop the learning and engage students with
contents and developing whole learning domains within the classroom, the student-
centered approach and alternative assessment of learning were the effective approaches to
implement.
‘retention and transfer of productive and wide vocabulary in language learning and
conducive for promoting proficiency in English vocabulary knowledge (Jaiswal & Al-
Hattami, 2020)
Question-answer, brainstorming, case study, demonstration, educational games,
snowball technique, and poster preparation were used to increase student interest in
courses and contribute positively to their learning (Kiliç & Şahin, 2017).
have a highly significant impact on students' learning skills and methods. This means that
the more learner-centered the instructor is, the more the students will develop learning
abilities and techniques (Dano-Hinosolango & Vedua-Dinagsao, 2014). This leads to the
The state of Ohio in the United States has twenty public high schools. They are
groups were discovered by latent profile analysis. Differences in cognitive and social
engagement, as well as academic achievement, were found among students with different
In the Belgian educational system, the current study focused on the person-
freshmen in the first week of the academic year. The outcomes revealed that various
approaches across all academic fields, including lectures with student involvement,
guest speakers, and classroom games. Unscheduled tests, lectures without visuals,
lectures with handwritten notes, and viewing a long film were among the least preferred
there were significant variances in favored teaching approaches (Murphy, Eduljee, &
Crotea, 2021).
literature”, shows that flipped classroom instructions can positively influence college
variable analysis suggests that there was only a significant factor examined those
influences to achieve the effectiveness of flipped classroom instruction, and that is the
pedagogical approach (Shi, Ma, MacLeod, & Yang, 2020). These results indicate and
revealed that the flipped classroom instructional model helps college students to improve
collaborative pedagogical approaches, the flipped classroom was also found to be more
effective.
(Bara & Xhomara, 2020) revealed that there is a fair positive connection between
differences between the control group and experimental. By problem-based learning and
student-centered course”, it is stated that via student’s affective skills through group work
activities and holding an active role emphasizing its effect on permanent learning and
student-steachers’ cognitive skills. The complexity and difficulty of the roles expected
from the teacher and learners cooperatively and individually have also been pointed out.
One of the course’s flaws was the inefficiency of some of the physical characteristics of
the classroom setting, as well as the physical qualities of the classroom setting and the
length of time allotted for each exercise. (Zeki & Güneyli, 2014).
In a study about “Evidence-Based Course Modification to Support Learner-
Space for Accessible, Equitable, and Motivating Experiential Learning and Scientific
Inquiry in A First-Year Biology Course”, it is stated how teaching and learning were both
response to the need for instruction to take place in virtual space and time, the
provides a guiding principle for course modification which is the critical need for an
equitable, accessible, engaging, and motivating learning experience for students that
maintained the learning outcomes and objectives of the course in a fully virtual and
using the Geography Teaching Module CSAA can help students enhance their thinking
skills. The control and treatment groups of low cognitively impaired pupils had no
change in post-test results when compared to those with a high cognitive level, according
to the analysis of variance (ANOVA) (Matanluk, Mohammad, Kiflee, & Imbug, 2013).
In terms of pharmacology and the type of health professional learner, the social
coaching became routines for both students and staff. The program taught students to
seek out credible and constructive input from classmates, instructors, and other outside
Mathematics and Natural Sciences: The Case of Selected General Secondary Schools in
Jimma Zone, Ethiopia”, it is stated that teachers must do a better job of exploiting
students' prior knowledge while beginning courses and creating a question-rich learning
environment. The classroom observation approach was used to accomplish this. The
study group made recommendations for actions based on these findings, including areas
CHAPTER III
METHODOLOGY
This section includes the Methodology of the study which allows the readers to
critically evaluate the study’s overall validity and reliability. This also includes how the
researchers plan to tackle things like data gathering methods, data analysis, participant
observations, the locale of the study, and more. Having a methodology keeps the
researchers on track with the research’s original aims and objectives, and gives them a
suitable and sound plan to keep their study manageable, smooth, and effective.
Research Design
This study is conducted within the premises of Eastern Visayas State University-
Ormoc City Campus, located at Brgy. Don Felipe Larrazabal, Ormoc City, Leyte,
Philippines.
Research Subjects
The participants are the First Year Students of Bachelor of Elementary Education
(BEED). The participants will be chosen through Simple Random Sampling where the
researchers will randomly select a subset of at least 50% of participants per section.
Research Instrument
Forms for participants to answer, for us to acquire data and information’s regarding the
research's topic.
I. Learning Style. Determine the different learning style a student is using in acquiring
knowledge.
Legend:
Legend:
Legend:
Visayas State University – Ormoc City Campus (EVSU-OCC) Registrar Office, for the
exact purpose of requesting the master list of 1 st year BEED students. After acquiring the
master list, the researchers made a letter of permission in conducting the study to the
respondents, explaining the purpose of the study. The researchers collected the data by
respondents through simple random sampling where 50% of respondents was selected per
section then provide a Google Form link and was conducted during vacant hours or after
class for the researchers must consider the convenience of the respondents. After then,
they analyzed the data and information gathered from the respondents and interpreted
them in an organized and understandable way. The researchers fulfilled this research
Deviation, Spearman rho, and Correlation of the data gathered and acquired.
gives readers a sense of scale and proportion; for example, 50% of all service users. To
calculate a percentage, you need a fraction. Convert the fraction to decimal form by
dividing the numerator by the denominator, multiply by 100, and there’s your percentage.
When you compile a data set, each value (x) can be expressed as a percentage of the
entire set.
An average is also called the arithmetic mean. It gives you a general idea of where
most individuals in a data set fall so you know what kind of results are standard. For
quantities with changing values, the average is calculated and a unique value is used to
represent the values. To calculate the average, add up all the numbers in the set then
relative to its mean and is calculated as the square root of the variance. The standard
deviation is calculated as the square root of variance by determining each data point’s
two variables are related. This relationship can be: Positive: variables are related and
increase together; Negative: variables are related but one decreases as the other Increases;
correlation or Spearman’s rho. It is typically denoted either with the Greek letter rho (ρ),
or rs. Like all correlation coefficients, Spearman’s rho measures the strength of
This chapter provides a detailed analysis of the research methods employed to better
This study included distributing comprehensive survey questionnaires through the use
of google forms at one school campus, only including the first students of the Bachelor of
Elementary Education. The participants included 51 students which were chosen through
Simple Random Sampling. Prompts aligned with the four primary research questions
were used to develop a deeper analysis and to encourage more discussion. The research
Table 1.
deviation n
discussions.
assigned readings
in class.
while studying.
or making things.
students who can remember best by listening to a lecture that includes information,
explanations, and discussions is 2.45 with a standard deviation of 0.610, students who
prefer to see information written on the board and supplemented by visual aids and
assigned readings has the average of 2.71 with the standard deviation of 0.576, the
average of both students who like to write things down or take notes for visual review
and students who prefers to use posters, models, actual practice, and other activities in
class have 2.47 with 0.644 as standard deviation, the students who chews gum, smoke or
snack while studying has the average of 1.39 with the standard deviation of 0.666, the
average of students who enjoys working with their hands or making things is 2.27 and
with the standard deviation of 0.635, 7, Students who do best in academic subjects by
listening to lectures and tapes have the average of 2.24 with the standard deviation of
0.586, the average of students who would rather listen to a good lecture or speech than
read about the same material is 2.29 with the average of 0.502, the students who are
good at working and solving jigsaw puzzles and mazes have the average of 1.90 and
0.608 as the standard deviation and lastly, the students who follows oral directions better
than written ones have the average of 2.12 and 0.553 as the standard deviation. The
weighted average according to the learning style of the students are: 0. 602 for the
1. Visual 25
2. Auditory 18
3. Tactile. 8
Table 1.1 shows that there are 25 visual learners, 18 auditory learners and 8 tactile
Table 2.1
deviation
the text.
of past knowledge.
4. I quickly read the texts from the lessons. 0.493 2.28 Sometimes
Table 2.1 shows the learning ability of students in terms of schema In which the
average of the students who can put more attention to specific signal words, main ideas,
sentences that are highlighted, highlighted phrases, headings, and subtitles in the text is
2.57 with the standard deviation of 0.575 which is described as often, the average of the
students who need to inquire about something visually is 2.39 with the standard deviation
of 0.532 which is described as often, the average of the students who lack an
understanding of the importance of past knowledge is 2.02 with the standard deviation of
0.547 which is described as sometime, the average of the students who quickly read the
texts from the lessons is 2.28 with the standard deviation of 0.493 and with the
description of sometimes and lastly, the average of the students who prioritize key
concepts and organize them into headers is 2.57, with the standard deviation of 0.539 and
with the description of often. The weighted average in terms of schema returns to be
0.537 with a standard deviation of 2.37 which falls for often. It means that the Learning
This result is significantly related to Bekeley & Melesse (2010) finding that
teachers must do a better job of exploiting students' prior knowledge while beginning
courses and creating a question-rich learning environment. The study group made
recommendations for actions based on these findings, including areas for further
investigation.
Table 2.2
Learning Ability of the Students – Assimilation
deviation
existing knowledge.
3. I can perform the things that I learned in the 0.536 2.41 Sometimes
lesson.
Table 2.2 shows the learning ability of students in terms of assimilation. In which
the average of the students who can often process new information into existing
knowledge is 2.56 with a standard deviation of 0.523, the average of students who can
sometimes learn new things independently is 2.31 with a standard deviation of 0.583, the
average of students who can sometimes perform the things that they learned in the lesson
is 2.42 with a standard deviation of 0.536, the average of students who sometimes often
miss important points because they are thinking of other things is 1.88 with a standard
deviation of 0.533, the average of the students who sometimes often feel so lazy or bored
when studying that they quit before finishing what they planned to do is 1.98 with a
standard of 0.510. The weighted average in terms of assimilation returns to be 0.541 with
a standard deviation 2.17 which falls to sometimes. It means that the Learning Ability of
(2018) because the factor assimilation is falls to sometimes associated with the academic
performance of the students. It is important to check and review the factors that
environments.
Table 2.3
deviation
comfortably.
new normal.
which the average of the students who can accommodate themselves sometimes in
attending classes with enough load, equipment and comfortably is 2.18 with the standard
deviation of 0.623, the average of students who can manage their time sometimes on
classes, chores, work, and other things is 2.28 with the standard deviation of 0.60, the
average of students who sometimes have difficulty in using distance learning technology
(computer, phone, video calls, learning applications, etc.) is 1.92 with the standard
deviation of 0.483 , the average of students who can sometimes stay focused on
schoolwork in this new normal is 2.10 with the standard deviation of 0.458, and the
average of students who can independently adapt existing ideas, perceptions, and
understanding to come up with new information is 2.29 with the standard deviation of
standard deviation 2.15 which falls for sometimes. It means that the Learning Ability of
This result is significantly related to Maley (2021) finding that students need
localized spaces for collaboration, acknowledged various influences, and value their
Table 2.4
deviation
real-life event.
lessons.
clearly.
The table 2.4 shows the Learning ability of the students in terms of equilibration.
In which the average of the students who can often process new information in ways that
fit prior knowledge about something is 2.43 with a standard deviation of 0.608, the
average of students who often able to apply what is learned to a real-life event is 2.37
with the standard deviation of 0.631, the average of students who’s sometimes in this
new normal setting, can come up with a solution when problems arise is 2.28 with a
standard deviation of 0.603, the average of students who sometimes have difficulty
catching up with the lessons is 2.12 with the standard deviation of 0.516, the average of
students who sometimes cannot understand and process the lessons clearly is 1.88 with
the standard deviation of 0.475. The weighted average in terms of equilibration returns to
be 0.567 with a standard deviation 2.22 which falls to sometimes. It means that the
This result is not significantly related to Bara & Xhomara (2020), which revealed
that there is a fair positive connection between academic achievement and problem-based
learning, although there are significant differences between the control group and
experimental. It contradicts to this study because it returns that equilibration does not
Table 3.
Equivalence
Performance
average of 3.37 with a standard deviation of 0.599 and its qualitative equivalence returns
to be Fair. This is the findings of the Academic Performance of the students using the
Table 4.
Relationship Between Learning Style and Learning Ability of the Students to their
Academic Performance
- Assimilation
- Equilibration
0.286 0.042 Significant at 5%
The table 4 shows the Relationship Between Learning Style and Learning Ability
of the Students to their Academic Performance. In which the learning style according to
the spearman rho is 0.291 with the p-value of 0.039 which is interpreted as significant at
5%. The learning ability in terms of schema according to the spearman rho is 0.110 with
the p-value of 0.440 which is interpreted as not significant. The learning ability in terms
of assimilation according to the spearman rho is 0.286 with the p-value of 0.042 which is
the spearman rho is 0.199 with the p-value of 0.161 which is interpreted as not
significant. It means that their academic performance is not that low and not that high.
CHAPTER V
RECOMMENDATIONS
In this chapter, the findings, conclusions and recommendations were based from
the result in chapter IV where it was already identified the results of the study. It was
explained briefly the findings and the conclusions based from the weaknesses of the
Summary of Findings
Based from the results obtained by the researchers, the data are not normally
distributed thus, Spearman rho was used to analyze the association between the students’
learning style and learning ability to their academic performance. The learning style is
significantly related with the students’ academic performance at 0.05 level of significance
(0.291, 0.039) which tends to have more of a visual learners. There is weak positive
association between variables meaning as students’ often times agree on the indicators of
the learning styles it resulted to a higher academic performance. On the other hand, the
factors in learning ability i.e., schema, assimilation, and equilibration are not statistically
related with the academic performance of the students while the factor accommodation in
learning ability has a significant relationship with the students’ academic performance at
0.05 level of significance (0.286, 0.042) which tends to have students perform well.
Conclusion
This study was intriguing in that the researcher was able to determine student-
centered instruction does positively impact student achievement, but unable to directly
correlate that with the students’ self-reports of their feelings towards the instruction. This
means that the academic performance of the students is not associated with their learning
ability as to schema, assimilation, and equilibration but there is weak positive relationship
between the factor accommodation and the academic performance. Whereas, their
Recommendations
The researchers recommend that further studies may be conducted to explain and
elaborate more on the other factors of student-centered approach which impacted the
consider the other domains of learning (e. g. Affective, Psychomotor) aspects. If the
future researchers uses the same approach or factors with this study, they may conduct
the study to other academic tracks to identify its impact to their field of expertise.
Government and schools may provide equipment, gadgets and wi-fi or allowance
for load, as well as considering time management and accommodation for effective
learning to happen. Schools may ask the students particularly about each component to
pinpoint what strategies positively impacted their outlook, as well as what strategies they
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Appendices
APPENDIX A
TRANSMITTAL LETTER
Madame:
We would like to inform your good office that the undersigned is conducting a
research study entitled “Learning Style and Learning Ability of the Students and
their Academic Performance: A Correlational Study”. This is in partial fulfillment of
the requirements for Research in Education.
In this connection, we would like to request the master list of 1 st year BEED
students which will serve as our basis for the respondents in our research study.
Respectfully yours,
Noted by:
CHRISTIA C. BALTAR, Ed.D.
Research Adviser
Approved:
GENELYN G. CALZADA, D.M.T
School Registrar
APPENDIX B
LETTER FOR THE RESPONDENTS
Name: __________________________
Year & Section: ___________________
Eastern Visayas State University – OCC
Brgy. Don Felipe Larrazabal, Ormoc City
Dear _______,
Good day!
We are the Bachelor of Elementary Education 3rd year students of EVSU-OCC
and we will conduct research entitled “Learning Style and Learning Ability of the
Students and their Academic Performance: A Correlational Study”. The study is a major
requirement for a Research course. In this regard, we would like to solicit your
permission to ask for your answer to our survey questionnaire to learn more about the
impact of a learning style and learning ability of the students and their academic
performance during this pandemic. If you choose to participate in this study, we will send
you a link for you to answer through google forms, at your most convenient time. We are
thanking you in advance for your consideration to participate in this study.
Respectfully yours,
FLORY JANE C. MONTUBIG
Group Representative BEED 3-A
Noted by:
CHRISTIA C. BALTAR, Ed.D.
Subject Teacher
APPENDIX C
SURVEY QUESTIONNAIRE
Direction: Indicate the extent to which you agree or disagree with each statement by
marking that choice of yours.
I. LEARNING STYLE Often Sometimes Seldom
(3) (2) (1)
1. I can remember best by listening to a lecture that includes
information, explanations, and discussions.
2. I prefer to see information written on the board and
supplemented by visual aids and assigned readings
3. I like to write things down or take notes for visual review.
4. I prefer to use posters, models, actual practice, and other
activities in class.
May 31, 2022 Finalizing the All members Laptop, Pen, Ballpen
manuscript
June 1-2, 2022 Making of the All members Laptop, Phone
PowerPoint
Presentation
(Assigning of parts)
June 3, 2022 Rehearsals All members Laptop, Phone
June 4, 2022 Final Defense All members Laptop, Phone,
Paper, Pen
Curriculum Vitae
CURRICULUM VITAE
A. PERSONAL BACKGROUND
B. EDUCATIONAL BACKGROUND
College:
Eastern Visayas State University-OCC 2019-Present
Don Felipe Larrazabal, Ormoc City
Bachelor of Elementary Education
Highschool:
Liloan National High School 2013-2017
Liloan Ormoc City
Elementary:
Tambulilid Elementary School 2006-2013
Tambulilid Ormoc City
CURRICULUM VITAE
A. PERSONAL BACKGROUND
B. EDUCATIONAL BACKGROUND
College:
Eastern Visayas State University-OCC 2019-Present
Don Felipe Larrazabal, Ormoc City
Bachelor of Elementary Education
Highschool:
Liloan National High School 2013-2017
Liloan Ormoc City
Elementary:
Balion Elementary School 2006-2013
Balion Ormoc City
CURRICULUM VITAE
A. PERSONAL BACKGROUND
B. EDUCATIONAL BACKGROUND
College:
Eastern Visayas State University-OCC 2019-Present
Don Felipe Larrazabal, Ormoc City
Bachelor of Elementary Education
Highschool:
New Ormoc City National High School 2013-2017
Don Felipe Larrazabal, Ormoc City
Elementary:
Alta Vista Elementary School 2006-2013
Alta Vista Ormoc City
CURRICULUM VITAE
A. PERSONAL BACKGROUND
B. EDUCATIONAL BACKGROUND
College:
Eastern Visayas State University-OCC 2019-Present
Don Felipe Larrazabal, Ormoc City
Bachelor of Elementary Education
Highschool:
New Ormoc City National High School 2013-2017
Don Felipe Larrazabal, Ormoc City
Elementary:
Ormoc City Central School 2006-2013
Carlos Tan Street, Ormoc City
CURRICULUM VITAE
A. PERSONAL BACKGROUND
B. EDUCATIONAL BACKGROUND
College:
Eastern Visayas State University-OCC 2019-Present
Don Felipe Larrazabal, Ormoc City
Bachelor of Elementary Education
Highschool:
New Ormoc City National High School 2013-2017
Don Felipe Larrazabal, Ormoc City
Elementary:
Ormoc City Central School 2006-2013
Carlos Tan Street, Ormoc City