P O LY T E C H N I C U N I V E R S I T Y O F T H E P H I L I P P I N E S

THE PREFERRED TEACHING STYLES AND LEARNING TECHNIQUES

OF POLYTECHNIC UNIV\ERSITY OF THE PHILIPPINES COLLEGE OF
ARCHITECHTURE AND FINE ARTS FRESHMEN STUDENTS

College of Architecture and Fine Arts

Polytechnic University of the Philippines

CHRISTOPER BOMBALES
RALPH TIMOTHY CLEDORO
CIELO DADOVO
JEROME LORBEL EBALO
ROSEMARIE ESCARO
GINA GATCHALIAN
LORIELLE ANN LACAP
ANGELA MAE LEONARDO
JOHNNE DOMINIQUE MANIEGO
ROMEWALD NICHOL RAMOS
ANGELU JANE SANTIAGO
BAM VELONTA

2017
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Survey Questionnaire

THE PREFERRED TEACHING STYLES AND LEARNING TECHNIQUES OF

POLYTECHNIC UNIVERISTY OF THE PHILIPPINES COLLEGE OF
ARCHITECTURE AND FINE ARTS FRESHMEN STUDENTS

Dear Respondents:
This survey checklist aims to gather the different views from CAFA
(BS Architecture and BS Interior Design) freshmen students of Polytechnic
University of the Philippines regarding their preferred teaching styles and learning
techniques. Rest assured that the data will be received shall be treated with
outmost confidentiality and care shall be used solely for the purpose of knowing
the Preferred teaching styles and learning techiniques of CAFA Freshmen
Students of Philippine University of the Philippines
Your honest opinion remains to be the key towards the success of this study.
Thank you very much for your cooperation and for your valuable time.

__________________________________________________________________

Name: (Optional): ________________________________________

Course & Section: ___________________________

PART I Preferred teaching styles

Kindly put a check (/) mark in the box opposite to each statement signifying your
preferred teaching styles using the scale and verbal interpretation provided.
Scale Verbal Interpretation
5 Strongly Agree
4 Agree
3 Just Enough
2 Disagree
1 Strongly Disagree

Indicators 5 4 3 2 1

A) I prefer sharing information that does

not base on the book.

B) Having strict instructor encourage me to

do well.
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C) I prefer lengthy lecture sessions or one-

way presentation/work than step by step
presentation/work.

D) I prefer receiving frequent verbal and/or

written comments on my performance.

E) I prefer the instructor to ask questions

frequently to keep my attention.

F) I prefer guiding my work on course

projects by asking questions, exploring
options, and suggesting alternative ways
to do things.

G) I emulate and apply knowledge through

observation.

H) I prefer watching someone perform a

skill or a task before I actually do it.

I) Its better that the instructor is

approachable and dependable source for
information to students.

J) I prefer intensive and extensive

contribution in class activities.

K) I prefer to think and work

independently.

L) Activities in class encourage me to

develop my own ideas about content
issues.

M) I prefer more self-directed learning

experiences.
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N) When learning new skill, I prefer to just

get work with it.

O) I would prefer having physical touch or

handle something to understand how it
works.

PART II Learning techniques

Kindly put a check mark (/) in the box opposite to each statement signifying your
honest opinion as assessment of the degree or extent of their problems using the
scale and verbal interpretation provided.

Scale Verbal Interpretation

5 Always (A)
4 Often (O)
3 Sometimes (So)
2 Seldom (O)
1 Never (N)

Indicators 5 4 3 2 1

A) I am using typographical aids like

bold face and italics to identify the key
information

B) I am reading more carefully once an

interesting piece of information is
spotted and I skim the text carefully.

C) I am taking notes to help me

understand
the topic.

D) When I solve math problems, I

usually work my way to the solutions
one step at a time.
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E) When considering a body of

information, I am more likely to focus
on details and miss the big picture.

F) I stop and go back over new

information that is not clear.

G) I understand something better after

I try it.

H) I am studying my notes with

concentrated time with specific goals.

I) I have purpose in mind when Im

studying my notes and using reference
materials.

J) I understand how to do something if

someone tells me, rather than having
to read the same thing to myself.

K) I remember things that I hear, rather

than things that I see or read.

L) If I had the choice to learn new

information through a lecture or
textbook, I would choose to hear it
rather than read it.

M) I prefer to get new information in

pictures, diagrams, graphs, or maps.

N) I remember something better if I

write it down.
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O) Its hard for me to understand what

a person is saying when there are
people talking or music playing.

P) I prefer lessons where we can do

something practical or at least move
around.

Q) Before I follow directions, it helps

me to see someone else do it first.

S) I tend to solve problems through a

more trial-and-error approach, rather
than from a step-by-step method.

T) I prefer to do things the same way

over and over again.

U) I will not do my works/projects till I

know I should.

V) I find it easy to do more than one

thing at once.
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Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction

The purpose of teaching is to facilitate learning. The term learning

technique is an individuals consistent way of perceiving, processing and retaining

new information. People differ in how they go about learning, thinking and problem

solving. People also have their own techniques on how will they do their works

effectively. Some people tend to study alone while some like to study in groups.

Some people comprehend more when they see graphs, tables and figures while

some understand better when reading their lessons or hearing somebody

lecturing. Some people want to study while listening to music while some want to

study in a quiet room so they can focus on their works. These are the varied

learning techniques of students.

Nevertheless, teachers and professors have their own teaching style too.

An effective teaching style engages students in the learning process and helps

them develop critical thinking skills. Traditional teaching styles have evolved with

the advent of differentiated instruction, prompting teachers to adjust their styles

toward students learning needs.

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The aim of this study was to determine the preferred teaching styles and

learning techniques of Polytechnic University of the Philippines (PUP) College of

Architecture and Fine Arts (CAFA) freshmen students as well as their preferences

of specific teaching and learning method.

Background of the Study

The three days conference of the Philippine International Conference on

Teacher Education 2016 (PICTE) started on September 13 and lasted until 15 of

2016 at SMX Convention Center, Mall of Asia; Pasay City is a gathering of

international and local experts in education that will share trends, theories and

learning techniques this 21st century. According to one of the speaker, Robert J.

Marzano Ph. D., a leading education researcher, said that The problems that we

have with the current system are that we are still using strategies and structures

that go back a hundred yearsthe classroom where students are sitting,

sometimes very passively. The 21st century learner, if anything, is very averse to

that, This statement of Marzano proved that the learning techniques and teaching

style of most of the school in the Philippines are in traditional and it needs to cope

up with the change of modern days. In addition, Pressley & Harris (2006)

suggested that educators can do useful approach to teaching learning strategies

by implementing strategies instructions. Changing traditional to modern teaching

styles means that the teacher and the students will have to adapt to changes and

be more interactive. However, Students approach in learning process is different

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from each other and also how they deal with various learning activities (Callahan,

Clark, & Kellough, 2002). The new teaching-learning paradigm may not use by

educators for it requires a lot of efforts and time resulting for them not to seldom

attend workshop.

At the Polytechnic University of the Philippines, Sta Mesa Manila-College

of Architecture and Fine Arts (PUP-CAFA) where learning techniques and teaching

styles are not change. Professors are finding ways on how to teach the students

easily and considering the quality at the same time. The PUP-CAFA , particularly

the University is attaining global standards by achieving high quality students

through the teaching styles conducted by skilled professors. Butler (1984) said that

the levels of self-actualization and self-realization were affected by the

environment. She also said that reaching one`s goal can help or deter by people,

situations and organizations. It affects oneself to meet higher competence and

consciousness need in finding job.

However, the 2017 architecture licensure examination (ALE) which the

PUP- Sta Mesa ranked fifth proved that the graduates produced by the CAFA-PUP

are highly competitive. The Learning techniques and teaching style used by the

professors are very effective. According to Protheroe & Clarke, 2008, the use of

effective learning strategies can greatly improve the achievement of the students.

It`s a great achievement for the college to be on the ranking because its been a

while that they made on the list.

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The researchers have chosen PUP-CAFA as the focus of the study because

they were students of College of Architecture and Fine Arts.

It is important for a student to feel comfortable and at ease in the classroom

(Ashore et al., 1984). Creating a classroom atmosphere with a low level of anxiety

helps students remain focused and motivates them to take risks (Ashore et al.).

"Press conditions establish the social climate or atmosphere of a setting. Student's

perceptions of this climate or learning environment are useful in predicting

achievement" (Stern, 1970).

Theoretical Framework

The Dunns Learning Styles (LS) and Gardners Multiple Intelligences (MI)

are different but not opposing theories. Reflections of the similarities and

differences of these two theories were found in the research literature (Dunn,

Denig, & Lovelace, 2001; Denig, 2004).

Both theories are student centered and advocate for changing traditional

teaching methods in the classroom to accommodate various types of learners

(Denig, 2004). These two theories differ, however, in the question of how people

learn. Learning styles research found that not all students learn intuitively and that

many need structure and supervision, while multiple intelligences theory suggests

that students learn intuitively (Dunn et. al., 2001).

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The Dunns learning styles model includes five stimuli, First is the

Environmental: sound, light, temperature, and design, Emotional: motivation,

persistence, responsibility, and structure, Sociological: self, pair, peers, team,

adult, and varied, Physiological: perceptual, intake, time, and mobility and last is

Psychological: global, analytic, hemispheric, and impulsive-reflective. focuses on

the perceptual strengths (auditory, visual, tactile, and kinesthetic) of learners, but

that does not mean other elements are not simultaneously engaged, e.g., eating,

walking around, and discussion with peers, etc.

Gardners Multiple Intelligences Theory

Howard Gardner (1983, 1993) declares that humans have different forms of

intelligences or intellectual strengths and that each one of these strengths has its

own developmental path. He describes intelligences as

a bio-psychological potential of our species to process certain kinds of information

in certain kinds of ways. As such, it clearly involves processes that are carried out

by dedicated neural networks. No doubt, each of the intelligences has its

characteristic neural processes, with most of them similar across human beings.

Some of the processes might prove to be more customized to an individual.

(Gardner, 1999)

He originally proposed seven forms of intelligences. They are (1) linguistic,

(2) musical, (3) logical-mathematical, (4) visual-spatial, (5) bodily-kinesthetic, (6)

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interpersonal, and (7) intrapersonal. He emphasized that specific intelligences do

not exclude other intelligences but operate in conjunction with others.

Certain intelligences, such as linguistic, visual-spatial, and bodily-kinesthetic, share

similar characteristics with various perceptual strengths (visual, auditory,

kinesthetic, and tactile) and should be addressed together with the corresponding

perceptual strengths rather than separately. Based on this idea, concept mapping

and mental imagery are used to target visual learners and those who possess

spatial intelligences. Talking aloud is used to address auditory learners and those

who possess linguistic intelligence. In addition, the application of concept mapping

may relate well to tactile learners, while gestures and movements during talking

aloud may relate well to kinesthetic learners.

Conceptual Framework
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Learners process and

comprehend information in a
variety of ways, and varying
your teaching strategies and
classroom activities to
respond to different learning
styles will allow for more
student engagement.

In order to know what preferred

teaching style is appropriate for you, An effective teaching style
you must be able to know your engages students in the
learning techniques by knowing your learning process and helps
multiple intelligences. The theory of them develop critical thinking
multiple intelligences differentiates skills. These teaching styles are
intelligence into specific (primarily the following:
sensory) 'modalities', rather than Authority, or lecture style
seeing intelligence as dominated by a Demonstrator, or coach
single general ability. Howard style
Gardner proposed this model in his Facilitator, or activity
1983 book Frames of Mind: The style
Theory of Multiple Intelligences. Delegator, or group style
According to Gardner, an intelligence Hybrid, or blended style
must fulfill eight criteria:

1.1Musical-rhythmic and harmonic

1.2Visual-spatial
1.3Verbal-linguistic
1.4Logical-mathematical
1.5Bodily-kinesthetic
1.6Interpersonal
1.7Intrapersonal
1.8Naturalistic
1.9Existential
1.10Additional intelligences

The figures above shows the relation of the teaching styles and learning
 P O LY T E C H N I C U N I V E R S I T Y O F T H E P H I L I P P I N E S

techniques. On the left box states the teaching styles and multiple intelligences of

a person which should be found out to be able to relate to the second box to the

right where teaching styles are stated. In order to find the answers we need to

relate each variable to find the preferred teaching styles in PUP CEA freshmen.

Statement of the Problem

This study was conducted to determine the preferred teaching styles and

learning techniques of the Polytechnic University of the Philippines College of

Architecture and Fine Arts freshmen students.

Specifically, it sought to answer the following questions:

1. What are the preferred teaching style of the College of Architecture and Fine

Arts (BS Architecture and BS Interior Design) freshmen students?

2. What are the learning techniques of the students?

Hypothesis

The teaching goals and methods should address to the variety of students

learning techniques.

Scope and Limitations of the Study

This study focused on the determination of the preferred teaching styles and

learning techniques of the PUP CAFA freshmen students.

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The respondents of this study were consisting of four sections: three sections

for BS Architecture and one for BS Interior Design. Higher year levels were not

included in the study; neither were the administration and teaching and

nonteaching staff and employees.

Significance of the Study

This study aims to distinguish the preferred teaching styles and learning

techniques of the College of Architecture and Fine Arts (CAFA) freshmen students

from the Polytechnic University of the Philippines (PUP), Sta. Mesa Manila. The

study will be beneficial to the following:

Commission on Higher Education (CHED). This study will help CHED to

strategize programs that will help not only the professors of PUP CAFA but also

the professors from other universities offering the same course to enhance their

teaching styles. This will also lead to organizing seminars for the students

discussing about learning techniques to develop their academic performance.

PUP College of Architecture and Fine Arts. This study will help the

department realize the importance of knowing the preferred teaching styles of their

students.

PUP College of Architecture and Fine Arts Professors. This study will give

the PUP CAFA professors insights about the preferred teaching styles of their
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students. It will also give suggestions and recommendations on how to improve the

performance of their students by enhancing their teaching styles.

PUP College of Architecture and Fine Arts Students. The results of this

study will help the students be familiarized with the other learning techniques to

enhance their academic performance.

Future Educational Researchers. This study can be used as future

reference for any related studies. They may undertake a similar research to verify

the results of this study.

Definition of Terms

PUP Polytechnic University of the Philippines.

CAFA College of Architecture and Fine Arts.

Teaching Styles - Refers to the general principles, pedagogy and

management strategies used for classroom instruction.

Learning Techniques The term learning techniques speaks to the

understanding that every student learns differently. Technically, an

individual's learning style refers to the preferential way in which the student

absorbs, processes, comprehends and retains information.

Multiple Intelligences Theory - The theory of multiple intelligences was

developed in 1983 by Dr. Howard Gardner, professor of education at Harvard

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University. It suggests that the traditional notion of intelligence, based on I.Q.

testing, is far too limited. Instead, Dr. Gardner proposes eight different intelligences

to account for a broader range of human potential in children and adults.

Lecture - Is a teaching method where the instructor acts as the primary

information giver. The instructor typically stands in front of the students and may

use a visual aid, such as a PowerPoint presentation, chalkboard or handout.

Case method - a method of instruction used especially in colleges and

universities that presents for observation and analysis actual recorded or current

instances of the problem under study and often calls upon the student to render

practical help.

Adversity quotient (AQ) - is a score that measures the ability of a person

to deal with adversities in his or her life.

Discussion - the action or process of talking about something, typically in

order to reach a decision or to exchange ideas.

Facilitator - As a learning process, "self-explanation" is defined as: A self-

generated explanation of presented instruction that integrates the presented

information with background knowledge and fills in tacit inferences

Model A systematic description of an object or phenomenon that shares

important characteristics with the object or phenomenon. Scientific models can be

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material, visual, mathematical, or computational and are often used in the

construction of scientific theories.

Self-explanation - As a learning process, "self-explanation" is defined as:

A self-generated explanation of presented instruction that integrates the presented

information with background knowledge and fills in tacit inferences.

Surface approach - Students who adopt a surface approach to learning

memorize facts but do not try to fit them into a larger context, and they follow

routine solution procedures without trying to understand their origins and

limitations.

Deep approach - Students who take a deep approach do not simply rely on

memorization of course material but focus instead on understanding it.

Strategic approach - Students who adopt a strategic approach do

whatever it takes to get the top grade. They are well organized and efficient in their

studying.

Auditory learning - is a learning style in which a person learns through

listening. An auditory learner depends on hearing and speaking as a main way

of learning.

Verbal learners - Prefer spoken or written explanations to visual

presentations. The third category (touch, taste, smell) plays at most a marginal role

in language instruction and will not be addressed further.

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Visual learners - Prefer that information be presented visuallyin pictures,

diagrams, flow charts, time lines, films, and demonstrationsrather than in spoken

or written words.

Kinesthetic learning - or tactile learning is a learning style in

which learning takes place by the students carrying out physical activities, rather

than listening to a lecture or watching demonstrations.

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Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

To establish a comprehensive background for this study, this chapter

discusses the reviews of selected literature and studies related to the present

study.

FOREIGN LITERATURE

Many researchers have proclaimed the significance of identifying preferred

teaching styles and preferred learning styles. Claxton and Ralston (1978, in Miller,

1982) alluded to this significance: The research findings on learning styles offer

substantial promise to teachers, counselors, and the students themselves in terms

of finding better ways for students to learn. But while matching learning style with

instructional mode apparently facilitates positive interpersonal relations, and while

it would seem to point the way for increased learning, the empirical data that

support this idea are rather scarce. Such a significant gap in the research must be

filled if knowledge about learning styles is to become a significant force in

improving college and university teaching. However, identifying and defining the

vast number of learning styles can become an enormous task.

According to Cornett (1983), the myriad of labels and categories used in

identifying the different areas of style can be overwhelming for educators. Corbett

and Smith (1984) stated: Learning style is a complex construct involving the

interaction of numerous elements; thus, at the outset, the experimenter is faced

with the difficult task of having to decide which dimensions of learning style to
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elucidate and which interactions might be meaningful, in a practical sense, in

understanding their contribution to achievement .There are many definitions of

learning styles in the literature. For example, Cornett defined learning style as

a consistent pattern of behavior but with a certain range of individual variability.

Hunt (1979) thought that learning style describes a student in terms of

those educational conditions under which he is most likely to learn. Learning style

describes how a student learns, not what he has learned.

According to Gregorc and Ward (1977) stated that learning style consists

of distinctive and observable behaviors that provide clues about the mediation

abilities of individuals. In operational terms, people through their characteristic sets

of behavior tell us how their minds relate to the world, and therefore, how they

learn.

Keefe and Languis, (1983) contended that learning style is the composite

of characteristic cognitive, affective, and physiological factors that serve as

relatively stable indicators of how a learner perceives, interacts with, and responds

to the learning environment. They suggested that it is within these domains that

instructors identify learning styles and try to match them with an appropriate

teaching style.

Cross (1976) defined learning styles as the characteristic ways that

individuals collect, organize, and transform information into useful knowledge.

Learning style is consistent across a wide variety of tasks. It has a broad influence
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on how information is processed and problems are solved, and it remains stable

over many years.

Teaching style was defined by Fischer and Fischer (1979) as a pervasive

way of approaching the learners that might be consistent with several methods of

teaching. Conti (1989) contended that the overall traits and qualities that a

teacher displays in the classroom and that are consistent for various situations can

be described as teaching style .The instructors philosophical beliefs are portrayed

in the classroom through their teaching style (Brookfield, 1988). Knowles (1970)

asserted that the behavior of the teacher probably influences the character of the

learning climate more than any other single factor.

Teaching style consists of an instructors personal behavior and the media

used to transmit or receive data to or from the learner (Gregorc, 1979). Matching is

defined in terms of compatibility, the interactive effects of person and environment

(Hunt, 1979).

Anderson and Bruce (1979) suggested that matching students with

selected learning environments is an efficacious means of increasing student

achievement, particularly when the matching is conducted on the basis of a

students learning style. Matching teaching style with learning style produces an

environment wherein students learn best (Gregorc & Butler, 1984).

Researchers Heikkinen, Pettigrew, and Zakrajsek (1985), through use of the

Canfield Learning Styles Inventory, found that learning style preferences exist

among education majors. They suggested that if there is a link between learning
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styles and program selection and/or teaching styles then it is appropriate to

conduct an analysis of learning styles among education majors. The subjects of

their study were students enrolled at the University of Idaho. The sample consisted

of students enrolled in a junior level education methods course. There were 149

usable inventories, about 80% of the class roster. The inventories were grouped

according to gender (96 females, 46 males), level of teaching (47 elementary, 94

secondary), and subject matter (36 elementary, 12 special education, 19 physical

education, 15 vocational education, 12 art/music, 20 science/math, 15

English/communication/language, 15 social science). When the subjects of this

study were grouped by subject matter majors, 10 of the 16 learning style variables

were significant .These variables were organization, authority, goal setting, detail,

people, inanimate, qualitative, numeric, listening, and direct experience. Vocational

education majors consisting of business education, industrial arts, and distributive

education demonstrated a preference for the inanimate (working with things

building, repairing, designing, and operating) and detail (specific information on

assignments, requirements, rules, etc.) variables.

Heikkinen, Pettigrew, and Zakrajsek found that there was a correlation

between the nature of the subject matter and the preferred learning style of

students across majors. They questioned whether or not students selected a major

based on preferred learning styles or whether students learning styles evolved as

a result of the subject matter. Additionally, strong preferences for some learning

variables were evident in each group of subject matter majors. Their research
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report suggested the need for a broader understanding of individual learning

styles or preferred conditions for learning.

Payton, Hunter, and McDonald (1979) used the Canfield Learning Styles

Inventory to determine the preferred learning styles of first-year physical therapy

students. There were a total of 1,099 students and 42 schools represented in the

study.

A subsequent study by Payton, Hunter, McDonald, and Hirt (1980) identified

the preferred instructional style of 311 physical therapy faculty in 51 basic

professional programs

within the United States. These studies revealed that there was a high level of

agreement

between students and faculty with regard to modes of teaching and learning. There

was a low level of agreement with regard to the areas of competition and reading.

Matthews (1995), using the Canfield Learning Styles Inventory, investigated

the learning styles characteristics as related to conditions of learning, area of

interest, and mode of learning; the types of learner typologies that existed among

students. The sample consisted of 971 students (475 males and 496 females) from

a population of approximately 8,000 students at four-year colleges and universities

in South Carolina during the 1989-90 academic school year. The students were

enrolled in English and biology classes. They were selected randomly. Matthews

found that first-year college and university students preferred a personal

relationship with the instructor, clearly organized course work, and specific
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assignments and requirements over other conditions of learning, such as studying

alone, being highly competitive with peers, or relying on authority. Additionally, the

area of interest revealed that working with people was first choice, second choice

was working with inanimate objects, numerics was third choice, and qualitative

was fourth choice. Direct experience and visuals were the preferred modes of

learning as opposed to listening and reading. With reference to gender, males

relied more on peers, working independently, use of numbers, and manipulation of

concrete objects than did females. Females liked organization, detail, language

activities, other people, and listening more than males did.

The learner typology indicated that high categories for students were social

and social/conceptual. The low categories were independent/applied, independent,

and applied. There was also a relationship between majors or college disciplines to

learning style. Students in the disciplines of mathematics, science and education

selected the applied or combination applied styles. Students in humanities,

business, and social science selected conceptual or combination conceptual

styles. All major areas had students who preferred the social or combination social

categories as opposed to independent or independent combination categories.

Grosse (1985) examined the relationship between parallel aspects of

teaching and learning styles. The Canfield Learning Styles Inventory and the

Canfield Instructional Styles Inventory were used to assess the teaching and

learning styles of 60 students from five English Speakers of Other Languages

(ESOL) teacher training classes at Florida International University. This study

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suggested that teaching styles are not closely related to learning styles as is

generally assumed. The findings imply that the group of sixty English as a Second

Language (ESL) student teachers use different behaviors to react to similar

teaching and learning situations. Although some similarities did exist, the

differences in over half of the assessed preferences for conditions and modes of

instruction were significant. Although there were some similarities, there were

significant differences in over half of the assessed preferences for conditions and

modes.

Simon (1987) conducted research at Hocking Technical College to

determine the relationship between the preferred learning styles of students and

preferred teaching styles of instructors at the community college level. He

administered the Canfield Learning Styles Inventory to 4,020 entering students

from fall quarter 1979 through fall quarter 1982. Subject areas studied were

business, engineering, general studies, health, natural resources, and public

service. He administered the Canfield Instructional Styles 12 Inventory to 49 full-

time instructors in fall quarter 1983-84. His concentration of the study was with

three areas of the Canfield instruments: condition, content, and mode. Simons

study revealed that students indicated a preference for less lecture and more direct

experience; they preferred less authority from faculty and more student

independence, goal setting, and planning; and, they preferred peer and instructor

affiliation. Implications for this study were that instructors should increase the direct

experience method and decrease the lecture method, students should be involved
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more in course and program direction, and more instructor affiliation should be

provided to students. The researcher suggested that in-service training be done to

acquaint faculty with students learning styles and to assist them in evaluating their

own preferred teaching style.

Hunter (1980) cited studies conducted by Hunter and McCouts. Using the

Canfield Learning Styles Inventory, they collected data from 1,000 students at

Sinclair Community College in Dayton, Ohio. Important learning style differences

were shown on 12 of 16 profile scales with respect to age group. Older students

preferred reading, organization, detail, qualitative and listening. Younger students

preferred affiliation with peers and teachers, iconics, direct experience, and

inanimates. Some studies were effective in identifying significant interactions

between preferred learning styles and preferred teaching styles while others were

not.

Hunter (1979) conducted research at three two-year colleges in the North

Central Accreditation Region. Subjects consisted of 5 teachers and 285 students

within 15 courses. Using the Canfield Learning Styles Inventory and Canfield

Instructional Styles Inventory, Hunter found that students preferred listening and

direct experience as opposed to reading.

Zippert (1985) conducted research to investigate whether teaching

strategies that matched assessed learning styles of students produced a higher

level of achievement. The site of her research was Miles College--Eutaw, Greene

County, Alabama. The Productivity Environmental Preference Survey was used to

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assess learning style preferences. The College Level Examination Program

(CLEP) Social Studies and History examination was used as the measurement of

achievement. Subjects consisted of 30 students. Fifteen students were randomly

assigned to the experimental group and l5 were assigned to the control group.

Students in the control group received instruction through conventional methods,

whereas instruction was modified to correspond to the learning style preferences

of students in the experimental group.

Zippert concluded that students can identify their individual learning

preferences and tend to respond positively to teaching methods which are

consonant with their preferred mode of learning.

LOCAL LITERATURE

Student-centered learning includes methods of teaching that shift the focus of

instruction from the teacher to the student. In other word, it is a system that

facilitates active participation more of the student and the teacher and aims to

make the students feel light while learning and enjoy it at the same time. It can do

it any type of learning activities. It can also develop the student talent, skills, and

attitude towards becoming motivated learners. However, it is not achievable if

there is no interaction between teacher and the students. This system requires

personal willingness of the facilitator as well as the openness of the curriculum and

the student. In this method, students are free to interact and collaborate with

others which help them to have a higher interest and participate in the class

actively. Students also become more independent because they learn and do
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tasks by themselves. Learning by doing a certain thing is one of the most important

aspects of psychomotor domain (Laguador & Dizon, 2013).

There is a great advantage having a student cantered approach to the

students because it may result to have greater satisfaction and greater willingness

towards seeking knowledge. It can result also to have greater academic

achievements. Therefore, there is a difference between the students in a student

center approach and teacher centered approach in specific ways (Wiley, 2009).

However, some of the students might so their tasks individually which is a big

problem for the group. The classroom management will not be seen inside the

class because groups might produce noise.

Grasha identified five common teaching styles. The two styles under student

centered approach are facilitator and delegator. Facilitator emphasizes the

interaction of the student and the teacher. It aims to make the students initiative,

independent and responsible. Delegator style is where a group or a student works

independently. It helps the students to become independent learners.

Teachers play an important role in educational attainment of the students

because of the learning`s and knowledge they imparted to the students. Teachers

are responsible for translating principles and policy for the goodness of the

students. A Teacher Centered is a teaching method where the learners are in

receptive mode listening to the teacher. The students put their whole attention

listening to the teacher. They listen while the teacher talks. It is noticeable that

teacher centered approach is in order for the fact that the teacher is in the
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authority. Teachers create a learning environment that has an encouraging

ambiance for the student to be active during lecture. Similarly, to attain educational

goals, it should have the establishment and maintenance inside the classroom

(Agno, 2009).

Teacher retains full control of the classroom. However, the students might not

learn because they cannot express themselves. It can be boring at the same time

and they will miss other important information. Through the years many teachers

choose the students approach. However, most of the students prefer a teacher

center approach. Grasha identified five common teaching styles. The three styles

under the teacher centered approach are expert, formal authority and personal

model.

Expert style ensures the preparedness of the students by transmitting

knowledge. This style possesses expertise that the learners need by showing

detailed knowledge and enhancing the capabilities of the students to build up their

competence. However, Expert is intimidating to inexperience students. Formal

Authority concerned with the standard ways of doing things and gives the required

structures they need. Personal model is Hands on approach where the teacher is

the role model of the students.

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Chapter 3

RESEARCH METHODOLOGY

This chapter presents and describes the research method, the population,

sample size, sampling technique, description of respondents, instrumentation,

data-gathering procedure, and statistical treatment that were utilized by the

researcher.

Method of Research

The research methodology used descriptive method. According to Zikmund,

the major purpose of this method is to describe the characteristics of a population

or phenomenon.

In this case the researchers have decided their respondents are going to be

the freshman students of PUP CAFA. The survey questionnaire would determine

their multiple intelligences, that would lead to their learning techniques and would

also define the teaching styles which is preferred to the respondents results. We

rambled these questions so the respondents wouldnt notice the questions

relation. In this method we are able to determine the answers to the questions;

what are the learning techniques and what are the teaching styles that is preferred

by the CAFA Freshman Students.

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Population, Sample Size, and Sampling Technique

The population of freshmen at the Polytechnic University of the Philippines

College of Architecture and Fine Arts has the total of 174 students;

3 sections in BS Architecture and 1 section for BS Interior Design. The sample

study include all the freshmen student so theres no computation needed.

The sampling technique is purposive sampling (also known as judgment,

selective or subjective sampling) is a sampling technique in which researcher

relies on his or her own judgment when choosing members of population to

participate in the study.

Purposive sampling is a non-probability sampling method and it occurs when

elements selected for the sample are chosen by the judgment of the researcher.

Researchers often believe that they can obtain a representative sample by using a

sound judgment, which will result in saving time and money.

Description of Respondents

Distribution of Freshmen Students of Polytechnic University of the Philippines

College of Architecture and Fine Arts

COURSE SECTION POPULATION PERCENTAGE

BS ARCHITECTURE 1-1 52 29.89%
BS ARCHITECTURE 1-2 51 29.31%
BS ARCHITECTURE 1-3 41 24.13%
BS INTERIOR DESIGN 1-1 29 16.67%
TOTAL: 173 TOTAL: 100%
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Studies were conducted specifically on freshmen students taking up the

courses BS Architecture And BS Interior Design in College of Architecture And Fine

Arts (CAFA) at Polytechnic University of the Philippines-Sta. Mesa. Respondents

are specifically, BS ARCHI 1-1, BS ARCHI 1-A, BS ARCHI 1-b, and BS ID 1-1.

Data-Gathering Procedure

A purposive sampling survey was used for this study. Purposive sampling

method is proven to be effective when only limited numbers of people can serve as

primary data sources due to the nature of research, aims and objectives. The data

for this research were collected using a survey questionnaire. The survey was

created using suitable questions modified from related research and individual

questions formed by the researcher. Researchers designed a questionnaire survey

instrument to assess and may measure the respondents preferred teaching styles

and learning techniques. It contains suitable questions that will be able to answer

the researchers problem. A survey was administered to the freshmen of College of

Architecture and Fine Arts in Polytechnic University of the Philippines- Sta. Mesa

campus.