LEARNING STYLES OF THE GRADE 10 STUDENTS

OF VILLAFLORES COLLEGE: IN RELATION TO

THEIR ACADEMIC PERFORMANCE
SY: 2016-2017

________________________________________

AN ACTION RESEARCH PRESENTED TO

DR. ABSOLITA Q. MIRA, DEAN COLLEGE OF EDUCATION
VILLAFLORES COLLEGE
TANJAY CITY, NEGROS ORIENTAL

________________________________________

IN PARTIAL FULFILLMENT OF
THE REQUIREMENTS OF THE
SUBJECT: SPECIALIZATION 18

________________________________________

BY:

REGINE KATE C. BACUD

FEBRUARY 2017
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CHAPTER I

PROBLEM AND ITS SCOPE

INTRODUCTION

Students might be aware of anything that might grab their attention. They pay much of

their time to least important things rather that the most necessary. Students would buy what they

want not what they need when perhaps this thing don’t need cash rather it’s the interest and

motivation. With the rapid abundance of technological equipment, machines and gadgets, we tend

to forget that there are other things that needs attention and one of that is, ACADEMICS.

Many people recognize that each person prefers different learning styles and techniques.

Learning styles group common ways that people learn. Everyone has different technique of

learning. Some people may find that they have dominant styles of learning, with the use of the

other styles. Others may find that they use different styles in different circumstances but there is

no right mix nor you’re learning style are fixed. You can develop ability in less dominant styles,

as well as further develop styles that you already use well.

Using multiple learning styles and multiple intelligences for the students are relatively new

approach by recognizing and understanding your own learning styles, you can use techniques that

better suited to you like using pictures, images, spatial understanding, sound, music, body

language, different senses, and through reasoning or logics. Some may also prefer to study by

group or to work alone and use self-study. It’s up to you, where you are comfortable with, but the

question is, are these techniques effective?

A society must always be a foundation of constituents capable of doing their

responsibilities and to contribute to the progress of their community but instead most of them are

not capable of doing because of their physical and mental frailties. So it is my concern and
 2

responsibility to check and attend to our academics and learning styles for these might be the

reason for our failure in performing our responsibilities as a part of a community and as a

shareholder to the society and to make sure that we earn enough to meet our demands.

Apprehended with these, the researcher will gather the profile of the respondents on the

learning styles in relation to the academic grades of the grade 10 students of Villaflores College.

The purpose of this study is to know the various learning styles of the respondents and must be

able to help them enhance their strategy of learning.

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THEORETICAL BACKGROUND

Experiential theory of David Kolb, stated that is it the process of learning through

experience, and is more specifically defined as "learning through reflection on doing". Hands-on

learning is a form of experiential learning but does not necessarily involve students reflecting on

their product. Experiential learning is distinct from the use of memory especially with little

intelligence, in which the learner plays a comparatively passive role. It is related to but not actually

the same with other forms of active learning such as action learning, adventure learning, free

choice learning, cooperative learning, and service-learning.

Experiential learning is commonly called with the term "experiential education", but while

experiential education is a broader philosophy of education, experiential learning considers the

individual learning process. As such, compared to experiential education, experiential learning is

concerned with more concrete issues related to the learner and the learning context.

Kolb's experiential learning theory works on two levels: a four stage cycle of learning and

four separate learning styles. Much of Kolb’s theory is concerned with the learner’s internal

cognitive processes.

Kolb states that learning involves the acquisition of abstract concepts that can be applied

flexibly in a range of situations. In Kolb’s theory, the impetus for the development of new

concepts is provided by new experiences.

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THEORETICAL FRAMEWORK

Experiential Theory
(David Kolb)

Concrete
Experience

Active Experience Reflecting Observation

Accommodating Converging Assimilating Diverging

Abstract

Theoretical Framework of the Study

 5

REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature

Learning styles have received considerable attention in recent years. There are more than

20 style dimensions that have been identified so far. It has come out of the more general research

on cognitive styles, particularly from the field of psychology. The earliest and frequently discussed

dimension of learning styles is the concept of field dependence and field independence that is

advocated by psychologist Herman Witkin. Recent researchers, such as Lardner (1989),

Reid(1995), Nam & Oxford (1998), Bailey & Onwuegbuzie (2000), Malinsky (2001), Ehrman &

Leaver (2003), Decapua & Wintergerst (2005), have contributed greatly to the development of

learning style theories.

Kolb's (1976) experiential learning theory is prevalent in educational settings, because his

theory explains more about the teaching and learning process (Cited by Reid, 1995). Many

researchers and instructors have adopted his theory and applied it into different educational areas.

The most important thing is that he has proposed four learner types on the basis of his learning

theories. And the four learner types are converger, diverger, assimilator, and accommodator.

Claxton and Murrell (1987) use an onion metaphor to describe the multi-constructs of

learning styles (Cited by Eliason, 1995). The multi-constructs of learning styles are compared as

the layers of an onion. The core is composed of personality characteristics, then from inside to

outside, the layers are sequentially information-processing the second layer, social interaction the

third layer, and instructional layer the fourth and the outermost layer. The core is the most constant

and stable part, but the successive layers around it can be slightly changed to some extent.
 6

Reid (1995) divides the learning-style researches into three major categories: cognitive

learning styles, sensory learning styles, and personality styles. Cognitive learning styles, according

to her introduction, include field-independent and field-dependent learning styles, analytic, and

global learning styles, reflective and impulsive styles, and Kolb's Experiential Model. Sensory

learning styles consist of perceptual learning styles and environmental learning styles. Personality

learning styles are made up of Myers-Briggs Temperament styles, tolerance of ambiguity styles,

right and left hemisphere styles.

Riding & Rayner (1998) just discuss and describe the two basic dimensions of cognitive

styles, including wholist-analytic and verbal-imagery styles. The wholist-analytic style learners

tend to organize information into wholes or parts, while verbal-imagery style learners are inclined

to represent information during thinking verbally or in mental pictures.

It is inevitable that diverse assessment instruments of learning styles exist. It is difficult to

find a comprehensive assessment instrument because of the complex nature of learning styles. The

majority of the assessment instruments are only to measure one or two dimensions of learning

styles. For instance, O'Brien's (1990) Learning Channel Preference Checklist (LCPC) and Reid's

(1984) Perceptual Learning Style Preference Questionnaire (PLSP) are instruments just to measure

perceptual learning styles, Myers-Briggs Type Indicator (MBTI) measures personality traits, such

as extroversion-introversion, sensing-perception and the like, and

Oxford's (1993) Style Analysis Survey (SAS) is relatively multi-dimensional and includes

learning styles, such as perceptual learning styles, extroverted and introverted learning styles,

concrete and sequential learning styles and so on. In this study, we mainly focus on perceptual

learning style preference because it is one of the most obvious aspects of learning styles. Rossi-le
 7

(1989) refers to it as an individual's preferred mode for perceiving, organizing, and retaining

information. Reid's (1984) Perceptual Learning Style Preference Questionnaire (PLSP) is used in

this study, because of her high reliability and validity for non-native speakers. It measures six types

of perceptual learning styles, including visual, auditory, tactile, kinesthetic, individual, and group

learning styles. Each of the learning styles possesses unique learning characteristics. Visual-style

learners like to learn through eyes. For example, they prefer to obtain information through reading,

computers, TV, and bulletin boards. Students of auditory learning styles rely heavily on listening

or talking; they remember what you say. Tactile-style and kinesthetic-style learners like to learn

through touching or moving and prefer to obtain information from audio tapes, lectures, class

discussions, field trips, and role-plays. Individual-style learners learn best when they work alone,

which contrasts strongly to group-style learners who learn effectively when work with other

students or peers. It is evident that all learners have individual attributes relating to their own

learning process and learn differently because of their biological and psychological differences.

Related Studies

The term “learning styles” refers to the concept that individuals differ in regard to what

mode of instruction or study is most effective for them. Proponents of learning-style assessment

contend that optimal instruction requires diagnosing individuals' learning style and tailoring

instruction accordingly. Assessments of learning style typically ask people to evaluate what sort

of information presentation they prefer (e.g., words versus pictures versus speech) and/or what

kind of mental activity they find most engaging or congenial (e.g., analysis versus listening),

although assessment instruments are extremely diverse. The most common—but not the only—
 8

hypothesis about the instructional relevance of learning styles is the meshing hypothesis, according

to which instruction is best provided in a format that matches the preferences of the learner (e.g.,

for a “visual learner,” emphasizing visual presentation of information).

The learning-styles view has acquired great influence within the education field, and is

frequently encountered at levels ranging from kindergarten to graduate school. There is a thriving

industry devoted to publishing learning-styles tests and guidebooks for teachers, and many

organizations offer professional development workshops for teachers and educators built around

the concept of learning styles.

Using of various language may affect the learning of the learnings except to those who

gifted and considered as multilingual learners. Determining what language will be used to teach

children is one of the most important decisions that implementers of education make for the use

of language in the classroom dramatically affect learner’s opportunity to learn (Jene L. Alpuerto,

March 2015).

There are also subdivided techniques on learning: Metacognitive strategies, such as linking

new information with piece of already known, seeking practice opportunities, and self-monitoring

are techniques used for organizing, planning, focusing, and evaluating one’s learning. Affecting

strategies enable learners to control feelings, motivations, and attitudes related to language

learning. Social strategies, such as asking questions and cooperation with others, facilitate

interaction with others, often in discourse situation (Genevieve B. Carrido (May 2010).

You should never forget that the teachers are learners at the same time. They are influenced

by what goes on inside and outside them. They bring a wealth of experience to their learning. Their
 9

individual career patterns, their priorities and their stage in life all influences their desire to learn.

(Miyoung Lee, March 2011).

STATEMENT OF THE PROBLEM

This study assesses the learning style of the grade 10 students of Villaflores College; In

relation to their academic performance school year 2016-2017 and specifically answers the

following questions:

1. What is the profile of the student in terms of:

1.1. Age;

1.2. Gender;

1.3. Number of Siblings; and

1.4. Family monthly income?

2. What is the general average of the second grading period of the respondents?

3. What are the learning styles of the Grade 10 students?

4. What is the extent of applications of the learning styles of the Grade 10 students?

5. Is there significant relationship between the profile and the extent of application of the

learning styles of the Grade 10 students?

HYPOTHESIS

Ho1 There is no significant relationship between the profile and the extend of application

of the learning styles of the Grade 10 students.

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SIGNIFICANT OF THE STUDY

This study is highly vital to the following:

Students- this will serve as their basis for further studies that relates to this study.

Respondents- this will help them to improve their one’s techniques in learning.

Parents- this will give them the means of being aware of their child’s learning styles.

Researcher- this will help the researcher gain knowledge and background regarding tips

and measures on improving the learning styles of the respondents.

SCOPE AND DELIMITATION

Four areas have been given consideration to delimit this study:

Geographical Setting- One year level of the junior high school students of Villaflores

College that consist of two sections namely: Grade 10-Sampaguita

and Sunflower.

Subject Delimitation- 80% of the total number of the respondents of the mentioned level

have been the target respondents of the study. These target

respondents were then furthers classified as Grade 10 respondents.

Time Perspective- The study one covers a portion of the second semestral period of school

Year 2016-2017.

Scope- The study only covers the profile and the learning styles of the respondents.
 11

RESEARCH METHODOLOGY

Research Design

A descriptive type of research has been the mode of study. The researcher have made

descriptions of the collected data, and have some research in internet and in libraries about profile

and common learning strategies of the respondents in Grade 10 both Sampaguita and Sunflower.

In determining the economic status of the repondents, the researcher have asked for the

family monthly income of the respondents; income is expressed in 4 brackets: P5,000 below,

P5,001-P15,000, P15,001-P25,000 and P25,001 above. After having determined the family

monthly income is then determined by categorizing their family monthly income into four: P5,000

below being “Poor” economic status; P5,001-P15,000 being “Working Class”; P15,001-P25,000

being “Middle Class”; and P25,001 above being “Upper Class” economic status.

In determining the learning styles of the respondents, the researcher have made an

assessments using a questionnaire of checklist that contains statements that involve the

respondents’ daily learning-related activities. Each of the statements is them to be labelled. After

having assessed the respondents, the researcher have then made interpretations of the assessment

results by getting the weighted mean of individual respondent’s score and assigning the verbal

interpretations. The assigned values are 5-3.5 as being “Excellent”; 3.4-2 as being “Good”; 1.9-

0.5 as being “Fair”; and 0.4-0 as being “Poor.” To identify the learning styles of the respondents’

and to the assigned values with 5-3.5 as being “Excellent”; 3.4-2 as being “Good”; 1.9-0.5 as being

“Fair”; and 0.4-0 as being “Poor.”

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Research respondents

The researcher have gotten 56 or 80% of the total number of respondents in Grade 10 of

Villaflores College as the respondents to be surveyed. There is one type of respondent in the study;

Grade 10. The researchers have surveyed a total of 56 students that comprise the total number of

respondents.

Research environment

The research has been conducted in the following sections of Grade 10:

 Sampaguita

 Sunflower

Research instrument

The use of questionnaire of the checklist is the primary instrument used in the study.

Data gathering procedure

The researcher have sent letter of permission to the high school principal of Villaflores

College. After having approved by the Dean of Villaflores College (Education Department). After

having granted, the researcher have directly distributed the questionnaire or checklist to the target

respondents.

Statistical treatment of the data

The following measures were used to statistically treat the obtained data: percentage,

weighted mean and Chi-square.

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Percentage. To compute for the percentages, the following formula is used:

𝐹
𝑃= 𝑥100
𝑁

Where:

P= Percentage

F=Frequency

N= number of respondents

Weighted mean. To solve the 3rd and the 4th problem of the study, the formula below is used:

Σ(𝑓𝑤)
𝑊𝑀 =
𝑛

Where;

WM= Weighted mean

w= assigned weighted or value

f= frequency

Σ(𝑓𝑤) = sum of the products of weights and frequencies

n= total number of cases (or frequencies)

Chi-square. To test the significant relationship between the application of the learning styles and

the profile of the respondents, the formula below is used:

(𝑂 − 𝐸)2
𝑋2𝑐 = Σ
𝐸
 14

Where:

X 2 c = computed value of Chi-square

Σ = summation

O= observed value

E= expected value
 15

CHAPTER 2

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter contains the findings of the study in tabular format. This chapter also interprets

the statistical data shown in each of the tables to the readers for easy comprehension.

AGE OF THE RESPONDENTS

TABLE 1

AGE F %

Below-13 0 O

14-15 16 28.57

16-17 39 69.64

18-19 1 1.79

20-Above 0 0

TOTAL 56 100

Table 1 above shows that majority of the respondents or 69.64% (39) have the age ranging

16-17; this is followed by the age of ranging 14-15 with 28.57 or (16) of the total number of

respondents. The table also show that there is 1.79% or (1) respondent has the age ranging 18-19

which has the least number of respondents.

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GENDER OF THE RESPONDENTS

TABLE 2

GENDER Responses

F %

MALE 25 44.64

FEMALE 31 55.36

TOTAL 56 100

Table 2 illustrates the gender of the respondents. It shows that 55.36% or (31) of the total

population of the respondents which is 56 are females. The remaining 44.64% respondents are

males. It is visible that majority of the respondents are females.

NUMBER OF SIBLINGS

TABLE 3

NUMBER OF SIBLINGS F %

1-3 46 82.14

4-6 9 16.07

7-9 1 1.79

10-Above 0 0

TOTAL 56 100
 17

Table 3 reveals that more than 80% of the total respondents has the number of siblings

ranging 1-3. This proves that most the respondents have only few individuals who live under the

same roof. This is then followed with the bracket of 4-6 number of siblings receiving 9 or 16.07%

of the total number respondents.

FAMILY MONTHLY INCOME

TABLE 4

FAMILY MONTHLY F %

INCOME

Below-5,000 8 14.29

5,001-15,000 30 53.57

15,001-25,000 8 14.29

25,001-Above 10 17.86

TOTAL 56 100

The table 4 illustrates the estimated family income of the respondents. It shows that there

are 30 or 53.57 of the respondents belonging to family with income ranging 5,001-15,000. Then

family income ranging below-5,000 and 15,001-25,000 has the same number of respondents which

has 8 or 14.29%. The last one or the highest family monthly income has 10 out of 56 respondents

belong to family income ranging 25,001-above. This means that the most of the family income of

the respondents or common highest monthly income, with the frequency of 30 or with the

percentage of 53.57 and the family monthly income is 5,001-15,000.

 18

ACADEMEDIC GRADE OF THE RESPONDENTS

TABLE 5

GENERAL AVERAGE F %

Below-75 0 0

76-80 5 8.93

81-85 23 41.7

86-90 18 32.14

91-95 10 17.86

96-Above 0 0

TOTAL 56 100

Table 5 shows that the grade ranging 81-85 has the highest number of respondents with 23

frequency or 41.7% followed by grade ranging 86-90 with the number of 18 or 32.14%. the Table

also shown that grades belong to 91-95 has the number of 10 or 17.86% and lastly grade ranging

76-80 with the lowest number of respondents with the frequency of 5 or 8.93%.
 19

EXTENT OF APPLICATIONS OF THE LEARNING STYLES

OF THE RESPONDENTS

TABLE 6

LEARNING STYLES
VERBAL
GENDER 1 2 3 TOTAL WM
DESCRIPTION
VISUAL AUDIO KINESTHETIC

MALE 9 10 6 25 1.88 Fair

FEMALE 8 11 12 31 2.13 Good

TOTAL 17 21 18 56 2.01 Good

SOLUTION FOR THE WM (Weighted Mean):

Value Frequency Value
(Frequency)
1 17 17
2 21 42
3 18 54
TOTAL 56 113

Σ𝑉𝑎𝑙𝑢𝑒(𝑓𝑟𝑒𝑞𝑢𝑒𝑛𝑐𝑦)
𝑊𝑀 =
𝑇𝑜𝑡𝑎𝑙 𝑁𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑓𝑟𝑒𝑞𝑢𝑒𝑛𝑐𝑦
113
𝑊𝑀 =
56
WM=2.01786—Good
Numerical Value:
5-3.5—Excellent
3.4-2—Good
1.9-0.5—Fair
0.4-0—Poor
 20

Table 6 emphasize that the learning styles of the respondents are good though in the part

of the male, it shows fair but in the over-all point of view it shows and it is visible enough that

the respondents are considered as “good.”

LEARNING STYLES OF THE RESPONDENTS

(VISUAL)

TABLE 7

STATEMENTS 1 2 3
NEVER APPLIES TO ME SOMETIMES APPLIES OFTEN APPLIES TO
TO ME ME
F % F % F %
I enjoy doodling and even my
notes have lots of pictures and 3 5.36 44 78.58 9 16.09
arrows in them.
I remember something better if I
2 3.57 32 57.14 22 39.29
write it down.
I get lost or am late if someone
tells me how to get to a new
24 42.86 26 46.43 6 10.71
place, and I don’t write down the
directions.
When trying to remember
someone’s telephone number, or
something new like that, it helps 11 19.64 31 55.36 14 25
me to get a picture of it in my
mind.
If I am taking a test, I can “see”
the textbook page and where the 11 19.64 38 67.86 7 12.5
answer is located.
It helps me to look at the person
while listening; it keeps me 5 8.93 27 48.21 24 42.86
focused.
Using flashcards helps me to
18 32.14 29 51.79 9 16.86
retain material for tests.
It’s hard for me to understand
what a person is saying when
4 7.14 31 55.36 21 37.5
there are people talking or music
playing.
It’s hard for me to understand a
19 33.93 33 58.93 4 7.14
joke when someone tells me.
 21

It is better for me to get work

1 1.79 24 42.86 31 55.36
done in a quiet place.
TOTAL 98 17.53 315 56.25 147 26.30

SOLUTION FOR THE WM (Weighted Mean):

Value Frequency Value
(Frequency)
1 98 98
2 315 630
3 147 294
TOTAL 560 1022

Σ𝑉𝑎𝑙𝑢𝑒(𝑓𝑟𝑒𝑞𝑢𝑒𝑛𝑐𝑦)
𝑊𝑀 =
𝑇𝑜𝑡𝑎𝑙 𝑁𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑓𝑟𝑒𝑞𝑢𝑒𝑛𝑐𝑦
1022
𝑊𝑀 =
560
WM=1.82—Fair

Table 7 exhibits the learning style of the respondents under visual, each respondent

provided with separated questionnaire compromising 10 statements. It has been tallied and

totalled. And it appears that the respondents are rated “fair” when it comes to visual. So it is

concluded that the respondents are fairly visual learners.

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LEARNING STYLES OF THE RESPONDENTS

(AUDIO)

TABLE 8

STATEMENTS 1 2 3
NEVER APPLIES TO ME SOMETIMES APPLIES OFTEN APPLIES TO
TO ME ME
F % F % F %
My written work doesn’t look
neat to me. My papers have 4 7.14 39 69.64 13 23.21
crossed-out words and erasures.
It helps to use my finger as a
pointer when reading to keep my 9 16.09 36 64.29 11 19.64
place.
Papers with very small print,
blotchy dittos or poor copies are 7 12.5 37 66.07 12 21.43
tough on me.
I understand how to do something
if someone tells me, rather than
3 5.36 38 67.86 15 26.79
having to read the same thing to
myself.
I remember things that I hear,
rather than things that I see or 6 10.71 34 60.71 16 28.57
read.
Writing is tiring. I press down too
18 32.14 30 53.57 8 14.29
hard with my pen or pencil.
My eyes get tired fast, even
though the eye doctor says that 19 33.93 32 57.14 5 8.93
my eyes are okay.
When I read, I mix up words that
look alike, such as “them” and 18 32.14 30 53.57 8 14.29
“then,” “bad” and “dad.”
It’s hard for me to read other
4 7.14 47 83.93 5 8.93
people’s handwriting.
If I had the choice to learn new
information through a lecture or
7 12.5 37 66.07 12 21.43
textbook, I would choose to hear
it rather than read it.
TOTAL 95 16.96 360 64.29 105 18.75
 23

SOLUTION FOR THE WM (Weighted Mean):

Value Frequency Value
(Frequency)
1 95 95
2 360 720
3 105 315
TOTAL 560 1130

Σ𝑉𝑎𝑙𝑢𝑒(𝑓𝑟𝑒𝑞𝑢𝑒𝑛𝑐𝑦)
𝑊𝑀 =
𝑇𝑜𝑡𝑎𝑙 𝑁𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑓𝑟𝑒𝑞𝑢𝑒𝑛𝑐𝑦
1130
𝑊𝑀 =
560
WM=2.O2--Good

Table 8 demonstrates 10 statements that talks about learning styles in regards with the

audio answered by each of the respondents in totality. With the use of the equation for weighted

mean we arrived with 2.02, rated as “good” which means that the respondents are good enough

when it comes to audio.

LEARNING STYLES OF THE RESPONDENTS

(KINESTHETIC)

TABLE 9

STATEMENTS 1 2 3
NEVER APPLIES TO ME SOMETIMES APPLIES OFTEN APPLIES TO
TO ME ME
F % F % F %
I don’t like to read directions; I’d
17 30.36 35 62.5 4 7.14
rather just start doing.
 24

I learn best when I am shown how

to do something, and I have the 1 1.79 30 53.57 25 44.64
opportunity to do it.
Studying at a desk is not for me. 21 37.5 32 57.14 3 5.36
I tend to solve problems through a
more trial-and-error approach,
12 21.43 37 66.07 7 12.5
rather than from a step-by-step
method.
Before I follow directions, it helps
7 12.5 40 71.42 9 16.09
me to see someone else do it first
I find myself needing frequent
6 10.71 41 73.21 9 16.09
breaks while studying.
I am not skilled in giving verbal
13 23.21 36 64.29 7 12.5
explanations or directions.
I do not become easily lost, even
6 10.71 36 64.29 14 25
in strange surroundings.
I think better when I have the
3 5.36 24 42.85 29 51.79
freedom to move around.
When I can’t think of a specific
word, I’ll use my hands a lot and
15 26.79 30 42.85 29 51.79
call something a “what-cha-ma-
call-it” or a “thing-a-ma-jig.”
TOTAL 101 18.04 30 60.89 118 21.07

SOLUTION FOR THE WM (Weighted Mean):

Value Frequency Value
(Frequency)
1 101 101
2 341 682
3 118 354
TOTAL 560 1137

Σ𝑉𝑎𝑙𝑢𝑒(𝑓𝑟𝑒𝑞𝑢𝑒𝑛𝑐𝑦)
𝑊𝑀 =
𝑇𝑜𝑡𝑎𝑙 𝑁𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑓𝑟𝑒𝑞𝑢𝑒𝑛𝑐𝑦
1137
𝑊𝑀 =
560
WM=2.O3--Good
 25

Table 9 conveys the partial weighted mean of the respondents’ consumptions weighing

2.03 rated as “good”.

With all the total weighted means it is indispensable to decipher the total weighted mean

to identify the extent of applications of the learning styles of the respondents. And it was puzzled

out that the extent of application of the learning styles of the respondents is “Good” with the total

of 1.96.

TOTAL WEIGHTED MEAN:

𝑊𝑀1 + 𝑊𝑀2 + 𝑊𝑀3

𝑇𝑊𝑀 =
3

1.82 + 2.02 + 2.03

𝑇𝑊𝑀 =
3

5.87
𝑇𝑊𝑀 =
3

TWM=1.96≈2 --Good

Numerical Value:
5-3.5—Excellent
3.4-2—Good
1.9-0.5—Fair
0.4-0—Poor
 26

SIGNIFICANT RELATIONSHIP BETWEEN THE ECONOMIC STATUS

LEARNING STYLES OF THE RESPONDENTS

Table 10

POOR WORKING MIDDLE UPPER TOTAL

CLASS CLASS CLASS

F EF F EF F EF F EF F EF

VISUAL 2 2.43 13 9.11 0 2.43 2 3.04 17 17.01

AUDIO 5 3 12 11.25 3 3 1 3.75 21 21

KINESTHETIC 1 2.57 5 9.64 5 2.57 7 3.21 18 17.99

TOTAL 8 8 30 30 8 8 10 10 56 56

𝑥 2 𝑡 = 16.92 df=9 P=0.05 𝑥 2 𝑐 < 𝑥 2 𝑡 = 𝐻𝑎 𝑥 2 𝑐 > 𝑥 2 𝑡 = 𝐻𝑜

Accepted Rejected

𝑥 2 𝑐 = 17.94 𝑥 2 𝑐 > 𝑥 2 𝑡 = 𝐻𝑜

The table show that the computed chi-square is greater than the tabulator value. Since

17.94>16.92, we rejected the null hypothesis. This means that there is a significant relationship

between the economic status and learning styles of the respondents.

 27

CHAPTER 3

Summary and Findings

On the basis of the data gathered, presented below are the conspicuous findings of this

inquiry.

In table 1 shows that majority of the respondents or 69.64% (39) have the age ranging 16-

17; this is followed by the age of ranging 14-15 with 28.57 or (16) of the total number of

respondents. The table also show that there is 1.79% or (1) respondent has the age ranging 18-19

which has the least number of respondents.

It is also illustrated the gender of the respondents. It shows that 55.36% or (31) of the total

population of the respondents which is 56 are females. The remaining 44.64% respondents are

males. It is visible that majority of the respondents are females.

It reveals that more than 80% of the total respondents has the number of siblings ranging

1-3. This proves that most the respondents have only few individuals who live under the same

roof. This is then followed with the bracket of 4-6 number of siblings receiving 9 or 16.07% of the

total number respondents.

The estimated family income of the respondents. It shows that there are 30 or 53.57 of the

respondents belonging to family with income ranging 5,001-15,000. Then family income ranging

below-5,000 and 15,001-25,000 has the same number of respondents which has 8 or 14.29%. The

last one or the highest family monthly income has 10 out of 56 respondents belong to family

income ranging 25,001-above. This means that the most of the family income of the respondents

or common highest monthly income, with the frequency of 30 or with the percentage of 53.57 and

the family monthly income is 5,001-15,000.

 28

The grade ranging 81-85 has the highest number of respondents with 23 frequency or

41.7% followed by grade ranging 86-90 with the number of 18 or 32.14%. the Table also shown

that grades belong to 91-95 has the number of 10 or 17.86% and lastly grade ranging 76-80 with

the lowest number of respondents with the frequency of 5 or 8.93%.

It is being emphasize that the learning styles of the respondents are good though in the

part of the male, it shows fair but in the over-all point of view it shows and it is visible enough

that the respondents are considered as “good.”

The learning style of the respondents under visual, each respondent provided with

separated questionnaire compromising 10 statements. It has been tallied and totalled. And it

appears that the respondents are rated “fair” when it comes to visual. So it is concluded that the

respondents are fairly visual learners.

There are also 10 statements that talks about learning styles in regards with the audio

answered by each of the respondents in totality. With the use of the equation for weighted mean I

arrived with 2.02, rated as “good” which means that the respondents are good enough when it

comes to audio.

And in kinaesthetic it conveys the partial weighted mean of the respondents’ consumptions

weighing 2.03 rated as “good”.

With all the total weighted means it is indispensable to decipher the total weighted mean

to identify the extent of applications of the learning styles of the respondents. And it was puzzled

out that the extent of application of the learning styles of the respondents is “Good” with the total

of 1.96.
 29

To identify if there is a significant relationship between the application of learning styles

and the profile, table 10 shown that the computed chi-square is greater than the tabulator value.

Since 17.94>16.92, we rejected the null hypothesis. This means that there is a significant

relationship between the economic status and learning styles of the respondents.

The proposed measures of this study are: to help in identifying and indicating the learning

styles of the individual participants with the help of the instruments, checklist or questionnaires;

to also equate the benefits and effectiveness of different interventions made by the respondents; to

assess the learning styles made by individuals and; to decide the probable learning styles needs of

the respondents.

CONCLUSION

Based on the findings of this study, the following conclusion have been made:

Majority of the respondents or 69.64% (39) have the age ranging 16-17.

In terms of gender it shows that 55.36% or (31) of the total population of the respondents

which is 56 are female.

It reveals that more than 80% of the total respondents has the number of siblings ranging

1-3.

The most of the family income of the respondents or common highest monthly income,

with the frequency of 30 or with the percentage of 53.57 and the family monthly income is 5,001-

15,000.

The grade ranging 81-85 has the highest number of respondents with 23 frequency or

41.7%.
 30

It is being emphasize that the learning styles of the respondents are good though in the

part of the male, it shows fair but in the over-all point of view it shows and it is visible enough

that the respondents are considered as “good.”

The respondents are rated “fair” when it comes to visual. So it is concluded that the

respondents are fairly visual learners.

I arrived with 2.02, rated as “good” which means that the respondents are good enough

when it comes to audio.

In kinaesthetic it conveys the partial weighted mean of the respondents’ consumptions

weighing 2.03 rated as “good”.

And it was puzzled out that the extent of application of the learning styles of the

respondents is “Good” with the total of 1.96.

There is a significant relationship between the economic status and learning styles of the

respondents.

The study aims to assess the respondents’ learning styles, their learning practices and

identify the benefits and effectiveness of their learning interventions, and to provide learning needs

to the respondents in order to achieve the goals.

 31

Recommendations

After examining and analysing based on the findings of the data gathered, some

recommendations are proposed:

1. The respondents should be aware to their academic performance more often; and

2. Though the conclusion states that they are good, still they must improve their learning

styles for the betterment of their future.

BIBLIOGRAPHY

A. BOOKS

B. UNPUBLISHED MATERIALS

Jene L. Alpuerto (March 2012) “Self-efficacy of Grade One Teachers in Teaching Actional

Competencies Using the Mother Tounge”

Marilou A. Remolano Rocamora (2006) “Personality Factors and Academic Performance

of High School Students with Separated Parents”

Genevieve B. Carrido (May 2010) “Correlation Between Students Language Learning

Strategies, Motivations and Attitudes and English 1/101 Achievement"

C. INTERNET

www.google.com
https://www.ukessays.com/essays/linguistics/literature-review-on-learning-styles.php
 32

APPENDICES
 33

LEARNING STYLES OF THE GRADE 10 STUDENTS OF VILLAFLORES COLLEGE: IN

RELATION TO THEIR ACADEMIC PERFORMANCE SY: 2016-2017

I.Students Profile:
Name:______________________ Age: ____ Gender: ________ Section:___________
Last general average: ______
II. Put check on the appropriate box after each statement. You must give an answer for ALL
statements. Once you have given a response for all statements please pass it right away.
A. (Visual)
STATEMENT NEVER SOMETIMES OFTEN
APPLIES TO APPLIES TO APPLIES TO
ME ME ME
I enjoy doodling and even my notes have
lots of pictures and arrows in them.
I remember something better if I write it
down.
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.
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.
If I am taking a test, I can “see” the
textbook page and where the answer is
located.
It helps me to look at the person while
listening; it keeps me focused.
Using flashcards helps me to retain
material for tests.
It’s hard for me to understand what a
person is saying when there are people
talking or music playing.
It’s hard for me to understand a joke when
someone tells me.
It is better for me to get work done in a
quiet place.

B. (Auditory)
 34

STATEMENT NEVER SOMETIMES OFTEN

APPLIES TO APPLIES TO APPLIES TO
ME ME ME
My written work doesn’t look neat to me.
My papers have crossed-out words and
erasures.
It helps to use my finger as a pointer when
reading to keep my place.
Papers with very small print, blotchy dittos
or poor copies are tough on me.
I understand how to do something if
someone tells me, rather than having to
read the same thing to myself.
I remember things that I hear, rather than
things that I see or read.
Writing is tiring. I press down too hard
with my pen or pencil.
My eyes get tired fast, even though the eye
doctor says that my eyes are okay.
When I read, I mix up words that look
alike, such as “them” and “then,” “bad” and
“dad.”
It’s hard for me to read other people’s
handwriting.
If I had the choice to learn new information
through a lecture or textbook, I would
choose to hear it rather than read it.

C. (Kinesthetic)
STATEMENT NEVER SOMETIMES OFTEN
APPLIES TO APPLIES TO APPLIES TO
ME ME ME
I don’t like to read directions; I’d rather
just start doing.
I learn best when I am shown how to do
something, and I have the opportunity to do
it.
Studying at a desk is not for me.
I tend to solve problems through a more
trial-and-error approach, rather than from a
step-by-step method.
Before I follow directions, it helps me to
see someone else do it first
 35

I find myself needing frequent breaks while

studying.
I am not skilled in giving verbal
explanations or directions.
I do not become easily lost, even in strange
surroundings.
I think better when I have the freedom to
move around.
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.”

REGINE KATE C. BACUD

The Researcher
 36

Researcher’s Bio-Data

Personal

Name : Regine Kate Corsiga Bacud

Date of Birth : February 8, 2016

Place of Birth : Negros Oriental Provincial Hospital (NOPH)

Age : 19

Present Address : Tugas, Tanjay City, Nergos Oriental

Civil Status : Single

Father : Reden Aguilar Bacud Sr.

Mother : Greta C. Bacud

Religion` : Catholic

Educational Background

Elementary : Casa Marie Learning Institute

2008-2009

High School Casa Marie Learning Institute

2012-2013

College : Villaflores College

2016-present