A Critique and Analysis of the Thesis Entitled

PREFFERED TEACHING AND LEARNING STYLES IN

TECHNICAL VOCATIONAL EDUCATION OF MALANDAY

NATIONAL HIGHSCHOOL

In Partial Fulfilment of the Requirements

for the Subject Statistics in Education

Presented to:

Dr. Erico M. Habijan

Presented by:

Maria Veronica D. Basa

Master of Arts in Teaching

Major in Food Technology

 INTRODUCTION

The extent of student’s learning in academics may be determined by the grades

of the student earns for a period of learning has been done. It is believed that a grade is

a primary indicator of such learning. If a learner earn high grades it is concluded they

may also learned a lot while low grades indicate lesser learning. However, many

experiences and studies found out that there are also several factors – gender, IQ;

learning styles, study habits, age, year level, parents educational attainment, social

status, number of siblings etc. In fact, almost of existing environmental and personal

factors are variable of academic performance. However, at this point in time, the

researchers would like to investigate the possible relationship of the teaching and

learning style in Technical Vocational Education in Malanday National High School. The

school where the researcher is currently connected is one of the 282 selected Technical

Vocational Schools in the Philippines as Department of Education revived the technical

vocational education in the public secondary schools. The program has been adapted

and implemented by Malanday National High School since 2008 is the Strengthened

Technical-Vocational Education Program (STVEP).

As provided in the 1987 Philippine Constitution, Article 1, Section 1 of the Manual

of Operations for Public Technical – Vocational High Schools.

“Technical Vocational High Schools (TVHS) aim to provide utmost development

of individuals as a total person work ethics and desirable values that will make the

person economically stable and responsible”.

The mandate allows an individual to undergo a process of gaining a specific

knowledge with a specialized skill or talent to be able to function effectively paving the

way for a better tomorrow.

Social psychologist like other behavioural scientist is continually on the alert for

indication of basic trends and consistencies in human behaviour. Such trends are

usually revealed more accurately or reliably by observing sizeable examples of

individuals rather than a few isolated individuals.

 Teaching is a very rewarding job. It is the noblest profession in the world

because it is the teacher who helps shape the future leaders of the nation. Teachers

touch the future as they help to prepare tomorrows generation.

The school offers four major subjects such as food trades, cosmetology, welding

and electricity which started at the second year level up to the fourth year level.

In the recent National Assessment test, hundred percent of the cosmetology and

food trades students were qualified and passed the exam. The electricity got sixty

percent while students in welding did not meet the expectations.

The researcher prompted to conduct the study , in her desire to enhance the

preferred teaching styles in Technical Vocational Education that match with the students
learning styles.

SUMMARY

The study entitled “Preferred Teaching and Learning Styles in Technical

Vocational Education of Malanday National High School” sought to answer the following

questions:

1. What is the profile of the TVET teachers’ respondents in terms of gender,

length of teaching experience, educational attainment, numbers of TVET

subject handled, and numbers of trainings attended?

- In terms of the teacher respondent’s profile, 8 TVET teachers at

Malanday National High School. There is an equal number of male and

female teachers. Sixty two point five percent or 62.5% of the teachers had

been in the service from 6-10 years while 25% for more than 10 years. Only 1

has been in the service for less than 6 years. On the educational attainment

of the teacher respondents, majority at 6 out of 8 or 75% are Bachelor of

Science Industrial Education. The remaining 2 or 25% had obtained their

Master’s Degree. With respect to number of TVET subjects handle,

75% are handling exactly 3 TVET subjects. The remaining 25% are fulltime

TVET teachers at exactly 9 subjects each. On the number of seminars

 attended, 5 or 62.5 % had attended 1 – 5 seminars. Three of the teachers

had attended 6-10 seminars.

2. What is the extent of learning styles of the teacher – respondents with respect

to authoritarian, democratic and Laissez Faire?

- On the extent of learning styles of the teacher respondents to

authoritarian; obtained a general weighted mean of 3.86 verbally interpreted

as Often, democratic; an average of 3.68 with verbal interpretation of often,

laissez faire; has a verbal interpretation of Sometimes with a weighted mean

of 3.15.

3. Is there a significant difference on the learning styles of the teacher

respondents in terms of their profile?

- On the significant difference on the learning styles of the teachers

respondents in terms of their profile:

In terms of sex all the computed F-values of 0.040, 0.30 and 0.038 are

way below the critical value of 5.99. The test failed to reject the null

hypothesis. In terms of length in service, the computed F-values differ as to

the kind of style with authoritarian the highest at 4.136, democratic second at

1.224 and laissez faire last. However, all of these values did not reach the

tabular value of 5.79 therefore the null hypothesis is accepted.

With respect to educational attainment the p-values of 0.796, 0.772 and

0.256 for authoritarian, democratic and laissez faire did not meet the 0.05

level thus there is no reason to reject the null hypothesis.

In terms of the number of Tech-Voc subjects handled, The p-values of

0.854, 0.369 and 0.830 for authoritarian, democratic and laissez faire did not

meet the 0.05 level thus there is no reason to reject the null hypothesis.

In terms of their number of seminar/training attended, the p-values for

authoritarian and democratic with respect number of seminar attended of

0.804 and 0.697 did not met the 0.05 level hence the null hypothesis is
 accepted for the two styles. There is no significant difference in the perceived

teaching styles of the teachers with respect to authoritarian and democratic

when they are grouped by number of seminars attended.

4. What is the extent of learning styles of the teacher – respondents with respect

to authoritarian, democratic and Laizzes Faire?

- In terms of the student respondent’s profile: Sex, there are 82 male and

111 female student respondents at Malanday National High School. In terms

of learning resources majority of the students respondents have computer with

internet connection with a total of 126 or 65.3 %. On the socio economic status

of the students respondents, majority at 115 out of 193 or 59.6% are below

10,000. Second highest in frequency at 32.6 are the respondents with monthly

income of 10,000 – 14, 999. Lower in rank are the 7.8% who belong to the

20,000 and above income bracket.

5. What is the extent of the learning styles of the student respondents with

respect to authority, visual and tactile?

- On the extent of the learning styles of the student respondents with

respect to: auditory, obtained a general weighted mean of 3.95 verbally

interpreted as often. Visual, obtained a general weighted mean of 3.81 verbally

interpreted as often. Tactile, weighted mean of 3.32 and verbal interpreted as

sometimes.

6. Is there a significant relationship between the teacher teaching styles and the

student learning styles?

- On the significant relationship of the teachers’ teaching styles and the

students’ learning styles. It is reflected in the table that all the p-values did not

meet the0.05 level of significance thus the test failed to reject the null

hypothesis. There is no significant relationship between the teaching style and

the learning style of the students.

7. Is there a significant different on the learning style of the students in the terms

of their profile?
 - On the significant difference on the learning styles of the student

respondents in terms of their profile:

In terms of sex, the computed F-value for auditory and visual learning

styles of 0.788 and 1.777 are less than the tabular value of 3.90. The null

hypothesis that there is no significant difference in the perception of the

students on their learning styles as auditory and visual style of the male and

female students do not significantly differ is accepted.

In terms of their age, the test failed to reject the null hypothesis for all the

three learning styles since all the computed values are less than the tabular

value of 2.34. There is no significant difference in the perception of the

students on their learning style as auditory, visual or tactile when grouped by

age.

In terms of their socio-economic status, , the computed F-values did not

reach the tabular value of 3.05. Evidently, there is no reason to reject the null

hypothesis.

In terms of learning resources, The p-values of 0.681, 0.463 and 0.717 did

not meet the 0.05 level hence the test failed to reject the null hypothesis.

Conclusively, there is no significant difference in the perception of the students

on their teaching styles as auditory, visual or tactile when grouped by learning

resource available.

8. What plan of action maybe proposed to enhance the teaching styles and

learning styles in Malanday National High School?

- A plan of action was presented by researcher to enhance the teaching

styles and learning styles in Malanday National High School.

 REACTION

The researcher used Descriptive Statistics.

Frequency and Percentage Distribution – to determine the profile of the respondents in

terms of the selected variables

Weighted Mean – applied to determine the extent of teaching and learning styles of

respondents.

One-way analysis of variance – utilized to determine the significant differences on the

teaching and learning styles of the respondents in terms of their profile.

Chi – square of independence – applied to determine the teaching and learning styles of

the respondents in terms of their profile.

Based on the statistical result, the null hypothesis failed to reject. There is no

significant relationship between the teaching style and the learning style of the students.

This means that matching teaching methods to learning styles remains extremely

popular.

RECOMMENDATION

Identifying teachers’ teaching styles as well as learners’ learning styles in order

to reflect better classroom practices. Induce students to adapt a deep approach to

learning. Assign a varieties of learning task to address learning goals.