Learning Style of Grade 11 HUMMS Birdy Final1

Binalbagan National High School
SENIOR HIGH SCHOOL DEPARTMENT

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LEARNING STYLES
OF GRADE ELEVEN HUMANITIES AND SOCIAL SCIENCES STUDENTS
A Research Presented to the Faculty and Staff
of Binalbagan National High School
Senior High School
In Fulfilment of Requirements for the Subject
Practical Research II
Allysa . Blauro
Ana Mae B. Tamayo
April Grace M. Flores
Ma. Trisha V. Sarasa
Yvonne Reign N. Magbanua
January 2018
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Chapter I
INTRODUCTION
Background of the Study
Styles are the words used to describe differences among people. They are
the general, broad approaches a person uses to learn or to solve a problem. Dunn
(2010) defines learning styles as the way in which each individual learner begins to
concentrate on, process, absorb and retain new and difficult material.
The term “learning styles” speaks to the understanding that every student
learns differently. Technically, an individual’s learning style refers to the preferential
way in which the students absorbs, processes, comprehends and retains
information (retrieved: http://www.teach.com/readinglist/1125173206, December 9,
2017).A learning style is an individual’s approach to learning based on strengths,
weaknesses and preferences. And knowing yourself as a learner is important if you
want to achieve to the best of your ability.
The K to 12 Basic Education Program (2012) stated that the learner is the
very reason why K-12 curriculum was created. Who the learner in totality, how the
learner learns and develops and what the learner needs are highly considered in
the curriculums’ framework. They also added that learner learns at his/her pace in
his/her own learning style.
Learning styles have received considerable attention in recent years.
Advanogy.com (2017) stated that there are seven major learning styles based on
Multiple Intelligences: Visual (spatial), Aural (auditory-musical), Verbal (linguistic),
Physical(kinesthetic), Logical (mathematical), Social(interpersonal),

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Solitary(intrapersonal). And boys and girls learn in exact different way, or do they?
Dr. Gross (2014) stated Neuroscience tells us that yes: boys and girls are different.
Boys’ brains are larger, but girls’ brains grow faster and typically their interests and
learning styles vary somewhat. Yen Lun Su (2012) wrote on his research that many studies
have shown differences between the learning styles of male and female students.
Recent researchers also have contributed greatly to the development of
learning styles. Fleming (2008) illustrate that turning words into visual is another
way to improve the weakness of Reading and Writing. While, Molly (2008) defines
that people who sensors incline to information they received from what they
received and they will tell the facts without any interpretation. People who are
intuitive more incline to interpretation, imaginative or “sixth sense” rather than just
tell the facts. MyPersonality(2007) defines thinking people are able to make their
decision based on what they seen and they not like to think or judge something’s
may not based on logic. On the other hands, feeling people make their decision
based on their feeling, they decides with heart instead of facts. People who judging
they normally good at finishing, they like to planning their things and responsible
always and control in events of a individual. Besides that, people who perceiving
they more preferred outward displayed. They are flexible and adaptable and they
are not well organized. (Retrieved:
https://www.ukessays.com/essays/education/preferred-learning-styles-education-
essay.php, December 9, 2017)

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According to Hawksworth (2015) Information enters your brain in three main
ways: sight, hearing, and touch. He also added that by examining your learning
style, you’ll become aware of how your brain learns best. And if you know how you
learn best, you can also communicate more effectively with your instructor. While
many educational institutions diagnose student learning styles with the aim of
planning lessons to suit a range of methods of learning. This approach is supported
by professional bodies; the Qualifications and Curriculum Authority (QCA) state that
learners should be made aware of their preferred learning style in order to improve
performance (QCA 2009). However, other feels the absence of substantial empirical
research leaves questions about the effectiveness of the approach (Burton 2007).
Rohrer and Pashler (2012) concluded that there presently is no empirical
justification for tailoring instruction to students’ supposedly different learning styles.
Educators should instead focus on developing the most effective and coherent ways
to present particular bodies of content, which often involve combining different
forms of instructions. Supported by Pashler, McDaniel, Rohrer and Bjork (2009)
they came to a startling but clear conclusion: “Although the literature on learning
styles is enormous,” they “found virtually no evidence” supporting the idea that
“instruction is best provided in a format that matches the preference of the learner.”
Statement of the Problem
This study aims to measure the learning styles of Grade ElevenHumanities
and Social Sciences students. Specifically, it aims to answer the following research
questions:
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1. What are the preferred learning styles of students when taken as a whole
group?
2. What are the preferred learning styles of students when grouped according
to their sexes?
Theoretical Framework
David Kolb published his learning styles model in 1984 from which he
developed his learning style inventory.
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.
“Learning is the process whereby knowledge is created through the
transformation of experience” (Kolb, 1984).
Kolb’s experiential learning style theory is typically represented by a four
stage learning cycle in which the learner ‘touches all the bases’:(1) Concrete
Experience – a new experience of situation is encountered, or a reinterpretation of
existing experience. (2) Reflective Observation –of the new experience. Of
particular importance are any inconsistencies between experience and
understanding. (3) Abstract Conceptualization – reflection gives rise to a new idea,
or a modification of an existing abstract concept. (4) Active Experimentation – the
learner applies them to the world around them to see what results.
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(Retrieved:http://www./simplypsychology_kolb_learning_styles.pdf, December 9,
2017)
Schematic Diagram
Grade Eleven HUMMS Students of Binalbagan

National High School S.Y 2017-2018
Learning Style
Demographic Profile:
A. Sex
B. Section
Scope and Limitation
This study is limited only for the Grade Eleven Humanities and Social
Sciences Senior High School Department of Binalbagan National High School and
for the Grade Eleven Humanities and Social Sciences Senior High School students
S.Y. 2017-2018.
The research sample is composed of calculated size from Grade eleven
HUMSS of Binalbagan National High School population using Slovin’s formula. And
the primary data gathering method to be used is stratified random sampling.

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This study will be conducted in the whole Second Semester of the Academic
Year 2017-2018.
Significance of the Study
Every individual is a unique learner. No one else learns in exactly the same
way. There are many benefits discovering how you process information best or
what’s your learning style is. This study is beneficial prior to:
Students. The respondents will have an awareness on the importance of the
Learning Styles and gives the Binalbagan National High School Grade 11 HUMMS
students a head start and maximizes their learning potential
Parents. The result of the study will help the parents of the respondents feel
secured and can work effectively with their child’s learning style.
Teachers. The result of the study will help the teachers/mentors provide
encouragement to think of ideas that will give proper teaching strategies based on
the students learning style.
Future Researchers. The findings of the study will serve as a reference
material and a guide for future researchers who wish to conduct the same
experimental study or any study related to Learning Style of Grade 11 HUMMS.
Definition of Terms
Learning Style. Learning style is an individual’s unique approach to learning
based on strengths, weaknesses, and preferences (retrieved: Dictionary.com’s 21st
Century Lexicon).
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In this study, learning style refers to the approach, technique or method
used by the Grade Eleven HUMSS students in studying.
Student. Student is someone who is learning at a school, or in any teaching
environment (retrieved: YOURDictionary).
In this study, student refers to the Grade Eleven HUMSS who are the
respondents of this research.
Preference. Preference is an advantage that is given to some people or
things and not to others (retrieved: Merriam Webster’s Dictionary).
In this study, preference refers to the choice of learning style of HUMSS 11
students of Binalbagan National High School.

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Chapter 2
Review of Related Literature
Hawksworth (2015) Information enters your brain three main ways: sight,
hearing, and touch. By examining your learning style, you’ll become aware of how
your brain learns best. And if you know how you learn best, you can also
communicate more effectively with your instructors.
The learning styles theory implies that how much individuals learn has more
to do with whether the educational experience is geared toward their particular style
of learning than whether or not they are “smart.” The concept of learning styles is
rooted in the classification of psychological types. The learning styles theory is
based on research demonstrating that, as the result of heredity, upbringing, and
current environmental demands, different individuals have a tendency to both
perceive and process information differently. Traditional schooling tends to favor
abstract perceiving and reflective processing. Other kinds of learning aren’t
rewarded and reflected in curriculum, instruction, and assessment nearly as much.
(Retrieved: http://www.funderstanding.com/educators/learning-styles-3/2011,
December 9, 2017)
According to a major new report published this month in Psychological
Science in the Public Interest, a journal of the Association for Psychological
Science. The report, authored by a team of eminent researchers in the psychology
of learning—Hal Pashler (University of San Diego), Mark McDaniel (Washington
University in St. Louis), Doug Rohrer (University of South Florida), and Robert Bjork
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(University of California, Los Angeles)—reviews the existing literature on learning
styles and finds that although numerous studies have purported to show the
existence of different kinds of learners (such as “auditory learners” and “visual
learners”), those studies have not used the type of randomized research
designs that would make their findings credible (retrieved:
https://www.psychologicalscience.org/news/releases/learning-styles-debunked-
there-is-no-evidence-supporting-auditory-and-visual-learning-psycholog, December
9,2017).
Hawk and Shah (2007) in their study have indicated that students can and
should develop their abilities that are not in their natural modes and preference.
This is possible only if they are aware that learning style does exist in individuals
and that not all individuals learn in the same way.
Schellans et al. (2007) in their study on learning in asynchronous discussion
groups, highlight the significant impact on the intensity of interaction of students in a
group. The study also projects the impact of student learning style on the
achievement of the individual. A close review of these studies throws light into the
fact that learning styles do exist in individuals at varied levels just as how
intelligence differs from individual to individual. It has also been observed that
learning style of an individual has a direct influence on his academic performance. It
is therefore essential that teachers should develop appropriate learning experience
to cater to the learning style of the students and thus empower them. These studies
have enabled the investigator to develop proper understanding about learning
patterns of individuals and device appropriate strategies for the study.

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“The learner is the very reason of the entire curriculum system. Who the
learner is in his/her totality, how he/she learns and develops and what his/her needs
are were highly considered in the making of the K to 12 curriculum frameworks.The
holistic learning and development of the learner is its primary focus. A teacher
creates a conducive atmosphere where the learner enjoys learning, takes part in
meaningful learning experiences and experiences success because he/she is
respected, accepted and feels safe even if in his/her learning exploration he/she
commits mistakes. He/she learns at his/her own pace in his/her own learning style.
He/she is empowered to make choices and to become responsible for his/her own
learning in the classroom and for a lifetime.” (Retrieved:
http://www.philippinesbasiceducation.us/2013/05/understanding-learning-
styles.html?m=1, December 9, 2017)
A group of cognitive psychologists (Harold Pashler, Mark McDaniel, Doug
Rohrer, Robert Bjork. Learning Styles. Psychological Science in the Public Interest,
Volume 9, and Number 3 (December 2008), (retrieved:
http://ejournals.ebsco.com/direct.asp?ArticleID=4F99A97E42AC70C56FC0>)
“We conclude therefore, that at present, there is no adequate evidence base to
justify incorporating learning-styles assessments into general educational practice.
Thus, limited education resources would better be devoted to adopting other
educational practices that have a strong evidence base, of which there are an
increasing number. However, given the lack of methodologically sound studies of
learning styles, it would be an error to conclude that all possible versions of learning
styles have been tested and found wanting; many have simply not been tested at
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all. Further research on the use of learning-styles assessment in instruction may in
some cases be warranted, but such research needs to be performed appropriately.”
There has been a recent shift towards an increasingly ‘personalized’
approach to teaching and learning; that is, ‘tailoring teaching and learning to
individual need’ where inclusivity for learners is key (Rayner, 2007).
Many educational institutions diagnose student learning styles with the aim of
planning lessons to suit a range of methods of learning. This approach is supported
by professional bodies, for example, the Qualifications and Curriculum Authority
(QCA) state that learners should be made aware of their preferred learning style in
order to improve performance (QCA, 2009).
Ferriman (2013) everyone learns differently, that’s nothing new. However,
over the years the different styles of learning have usually been cut down to visual,
physical (learn-by-doing), or audible. Truth is, we could probably dissect each of
these learning three styles down even further and arrive at a handful of sub-levels.
Learning is a complicated concept as everyone is unique in their own way, and
learns in their own way as well.
Bhagat, Vyas, and Singh (2009) Learning strategies are specific
combinations or patterns of learning activities used during the learning process. The
quality of learning outcomes achieved is dependent to a considerable extent on the
learning activities used by learners. These learning strategies can be broadly
divided into self-regulated strategy in which the students perform most regulation
activities themselves, externally regulated strategy in which the students let their
learning process to be regulated by teachers/books or lack of regulation when

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students are unable to regulate their learning process by themselves and also
experience insufficient support from external regulation as provided by teachers and
learning environment.
Johnson (2011) if the purpose of the group learning activity is to help
struggling students, the research shows that heterogeneous groups may help most.
On the other hand, if the purpose is to encourage medium ability groups to learn at
high levels, homogeneous grouping would be better.If given a choice, students
prefer to learning in groups of their peers and friends (homogeneous groups), but
they also appreciate getting to know and learn from other members of the
classroom. This requires that we trust students to make good decisions and hold
them accountable for following the norms of learning in groups.
There are well over 70 different learning styles schemes, most of which are
supported by “a thriving industry devoted to publishing learning-styles tests and
guidebooks” and “professional development workshops for teachers and educators”
(Pashler, et al., 2009).
Despite the variation in categories, the fundamental idea behind learning
styles is the same: that each of us has a specific learning style (sometimes called a
“preference”), and we learn best when information is presented to us in this
style. For example, visual learners would learn any subject matter best if given
graphically or through other kinds of visual images, in aesthetic learners would learn
more effectively if they could involve bodily movements in the learning process, and
so on. The message thus given to instructors is that “optimal instruction requires
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diagnosing individuals’ learning style[s] and tailoring instruction accordingly”
(Pashler, et al., 2009).
There may be another reason why this approach to learning styles is so
widely accepted. They very loosely resemble the concept of metacognition, or the
process of thinking about one’s thinking. For instance, having your students
describe which study strategies and conditions for their last exam worked for them
and which didn’t is likely to improve their studying on the next exam (Tanner,
2012). Integrating such meta cognitive activities into the classroom—unlike learning
styles—is supported by a wealth of research (e.g., Askell Williams, Lawson,
&Murray-Harvey, 2007; Bransford, Brown, & Cocking, 2000; Butler & Winne, 1995;
Isaacson & Fujita, 2006; Nelson & Dunlosky, 1991; Tobias & Everson, 2002).
“There may be evidence that indicates that there are some ways to teach
some subjects that are just better than others, despite the learning styles of
individuals…. If you’re thinking about teaching sculpture, I’m not sure that long
tracts of verbal descriptions of statues or of sculptures would be a particularly
effective way for individuals to learn about works of art. Naturally, these are physical
objects and you need to take a look at them, you might even need to handle them.”
(Cerbin, 2011, 7:45-8:30)
Pashler and his colleagues (2009) agree: “An obvious point is that the
optimal instructional method is likely to vary across disciplines”. In other words, it
makes disciplinary sense to include in aesthetic activities in sculpture and anatomy
courses, reading/writing activities in literature and history courses, visual activities in
geography and engineering courses, and auditory activities in music, foreign

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language, and speech courses. Obvious or not, it aligns teaching and learning with
the contours of the subject matter, without limiting the potential abilities of the
learners.
Yen Lun Su (2012) wrote on his research that many studies have shown differences
between the learning styles of male and female students.
“Learning is a dynamic process that consists of making sense and meaning
out of new information and connecting it to what is already known. To learn well
and deeply, students need to be active participants in that process. This typically
involves doing something – for example, thinking, reading, discussing, problem-
solving, or reflecting.” (Barkley, 2010)
Dunn et al. (2009) asserted that valid and reliable instruments are available
for assessing the learning styles of students of all ages; additionally, they claimed
educators can effectively utilize results gathered from such assessments to develop
instructional lessons that are responsive to student needs. Meeting the needs of
students is essential if educators are to make substantial progress toward the goal
of developing lifelong learners.
Williamson & Watson (2007) Additionally, the majority of studies pertaining to
learning styles involved participants in secondary or post8secondary education
(Sharp et al., 2008); thus, the role learning styles may play in the achievement of
primary grade students needs further investigation.
Fleming(2008) illustrate that turning words into visual is another way to
improve the weakness of Read/Write.

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Molly (2008) defines that people who sensors incline to information they
received from what they received and they will tell the facts without any
interpretation. People who are intuitive are more incline to interpretation,
imaginative or “sixth sense” rather than just tell the facts.
MyPersonality(2007) defines thinking people are able to make their decision
based on what they seen and they not like to think or judge something may not
base on logic. On the other hands, feeling people make their decision based on
their feeling, they decides with heart instead of facts. They also defines that people
who judging they normally good at finishing, they like to planning their things and
responsible always and control in events of an individual. Besides that, people who
perceiving they more preferred outward displayed. They are flexible and adaptable
and they not well in organized. (Retrieved:
https://www.ukessays.com/essays/education/preferred-learning-styles-education-
essay.php, December 9, 2017)
Learning about learning style is to understand the differences between
auditory, visual and kinesthetic learners. To identify your own learning style there
are three basic types of learning styles. The three most common are visual,
auditory, and kinesthetic. To learn, we depend on our senses to process the
information around us. Most people tend to use one of their senses more than the
others. (Retrieved: file:///E:/2nd%20Sem%20Research/Learning-Styles.pdf,
December 9, 2017)
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What we should remember is that people are different, and each of us learns
differently. The very same learning conditions, guidance and instructions that can
be so effective for one person can cause problems for another. Learners’ different
learning styles will affect the way they learn all subjects, including languages.
Some learners like listening and talking, others prefer to analyze text, or study with
the help of visual support. Most learners, however, have a mixed learning style. It is
generally accepted that dyslexic learners benefit most from a multisensory
approach where information is simultaneously presented through several channels.
This approach enables weaker modalities to be supported by stronger ones and
means that learning is more likely to be effective. (Retrieved:
https://www.scribd.com/document/359732461/Damole-Julcee-Mar-RRL, December
9, 2017)
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Chapter 3
Methodology
Research Design
This study will employ the descriptive type of research, as concluded in a
study; findings from this type of research design can be used to determine
prevalence and relationships among variables, and to project events from current
data and knowledge.
The researcher will aim to gather data and information on the Learning Style
of Binalbagan National High School Senior High School Grade Eleven Humanities
and Social Sciences students. This descriptive type of research is a fact-finding
procedure concerned with the students’ learning style as espoused by the school
curricular and co-curricular activities.
The dependent variables in the study will be the learning style while the
independent variable is the respondents’ sexes and sections.
Locale of the Study
The study will be conducted in Binalbagan National High School Senior High
School a public educational institution and a child-friendly school, located sixty
seven kilometers south away from Bacolod City and twenty five kilometers north
away from Kabankalan City at Brgy. Paglaum, Binalbagan, Negros Occidental.
The said school was built in the year 1970, earlier it is called Paglaum
National High School but later on the name was changed into Binalbagan National
High School that was now divided into two departments, the Junior and the Senior
High.
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Respondents
The participants of the study will include the Grade Eleven Humanities and
Social Sciences students of Binalbagan National High School Senior High School
for academic year 2017-2018, which number of enrollees for the said school year
reached the total of 274 Humanities and Social Sciences students coming from
each sections specifically, 46Humanities and Social Sciences A (HUMSS A)
Students, 37 Humanities and Social Sciences B (HUMSS B) Students, 42
Humanities and Social Sciences C (HUMSS C) Students, 33 Humanities and Social
Sciences D (HUMSS D) Students, 48 Humanities and Social Sciences E (HUMSS
E) Students,35 Humanities and Social Sciences F (HUMSS F) Students, and
33Humanities and Social Sciences G (HUMSS G).The stratified random sampling
will be employed; the subjects will be drawn in such a way that proportionate
representation was taken from each of the population subgroups or strata in the
sample.
Using Slovin’s formula, a sample size of 163 will be obtained. The number of
the samples classified according to sections coming from 27 Humanities and Social
Sciences A, 22 Humanities and Social Sciences B and 25 Humanities and Social
Sciences C, 20 Humanities and Social Sciences D, 28 Humanities and Social
Sciences E, 21 Humanities and Social Sciences F and 20 Humanities and Social
Sciences G. The data are shown in Table 1.

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Table 1
Distribution of the Respondents
Category N % n
HUMSS 274 99.99 163
A 46 16.79 27
B 37 13.50 22
C 42 15.33 25
D 33 12.04 20
E 48 17.52 28
F 35 12.77 21
G 33 12.04 20
TOTAL 274 100
The researcher has sought permission from the Administrative Team to
conduct the study and to avail of the list of all the Grade Eleven Senior High School
Students of Binalbagan National High School Senior High School for the Academic
Year 2017-2018.
Data-gathering Instruments
A quantitative instrument is used in the study: is a survey Test on Learning
Style Scale, designed to help you find your preferred way of learning.
Validity and Reliability of the Research Instruments
This survey was adopted from Chernin (1998, 2008, and 2011); therefore it is
already validated and is reliable.

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Statistical Tools
The data will be subjected to appropriate descriptive and inferential statistics.
The following descriptive statistics are to be used:
Mean and Standard Deviation. This is to determine the level of
environmental knowledge and environment sensitivity of the respondents and the
dispersion of the students’ scores from the means obtained from the different
categories of the study.
Mode. This is to determine the learning style which occur maximum number
of times in a distribution and around which other items are densely distributed.
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References
 Knowing Your Learning Style Can Help College Success September
24th,2015BY SCOTT HAWKSWORTH
https://collegepuzzle.stanford.edu/knowing-your-learning-style-can-help-
college-success/
 LEARNING STYLES May 27 2011
http://www.funderstanding.com/educators/learning-styles-3/
 Learning Styles Debunked: There is No Evidence Supporting Auditory and
Visual Learning, Psychologists Say
https://www.psychologicalscience.org/news/releases/learning-styles-
debunked-there-is-no-evidence-supporting-auditory-and-visual-learning-
psycholog
 Hawk and Shah (2007), Schellans et al. (2007)
 Understanding Learning Styles (The K to 12 Basic Education Program,
March 12, 2012)
http://www.philippinesbasiceducation.us/2013/05/understanding-learning-
styles.html?m=1
 (Harold Pashler, Mark McDaniel, Doug Rohrer, Robert Bjork. Learning
Styles. Psychological Science in the Public Interest, Volume 9, Number 3
(December 2008)
http://ejournals.ebsco.com/direct.asp?ArticleID=4F99A97E42AC70C56FC0
 (Rayner, 2007), (QCA, 2009).
File:///E:/2nd%20Sem%20Research/EJ920100.pdf
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 Justin Ferriman (2013)
https://www.learndash.com/7-major-learning-styles-w
 Anumeha Bhagat, Rashmi Vyas, and Tejinder Singh (2009)
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4552069/
 Student Learning Groups: Homogeneous or Heterogeneous? By Ben
Johnson ( 2011)
 Askell-Williams, H., Lawson, M. & Murray, Harvey, R. (2007). ‘What happens
in my university classes that helps me to learn?’: Teacher education
students’ instructional metacognitive knowledge.International Journal of the
Scholarship of Teaching and Learning, 1. 1-21.
 Cerbin, William. (2011). Understanding learning styles: A conversation with
Dr. Bill Cerbin. Interview with Nancy Chick. UW Colleges Virtual Teaching
and Learning Center.
 Pashler, Harold, McDaniel, M., Rohrer, D., & Bjork, R. (2008). Learning
styles: Concepts and evidence. Psychological Science in the Public Interest.
9.3 103-119.
 The Effects of Learning Styles in Students’ Cognitive Skills
https://www.scribd.com/document/359732461/Damole-Julcee-Mar-RRL
 https://www.cte.cornell.edu/teaching-ideas/engaging-students/learning-and-
teaching-styles.html
 http://digitalcommons.liberty.edu/cgi/viewcontent.cgi?article=1504&context=d
octoral
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 https://www.ukessays.com/essays/education/preferred-learning-styles-
education-essay.php
 What’s Your Learning Style
file:///E:/2nd%20Sem%20Research/Learning-Styles.pdf
 Dyslang Module 8 – Learning Styles and Learning Preferences Edited by Jill
Fernando and Dee McCarney Cover illustration copyright Euroface
Consulting 2012
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LEARNING STYLES
OF GRADE ELEVEN HUMANITIES AND SOCIAL SCIENCES STUDENTS
Demographic Profile
Name (Optional):________________________________________ Section: ___
Sex: Male ___ Female ___
Learning Style Scale
Choose which option(s) best relate to you MOST OF THE TIME. You may
choose more than one option. Check the box of your choice.
1. I “take in” new information best when:
I can see information in picture or diagram form (V)
I read the written instructions (Vr)
Someone explains it to me (A)
I can get “hands-on” experience (K)
2. When I am giving directions, I usually:
Draw a map (V)
Write out the directions (Vr)
Tell them how to get there (A)
Take the person and show them the way (K)

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3. I remember the direction best when:
Someone gives landmarks to guide me (V)
I write them down (Vr)
I have oral directions and repeat them aloud (A)
I have been taken through the route once (K)
4. When I am not sure how to spell a word, I often:
See the word in my mind and “see” how to spell it (V)
Look up in the dictionary (Vr)
Sound the word out in my mind or aloud (A)
Write down different ways of spelling the word (K)
5. To remember and recall an event, I would want to:
See pictures (V)
Read a description (Vr)
Tell it aloud to someone (A)
Replay it through movement: acting, pantomime, drill, etc. (K)
6. I seem to remember objects better if:
I can see a picture, a pattern (V)
I have read about them (Vr)
I describe them to someone, create jingles or rhymes (A)
I have touches or worked with them (K)

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7. When using a new device (i.e.: cellphone, mp3 player, computer, etc.) I
would:
Follow the diagrams in the instruction booklet (V)
Read the directions that come with it (Vr)
Ask someone to “talk” me through it (A)
Jump right in and figure it out (K)
8. I enjoy:
Making and/ or viewing visual images (V)
Reading about things that interest me (Vr)
Reciting and/ or writing poetry (A)
Working with my hands, repairing and building things (K)
9. I prefer to find out about something new by:
Seeing pictures or diagrams about it (V)
Reading about it and/ or finding a website about it (Vr)
Talking about it (A)
Doing it (K)
10. I prefer a teacher/trainer who uses:
Charts, diagrams, graphs (V)
Handouts, books, readings (Vr)
Discussion, guest speakers (A)
Demonstrations, practical sessions (K)

___
28
In the questions above, you may have noticed letters (“V”, “Vr”, “A”, and “K”)
at the end of each option you choose.
Please total the number of responses you have chosen for each of the
letters (e.g.: Total “V” responses = 3; Total “Vr” responses = 4; etc.). If you have no
responses for one of the choices, please put “0”.
V ____
Vr ____
A ____
K ____
Understanding your preferences:
V = VISUAL – You may prefer to take in information by seeing
Vr = VISUAL READING – You may prefer to take in information by reading, writing
A = AUDITORY – You may prefer to take in information by listening, talking
K = KINESTHETIC – You may prefer to take in information by doing, practicing

Learning Style of Grade 11 HUMMS Birdy Final1

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Binalbagan National High School

SENIOR HIGH SCHOOL DEPARTMENT

OF GRADE ELEVEN HUMANITIES AND SOCIAL SCIENCES STUDENTS

A Research Presented to the Faculty and Staff

of Binalbagan National High School

Senior High School

In Fulfilment of Requirements for the Subject

Ana Mae B. Tamayo

April Grace M. Flores

Ma. Trisha V. Sarasa

Yvonne Reign N. Magbanua

Background of the Study

learns differently. Technically, an individual’s learning style refers to the preferential

way in which the students absorbs, processes, comprehends and retains

information (retrieved: http://www.teach.com/readinglist/1125173206, December 9,

2017).A learning style is an individual’s approach to learning based on strengths,

weaknesses and preferences. And knowing yourself as a learner is important if you

want to achieve to the best of your ability.

his/her own learning style.

Learning styles have received considerable attention in recent years.

Multiple Intelligences: Visual (spatial), Aural (auditory-musical), Verbal (linguistic),

Physical(kinesthetic), Logical (mathematical), Social(interpersonal),

Recent researchers also have contributed greatly to the development of

are not well organized. (Retrieved:

essay.php, December 9, 2017)

According to Hawksworth (2015) Information enters your brain in three main

planning lessons to suit a range of methods of learning. This approach is supported

Rohrer and Pashler (2012) concluded that there presently is no empirical

justification for tailoring instruction to students’ supposedly different learning styles.

to present particular bodies of content, which often involve combining different

forms of instructions. Supported by Pashler, McDaniel, Rohrer and Bjork (2009)

Statement of the Problem

This study aims to measure the learning styles of Grade ElevenHumanities

developed his learning style inventory.

the learner’s internal cognitive processes.

development of new concepts is provided by new experiences.

“Learning is the process whereby knowledge is created through the

transformation of experience” (Kolb, 1984).

Kolb’s experiential learning style theory is typically represented by a four

Experience – a new experience of situation is encountered, or a reinterpretation of

existing experience. (2) Reflective Observation –of the new experience. Of

particular importance are any inconsistencies between experience and

understanding. (3) Abstract Conceptualization – reflection gives rise to a new idea,

or a modification of an existing abstract concept. (4) Active Experimentation – the

Grade Eleven HUMMS Students of Binalbagan

Scope and Limitation

The research sample is composed of calculated size from Grade eleven

the primary data gathering method to be used is stratified random sampling.

Significance of the Study

Students. The respondents will have an awareness on the importance of the

students a head start and maximizes their learning potential

the students learning style.

Future Researchers. The findings of the study will serve as a reference

experimental study or any study related to Learning Style of Grade 11 HUMMS.

Learning Style. Learning style is an individual’s unique approach to learning

based on strengths, weaknesses, and preferences (retrieved: Dictionary.com’s 21st

In this study, learning style refers to the approach, technique or method

used by the Grade Eleven HUMSS students in studying.

Student. Student is someone who is learning at a school, or in any teaching

environment (retrieved: YOURDictionary).

respondents of this research.

Preference. Preference is an advantage that is given to some people or

things and not to others (retrieved: Merriam Webster’s Dictionary).

In this study, preference refers to the choice of learning style of HUMSS 11