Polytechnic University of The Philippines: The Problem and Its Setting

POLYTECHNIC UNIVERSITY OF THE PHILIPPINES
Chapter 1
THE PROBLEM AND ITS SETTING
Introduction
Knowing one’s learning style benefits not just a learner but the teacher as well.
Indeed, the awareness of the instructor in a student’s learning style can help in
various ways to enhance learning and teaching (Garf et al., 2009). In the part of the
teacher, Cegielski (2009) found out that realizing his learner’s differences in acquiring
of knowledge can aid him to come up with the appropriate strategies into their daily
lessons and activities. Students who show a preference for visual learning style and
are given instruction with visual aids will perform better when given the appropriate
materials. Moreover, an instructor who is knowledgeable with his student’s learning
style can teach and facilitate well a diverse class because he can be able to identify
each one’s strength and weakness. In addition, being aware of what you’re good at
and where you need to develop your skills can be the first step to boosting your
confidence. Considering the learning styles of every student cannot just promote an
effective teaching but can encourage them as well to enhance their self-esteem and
their motivation to learn more. Thus, a mentor can also create an environment where
his learners can discover and develop their own learning preference which can lead
them to find a best way to effectively grasp and understand the lesson (The Open
University, 2018).
POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 2
Despite of all the boons of employing learning style, just like all things it is also
causing a disadvantage especially to the learner. Relying too heavily on a learning
style can cause dilemmas for students as they may refuse to reach for additional
opportunities to learn which may be outside of their comfort zone (Atkinson, 2015). A
learner being dependent on his learning style might just only focus on his preference
and neglect other styles. A student for instance may think that the only way he/she
needs to learn is by utilizing only his preferred and convenient way of learning instead
of trying more learning styles in acquisition of information. However, Clark (2014) said
that we are all capable of learning under almost any style, no matter what our
preference is. Thus, it is simply the learner’s preference and does not mean that he is
incapable in learning using different style. It actually may be important to instead of
neglecting other learning style to actually choose the style of learning that is not his
preference as well because the brain learns more effectively through effort and
variety. In fact, research into cognition clearly demonstrates that the more effort one
put into leaning something, the better it will be recalled in the future (Martin, 2017).
Majority of Filipinos speak in bilingual. They can able to use two different
languages. English has always been one of the official languages of the Philippines
and is spoken by more than fourteen millions of Filipinos (Cabigon, 2015). It explicitly
manifests that Filipino learner already has an advantage in terms of improving their
English academic performance. Bilingual education helps second language speaker to
develop their English language skills (Chin, 2013). Every school in the country is at
least using English as a primary medium of instruction. As a result, learners are
encouraged by the teachers to perform the language. In fact, study shows that Filipino
English teacher uses some effective strategies such as oral and written spelling, silent
reading, and even playing English songs to enhance student’s listening skills
(Cordova, 2017). Moreover, Regala ( 2017) stated that English language valued
mostly not only because it is functional and practical. But more importantly, the better
one’s ability to used it, the better one’s chances of career development. A Filipino who
practices proficiently the language can open a lot of opportunity for themselves to get
a high salary job. And basically, it is essential that a Filipino learner exerts more effort
especially in his young age to become better and skillful in English in order for him to
pursue a comfortable and successful job in the future.
Furthermore, based on Tomita (2010) different types of instruction may lead to
different outcomes in learning. As time passed by, educational method of teaching has
gradually evolved. From the traditional style of methodology like using chalkboards,
books and etc. to the uprising era of technology where almost all teachers utilize
PowerPoint and video presentations as a form of their instruction. Wherefore, changes
of procedures and pedagogies over time broadly affect learning preference of the
students. Hence, due to the integration of technology and alteration of teaching
strategies in education, it adds variety to the learning preference of every learner.
Moreover, in our digital age, learning becomes an accessible thing, more people
depends on technology. In fact, seventy percent of millennial say they go online to
look for information and fifty-seven percent watch online videos to learn something
new (Google Trends, 2017). Evidently, it shows that they prefer searching through
internet and Google for information, some would watch online videos to study their
school lesson, and others would enjoy audio books and aural materials to learn.
Everybody as they grow older develops their different learning style and preference.
Therefore, whatever learning preference that is conducive according to the needs of

the learner used purposively, an effective learning outcome is expected to be
produced.
Theoretical Framework
In search for the scientific basis, the researchers found out that there are
different theories related to the learning styles which are pertinent to our study.
Neil Fleming’s Learning Theory
According to Neil Fleming’s Theory which is more referred as VARK learning
model (1987). The acronym VARK stands for Visual, Aural, Read/write, and
kinesthetic sensory modalities that are used for learning information. Fleming and
Mills (1992) suggested four modalities that seemed to reflect the experiences of the
students and teachers. Although there is some overlap between them they are defined
as follows.
The theory was pertinent in the researcher’s study because it helps students
and teachers understand their best approach and serves as a guideline for teaching
and learning. Students preferred learning modes have a significant influence on their
learning and the information that is accessed through students use of their modality
preferences shows an increase in their levels of comprehension, motivation and
metacognition.
VARK Modalities
The key is the reality or concrete nature of the example. If it can be grasped,
held, tasted, or felt it will probably be included. People with this as a strong preference
learn from the experience of doing something and they value their own background of
experiences and less so, the experiences of others. It is possible to write or speak
kinesthetically if the topic is strongly based in reality. An assignment that requires the
details of who will do what and when is suited to those with this preference, as is a
case study or a working example of what is intended or proposed. What about
Mixtures? Multimodality (MM): Life is multimodal. There are seldom instances where
one mode is used, or is sufficient, so that is why there is a four-part VARK profile. That
is why the VARK questionnaire provides four scores and also why there are mixtures
of those four modes. Those who do not have a standout mode with one preference
score well above other scores are defined as multimodal. They are of two types.
There are those who are flexible in their communication preferences and who switch
from mode to mode depending on what they are working with. They are context
specific. They choose a single mode to suit the occasion or situation. If they have to
deal with legalities they will apply their Read/write preference. If they are to watch the
demonstration of a technique they will be expressing their kinesthetic preference.
They are described as VARK Type One? In our database and they may have two,
three or four almost-equal preferences in their VARK scores. There are others who
are not satisfied until they have had input (or output) in all of their preferred modes.
They take longer to gather information from each mode and, as a result, they often
have a deeper and broader understanding. They may be seen as procrastinators or
slow-deliverers but some may be merely gathering all the information before acting -
and their decision making and learning may be better because of that breadth of
understanding. They are described as VARK Type Two in our database.
This study is also highly influenced by Kolb’s theory of learning styles wherein it
says that learning styles can be seen on a continuum running from:
a). Concrete experience - being involved in a learning experience.

b). Reflective observation - watching others or developing observation about
own experience.
c). Abstract conceptualization - creating theories to explain observations.
d). Active experimentation - using theories to solve problems and make
decisions.
Conceptual Framework
Figure 1.1
English Academic Performance
The conceptual framework above shows the independent variables of the study
which are the different learning styles of the PUP BSEDEN students such as a.) visual
- Information presented as diagrams, charts, graphs, flow charts, circles, hierarchies,
symbolic arrow and other devices that people use to represent what could have been
presented in words, b.) Auditor - A preference for information that is heard or spoken
such as lectures, group discussion, radio, email, mobile phones, speaking, and talking
things through, c.) Reading/writing - Information displayed as words, text-based input
and output. This includes all forms but especially manuals, reports, essays and
assignments, and d.) Kinesthetic - A preference for gathering information through
experience and practice, stimulated or real, either through concrete personal
experiences. Examples are practice, simulation demonstration and application. The
dependent variable is the english performance of the learner.
Statement of the Problem
The study aims to identify the learning styles of the PUP COED major in English
students associated with their english academic performance. Specifically the study
will attempt to answer the following.
1. What is the level of learning style of the respondent?
1.1 Visual
1.2 Auditory
1.3 Reading/Writing
1.4 Kinesthetic
2. What is the English performance of the respondent during the SY 2019-2020?
3. What is the most preferred learning style of the respondents?
4. Is there any significant relationship between the Learning Styles of BSEDEN
students to their academic performance?
Hypothesis
There is no significant relationship between the learning styles of the student
towards to their english academic performance.

Scope and Limitation
The study focuses on the perceived learning style of the students from 1st- 4th
year who are enrolled in the SY 2019-2020. The study is limited to the learning styles
PUP COED major English students which are VARK (Visual, auditory, reading and
kinesthetic).
Significance of the study
This study will be conducted to find out the perceived learning styles of PUP
COED major in English students in their academic performance.
The Students
The direct recipient of the output of this research is the students of PUP COED
major in English. The study will help them to assess and identify their own learning
styles; thus they will be able to clearly know their learning strengths and weaknesses.
In attaining these, they can think of ways of how to be adaptive to the different kinds of
teaching approaches and strategies.
The Teachers
The study will be very beneficial to the English teachers especially to the PUP
COED instructors. Through the research, it will give the teacher an depth
understanding of how varied are the learning styles of the PUP COED students. In this
way, teachers are able to create of instructional methods and strategies that will be
responsive to the learning needs of the student.

The Administrators
Through the study, the institution will be informed about the learning styles of
the majority of the students that can help them to enhance and improve their learning
curriculum. The study can also widen the field of research in learning styles.
To Other Researcher
This study can be a reference to their researches in conducting a related
research.
Definition of Terms
The following terms have been operationally or conceptually defined to facilitate
understanding in the course of discussion in this study.
Auditory learning - is a learning style in which a person learns through listening.
Kinesthetic learning – a hands on, experiential learners; they learn best by doing
Learning styles - a preferential way, in which the student absorbs, processes,
comprehends and retains information.
Modality - way or mode in which something exists or is done.
Reading/Writing - a learning style where individuals are able to absorb and retain the
most information through reading and writing.
Visual learning: is a style in which a learner utilizes graphs, charts, maps and
diagrams.
Chapter 2
REVIEW RELATED LITERATURE
This chapter presents the related literature and studies that are carefully chosen
by the researchers from the available resources. It provides a basis frame of reference in
the conduct of investigation.
Learning Style Theory and Process
Learning style is a term used to apply for collecting, preparing, translating,
arranging and contemplating of data. Students have different learning styles, which is
the purpose behind the diversity seen in classrooms with respect to how learners get
data (Laxman, Koirala, et al., 2014).
Felder (2010) meanwhile agreed that learning styles are inclinations and aptness
of learners to have specific methods for taking in and preparing data and reacting to
various instructional conditions. They are five neither trusted guides to learner’s attitude
nor made up develops that are supportive portrayal of basic standards of attitudinal
patterns. Despite the fact that their legitimacy is routinely tested in psychology literature,
the most widely recognized learning styles models have been utilized regularly and
effectively to assists educators in planning successful strategies, aid learners to better
comprehend their very own learning procedures; and support both learners and
educators to understand that not every person resembles them and their distinctions are
frequently worth celebrating.

In support with the previous idea, Kharb (2013) told that learning is efficient when
the student is studying in his preferred and desired way. Thus, it is a must to incorporate
the learning process to the interest and experience of the student in order for him to
apply it in a real world context.
In relation to the above statements, Swinton (2011) also stated in her study of
Kolb’s Learning Styles and Inventories that everyone has a preferred way of learning.
Each learner will accumulate more knowledge in an efficient way if they can use the
learning resources which are conducive to their chosen style of learning. Learner will be
upset and discourage to learn if the only chance for them to learn disable them to
employ their preferred learning style. Being aware of your own learning style enables
you to cultivate and improve more productively that create competency and experience
which permits yourself to achieve your objectives in life.
In a classroom setting, Gilajkani (2011) added that one of the main purpose and
use of learning styles is that it helps teachers to make an appropriate teaching strategies
for the diverse learners. There are different learning styles used to obtain information.
The most utilized learning styles are visual, auditory, read/write, and kinesthetic.
Learners have a preferred way where they can excel best. Further, his study resulted
that learning styles are also important to be understood since the classroom sizes
increases and the technological advancement that can mold the types of learners in the
higher education. While this continues to grow, teachers should therefore focus their
efforts to promote multi-style fashion that can reach the most extend and the highest
potential of the students in order for them to grow as a learner. Wherefore, it is pertinent
to determine and explore the importance of the student’s different learning styles. With
the educator’s identification of the student’s preferred style of learning is essential and
advantageous to the learners because it can help them to become more focused and
attentive learners that will lead to a successful educational process. The researcher
added that with the learner’s exploration of their own learning styles can also help them
to realize their strengths and weaknesses that can aid them especially when studying.
Relating to the previous idea, Ellington & Benders (2012) concluded that if
learning styles are not evaluated appropriately, the leaners and the school they went in
will endure. Comprehending what sorts of tests that are expected to survey the learning
inclination of the students can't just upgrade the manner in which they learn yet
additionally enables the instructor on how they to make their lessons. What's more, by
improving the utilization of evaluation of learning styles in schools, students will perform
better all through the school.
In addition, another important finding was stated in the research made by
Peyman et al., (2014) wherein they recommended that despite of learners having variety
of learning styles, students should still try to use their non-preferred style and strategies
of learning in order for them to improve more their study skills and their inner self. Thus,
it is also better for both teachers and learners to engage in utilizing variety of style which
can produce an effective educational process.
Furthermore, studies about learning styles are still developing up to now.
Indeed, Shaiidi (2012), a Malaysian student did a related research about the preferred
learning styles of students who are taking the English 1119 paper in SMK Tengku Intan
Zaharah. Thus, her study has effectively examined the most favored learning styles of
students in learning the 1119 English paper based on their general aspect especially on
their sexual orientation and class streams. Other than this, the research has exposed as
well a few issues with respect to educator’s consciousness of their student’s language
learning inclinations. The discoveries recommend that most of the upper structure
learners, regardless of their sexual orientation and class streams favored the Visual
learning style as the significant style and the Kinesthetic and Auditory as the student’s
minor learning styles. Another helpful finding resulted that through this exploration was
that the majority of the instructors were appeared to be mindful to their student’s favored
learning styles.
Likewise, the study Graf et al., (2009) concluded that enabling instructors to
understand their student’s learning styles and developing their learners to be mindful of
their preferred way of learning is improving teacher’s and student’s learning process,
also allows teachers to help their students in enhancing their learning ability. Hence, it
has a high capability to upgrade teaching and learning process.
In line with this, the research of Mustafa et al., (2016) resulted that teachers are
mindful of their student’s different learning styles and he also discovered that they are
maximizing the use of their teaching strategies in the classroom. On the contrary, there
was also a tendency for themselves to only utilize a teaching strategies which are either
matching the majority of student’s learning styles or what is only accessible and
available according to the facilities of the school. The study’s result has a relevance to
teaching-learning process in a classroom. Given the fact that leaners are having a
variety of learning styles, teachers should be ready to make a different teaching
strategies and exercises that will necessitates the students to use their preferred styles.
To wrap things up, instructors must be mindful to the learner’s differences in learning
preference and to be forethoughtful as well in employing different teaching styles
matching to student’s learning styles that can improve their academic performance.
However, in teaching and learning process, ignorance and disconnection may
occur. And with the research conducted by Akbarzadeh et al. (2014), his study about
examining the match and mismatch between teaching style preference and the EFL
student’s learning styles resulted that the teachers are aware of the learning styles. On
the contrary, they did not consider it in their teaching instructions. In addition, the
findings also showed that a teaching without the application of the preferred teaching
style can lead to the ignorance of the student’s learning styles. The study resulted as
well that teachers do not know how to integrate and balance the teaching and learning
styles with the students and most of them had only a focused style of instructions which
are inclined to the demand of the program, not on the learner’s need itself. Wherefore, it
is important that teachers can identify the learning styles of every student in order for
him to notice that differences of learner’s style are substituting and to realize that
irrelevance and disconnection may happen between the learning and teaching styles.
Asunka (2017) also supported that when teaching methodologies match with the
learning style of the students improved learning outcome can be produced.
On the contrary, Rohrer & Pashler (2012) gave an opposite argument that there
is no clear observational support that matching instruction to the learners with variety of
styles of learning is really that effective. The study recommended that that teachers
ought to rather concentrate on building up the best and rational approaches to teach
specific bodies of content, which regularly include joining various types of methodologies
such as words and diagrams in commonly strengthening ways. Given the expenses of
surveying the students’ alleged learning styles and offering separated methodology, this
should come as uplifting news to instructors at all levels.
Boneva & Mihova (2012) further broadened the idea and stated that if educators
have knowledge into their student’s learning styles, they will have a superior
comprehension of every learner’s individual needs and comprehension of the areas
wherein that the student is probably going to need extra help and those areas as well
wherein they are going to excel. Instructors with this awareness are likely to give a more
prominent importance on the need to differ classroom exercises and to integrate multi-
sensory approaches at every possible opportunity. Learners will appreciate the way their
instructors are keen on their learning styles and will pick up understanding into the
manners in which they can adapt generally effectively. This will aid them in the
association of their learning and will direct them towards becoming more self-reliant
learners.
Moreover, teaching is an intervention intended to advance learning and obtaining
of information. This investigation demonstrated that instructing can be improved by
coordinating a person’s learning style to how the individual is instructed. Information of
learning styles can be valuable to the learners in various reasons: improvement of their
own learning procedures, interest in sharing knowledge to others and enhancement of
skills in teaching in the future. This examination plans to look at different model of
learning styles and afterwards talks about how instructing can be customized to students
in improving the learning condition (Rolfe & Cheek, 2012).
However, Bjork (2012) came up to a conclusion among the previous ideas that
teacher is not the only one who has the responsibility to the learnings of the student. The
researcher inferred that there is no instant way that will allow learners to learn without
exertion of effort, regardless of how much work instructors put into their lesson. To
obtain new knowledge and skills, students must focus their attention into their learning
and educational practices which can help them to empower to do this all more
effectively.
Furthermore, Ling et al. (2017) made a wider research which examines the
influence of learning style to the student’s academic performance. This study suggested
giving increasingly adaptable course plan, video presentation strategy and studying
condition. Furthermore, anticipated probable video/show clip/pictorial in the talk to
address the clarification of the topics. The task can be made to look at the
comprehension of the learner over the hypothesis relating to the handy instruction in
examination of the book endorsed hypothesis. The research resulted that the hood of
learner’s comprehension through visual is better their academic competence. Decisively,
high learning foundation should open leaners to various learning styles in improving their
academic competence. The incredible blend of learning style would be to facilitate the
instructional procedure and learning process, to improve nature of advanced education.
Likewise, the same investigation was formed by Abidin et al. (2011) which
studied the relationship between the learning styles and overall academic achievement
of the student in an Islamic educational system. The researcher expounded that a very
productive student learns in a few distinct manners. Overall, each learner has a certain
level of inclinations in each sort of learning styles, and most of them have predominance
in at least one styles of learning. Inside the learning style measurement, the discoveries
uncovered that the subjects unequivocally favored the physiological type which
incorporates the visual, auditory, and kinesthetic components. Therefore, we can derive
that most learners had various learning styles or a mix of different learning styles. In that
capacity, they can adapt viably. Thus, it is an undeniable sign that learning styles have
an effect on the learner’s general accomplishment. A decent number of learners favored
the auditory and visual learning styles. This is likely because of the religious-oriented
learners who are normally taught in oral lecture format, particularly in content courses of
Islamic Studies. They are prepared to be great audience members so as to distinguish
the Arabic sounds seriously. Furthermore, they likewise need to train their eye contacts
with the learning stimulus, such as depending on composed instructional materials.
Conversely, a contradicting findings was discovered in the research of Awang et
al. (2017). The result of this research expressed that learners’ academic
accomplishment is not because of their learning style. In upgrading the learner’s

academic accomplishment, there as yet numerous variables that should be considered.
It is trusted that the discoveries in this study can be utilized to improve the instructing
practice and the class excellence of the learners. In perspective on the consequences of
this investigation, it might consider learning style preferences when planning instructing
courses to amplify learning achievement. In any case, the educators can address each
learning style probably a portion of the time in their instructing to build the learner’s
optimistic mentality toward the instructing and learning process. The learning procedure
is not troubles if the new data to be introduced in a style that handle learner’s attention.
On the off chance that learning is made pleasurable, an academic accomplishment
could be improved. The onus is on the instructor to comprehend the student’s learning
style instead of anticipating that the learners should adjust to their teaching style.
Knowing leaner’s favored learning style will support many teachers to overcome the
predisposition to treat all learners in the same manner as well as encourage them to
move from their favored modes to employing others. In so doing, they can arrive at more
learners due to the better match among instructor and student styles. There is certainly a
pattern in educating, to teach all learners similarly in a lecture design since the need to
cover the content, a long history of customary lecturing, and maybe due to their process
preferences in realizing which may not generally be correct. From the several
investigations, educators may propose an option of learning approach by employing
various methods of learning styles domain in upgrading the academic achievement. This
may require moving their methods of teaching and figure out how to utilize a variety of
style, which will decidedly influence learning. By using different instructing approaches,
teachers can handle well more learners as a result of the better match among educator
and student styles. Now and again, it might be hard to tailor coursework to their
individual learning styles of every learner. On the other hand, in these circumstances, by
monitoring their learning style, the learners may add to their academic achievement by
promoting mindfulness and their employment of learning methodologies that work for
their learning style.
In other field like Social Science, Sidek et al. (2009) conducted a study about
identifying the social interaction learning styles of those Social Science students. The
research also founded that learners have a different style in obtaining knowledge. One of
the model of learning styles is the social viewpoint on how the learners connect with their
teachers and companions. The goal of this investigation is to distinguish the social
interaction learning style in connection to their learner’s age, sexual orientation,
hometown and academic competence. The research additionally took a look at the
distinctions of learning style between various social science projects taken by the
learners. By understanding the social connection of the learners in the classroom,
teachers can distinguish the individuals who might need support. Along these lines, the
instructors can structure an instructional teaching method to match the style inclination
of the learners. Moreover, the instructors can execute a few techniques to enhance the
learning procedure that is being reflected in the learner’s academic accomplishment.
Furthermore, they can also they can also aid students to become compelling learners.
To conclude, the researchers propose that teachers could have a variety of teaching
styles so that it can address on the different parts of learners’ inclinations. This would
support learners to enjoy learning and urges them to learn on different parts of learning
styles also.
In addition to this, the accomplishment of learning styles theory is likewise
generally predictable with uprising of humanistic perspectives on instruction including
regard for people and student focused rather than content and teacher-centered
education. The possibility that instruction ought to be focused to learning styles is

consistent with these far reaching instructive qualities, and this way gets good and social
help within educational communities. Instructing to various sensory learning styles is
seen by departments of education as a part of reaction to diversity (Arbuthnot, 2015).
Despite the advantages of learning style theory, the study of Willingham (2015)
exposed its demerit. The researcher firstly explained that theories of learning styles can
help people think and adapt best in various manners. These are not contrasts of
capacity but instead inclinations for preparing specific kinds of data for accumulating
information in particular sorts of way. Learning styles hypothesis could have significant
effect for guidelines since learner’s accomplishment would be a result of the association
of the instruction and the learner’s style. There is motivation to feel that individuals view
learning style theory as comprehensively exact however scientific studies find these
theories as deficient. This study recommended that teacher’s time and vitality are better
spent on different theories that may improve their instructions.
Learning Styles Towards English Subject
Based on the research of Shaiidi (2012), she discussed about the educator’s
insight in realizing their learner’s favored vocabulary learning styles, instructional
materials that their students select for and as well as the class exercises. And the
analyst likewise discovered that the instructors knew about the best time to address the
students, together with ways the learners liked to know their advancement and
accomplishment while learning English. In summation, the specialist discovered that the
educators are knowledgeable towards their student’s fulfillment in learning English
during their classes.
Kovalenko et al., (2016) then suggested that teachers should thoughtfully
integrate the variety of learning styles into their everyday lesson strategy. He also
argued that the instructor is the foremost component accountable for the
systematization, productiveness, efficacy, and the excellence of the teaching process.
In addition to this, the research of Gemora, et al., (2016) discovered the
competence of Education students towards their English subjects. It was found out as
well the important variation in accomplishing task and action in the classroom of the
respondents when they were associated into gender, program and level of college year.
The results showed that the competence of the students was average and their attitude
towards the subject was positive when they were divided and associated into the
following categories.
A successful English academic performance of a learner includes his persistent
motivation in language learning. For that matter, Rahman et al. (2017) studied the
factors affecting motivation of a student in learning a language. In the view of this
research, it was discovered that educators have the greatest effect on a learner’s
motivation, pursued intently by the learner’s very own mentality towards learning and
afterwards parental influence. As instructors are found to be the fundamental impact on
spurring learner’s second language learning, they should attempt to differ their teaching
techniques and embrace different instructing methodologies to draw their learner’s
consideration for successful learning. Thus, learners who have persistent mentality
towards language learning will be exceptionally energetic and progressively effective in
learning the certain language. Finally, it is the obligation of the parents to motivate their
kids to learn, as parents have better chances to promote learning and give several
knowledge into language learning.
Khasinah (2014) also supported the previous study by discovering that
motivation, mentality, knowledge, cognitive style, and character are considered as
elements that enormously impact somebody during the time spent in learning second
language. The specialists express that those variables give an increasingly prevailing
commitment in Second Language Acquisition to students variedly, rely upon what
learners’ identity is, their age, how they carry on toward the language, their cognitive
ability and the manner in which they learn.
Moreover, for an EFL (English as a Foreign Language) learners, a strong
investigation was made by Nazli et al. (2017) in a secondary school in Pakistan. The
research centered the favored learning styles of learning English among open and
private Pakistani EFL students at secondary level. The significant goals of the research
are to identify the favored styles of learning English and to make a correlation of public
and private Pakistani EFL learners. Towards the learning styles, the findings of the study
showed that the private secondary school learners accept that they have the capacity of
recollecting anything in the event that they hear. The investigation inferred that there is a
little distinction between the language learning styles of private and public institutions
learners both like auditory and visual learning style more as contrast with tactile learning
style. It is additionally discovered that private school learners learn English through the
strategy and recollect things through listening. The research suggested that instructors
may recognized the learning styles of the students towards learning English and
afterwards they should show them likewise. Moreover, the study also emphasized the
idea for the enhancement of public school learner’s talking and writing abilities,
educators may utilize upgraded teaching materials and instructions. It is suggested that
educator’s English learning capacities in the event that they guarantee learners’
investment in variety of classroom exercises. Students learning English might be
developed by making a spirit of self-esteem inside them. Instructors can also distinguish
the learning styles of the learners in their English academic class since it is useful for
them in creating learning procedure so that teachers can present them as well as it
needs to be.
Another study with correlation to the EFL learning but this time using different
learning style theory which is Multiple Intelligence by Howard Gardner. The goal of
Gokhan & Omer (2010) in their study was to examine the impacts of multiple
intelligences supported project-based learning and conventional foreign language-
teaching condition on learner’s accomplishment and their behavior towards English
lesson. The research was completed in an elementary school in Turkey, wherein fifty
respondents in two different classes in the fifth grade participated. The research resulted
that there is a significant difference between the behavioral scores of control and
experiment group. It was also discovered that the multiple intelligences approach
exercises were more effective in positive improvement of learner’s behaviors. Towards
the finish of the study, it is uncovered that the learners who are taught by multiple
intelligences supported project-based learning technique are more productive and have
a higher inspiration level than the learners who are instructed by the conventional
instructional strategies.
VARK
VARK learning style model is learning style that has been developed from VAK
model to VARK learning style by Fleming. The learning style is altered by arranging
learners to four distinct modes. The modes are dependent on various faculties to be
specific visual, aural, kinesthetic, and the name of the mode itself, began from those
faculties prefix letters (V, A, R, and K) (Othman & Amiruddin 2010).
Moreover, the VARK is a sort of subjective examination tool and learning style
study used to arrange people into four significant groups including V, A, R and K
students. It claims to arrange the steps of the process of information (V, A, and R are
input steps while K is an output step.) This tool can be accessed and downloaded from
the web and has been used in numerous research (Thepsatitporn & Pichitpornchai,
2016). In fact, Tabatebei (2018) in his study used VARK inventory to check individual
student’s learning styles and correlated this with their respective performances in the
course as measured by means of grade. While in a research conducted by Seyal and
Rahman (2015) they utilized VARK questionnaires as an apparatus to portray the
learning styles of the students which are their respondents. Whereas, the VARK
questionnaire was also used by Othman and Hasril (2010) in their methodologies to
measure the learning style of 120 undergraduate students of computing and business
faculties.
With the use of the instrument, according to the study of Hasril and Othman
(2010), they examined that VARK learning style doesn't include insight or inherent
expertise however is firmly related on how we obtain or get data and new information.
VARK learning style can likewise be seen as an individual technique that one uses for
gaining positive abilities and behaviors. Such, it can also make a captivating learning
condition to the students and enhance student's faculties for learning.
It is parallel with the research of Drago and Wagner (2009), in which they explore
the four physiological learning styles of visual, aural, read/write and kinesthetic as they
apply to online training. Discoveries propose that online learners are bound to have
more grounded visual and read/write learning styles. Further, read/write students that
were solid over each of the four learning styles were probably going to assess course
viability lower than different learners while aural, read/write students that were not solid
on any learning style were bound to assess course adequacy higher than different
learners.
Another research of Samanta & Singh (2013) identify the learning preferences of
the students based on the VARK model. The study emphasized that these learning
preferences are necessary in creating an effective teaching and learning pedagogy.
Research also suggested that activities should be relevant which promote the interest of
the students. Moreover, it must allow the learners to nurture at their own pace. Hence,
creating activities must include rewarding and challenging elements.
VARK learning style theory is really that useful and effective in which more
studies used this as an instrument to obtain a more accurate result and outcome. Just
like Seyal et al. (2019) wherein he utilized VARK learning questionnaire to examine the
connection between learner’s character attributes and learning styles in an organization
of higher learning in Brunei Darussalam. A quantitative study, using a random sampling
approach to do the investigation. Surveys from ninety respondents were gotten and
broke down using Chi-square test. VARK learning styles theory were used to study the
prevailing personality trait and learning style. The outcomes show that openness and
agreeableness was predominant personality trait. Furthermore, the extraversion
personality trait has no association with any of the learning styles. Then again, a solid
connection exists between both openness to experience and the agreeableness
personality trait with kinesthetic learning style which further recommends that learners
who are more approachable and open to talk or discussions are prepared to realize
when it includes educating/learning dependent on hands-on functional approach and as
such learning by doing. Also, learners with a good personality have reading as their
prevailing style of learning. In conclusion, the relevance among neuroticism and visual
learning style are significant. Being aware of student’s learning style further support
teachers to build up an effective teaching and learning style as it compensates one
another rather than concentrating on the conventional classroom condition.

In accounting course for instance, Lopez et al. (2019) applied the VARK learning
style theory in his research. The researcher founded that accounting instruction has
changed and kept on changing quickly because of creating computer innovation. With
the development of the technology, the study into the choice web-based learning
instrument is required. The research assesses the connection between student’s
learning styles and the learner’s accountability for convenience of internet learning
instruments in accounting standards courses. The learning styles distinguished by
Fleming are Visual, Aural, Read/write and Kinesthetic (VARK). These learning styles are
dissected to decide if accounting standards courses ought to be intended to coordinate
student’s learning styles. The findings demonstrate that visual, read/write, and
kinesthetic learning styles control the learner’s inclination of learning devices. The aural
learning style is the main learning style that doesn’t drive the decision of learning
devices. Subsequently, we find that learners are utilizing on the web study devices
outside the classroom. A significant objective for educators ought to be to urge the
learners to utilize the devices accessible. Some statistic factors are additionally seen as
important such as age, sexual orientation, accessibility of computers, and whether the
learner has an occupation or not. The results of this research ought to hold any
significance with accounting teachers utilizing internet learning devices in the classroom.
Results show that the kinesthetic learning style is the most pervasive which may urge
book distributers to make more progressive internet learning devices.
In another field of calculation, wherein the study conducted by Pantho & Tiantong
(2016) is related to VARK learning style theory. However, this time the goal is to group
VARK learning styles of students by utilizing Decision Tree C4.5 algorithms. Information
concerning learning styles of students were gathered by means of a poll reacted by one
thousand two hundred five participants. The gathered information, which included
gender, age, major, yearly graded percentage average, past educational background,
and VARK learning styles of the students, were then ordered by utilizing Decision Tree
C4.5 calculation run on Weka software with tenth-fold cross approval system. The
investigation results uncovered that the student’s VARK learning style characterization
dependent on Decision Tree C4.5 calculation yielded an exactness at eighty-three point
forty percent and a sum of a hundred eight standards were gotten. It very well may be
presumed that Decision Tree C4.5 calculations can be utilized to arrange VARK learning
styles of students proficiently.
With the broader field present that everyone can conduct a research, Almigbal
(2014) employed as well the use of VARK theory to study the relationship between the
learning style preferences of medical students and their academic achievement. The
researcher’s findings resulted that among people who usually liked unimodal learning,
kinesthetic was the most typical learning style. This may manifest the truth that the
members were studied while they were in their first year of medical school. Visual
techniques might be least utilized at that phase of learning because the educational
curriculum structure of the lower year level varies from that of higher year levels,
particularly clinical years where visual ability is required for exercises such as utilizing a
microscope in histology and pathology classes, studying structures in anatomy class,
and inspecting patients in the clinical years and etc. This finding may help educational
curriculum developers in structuring a preliminary course for learners to upgrade their
visual techniques in the early long stretches of study.
Furthermore, in one medical school in Thailand, Paiboonsithiwong et al. (2014)
also did a study investigating the correlation of the academic achievement and the
mental health problems of the students. The researcher applied the same theory.
However, methods of VARK learning were not associated with perceived stress, anxiety,
depression, or somatization so the people who favored trimodal VARK learning revealed
higher scores on the interpersonal difficulties subscale than others. Since inadequate
data is accessible to clarify this relationship, further investigation of this issue may be
encouraged. Taking everything into account, the most favored learning style among
medical students was quadmodal. Learning styles were not related with the academic
accomplishment or emotional health. Nonetheless, the trimodal learning style was
related to interpersonal issues.
Similar to the previous study, Hu Y. et al. (2018) also utilized the theory to
examine the significant connection between the alteration in pattern of the learning
preferences and academic performance of the first year medical students. Utilizing the
visual, auditory, read/write, and kinesthetic inventory toward the start of first and second
year for the same class, it was discovered that inside the primary year, thirty six percent
of the class stayed unimodal modality students, fourteen percent changed from unimodal
to multimodality students, twenty seven percent changed from unimodal to multimodality
students, twenty seven percent varied from multimodality to unimodal modality students,
and twenty one percent stayed as multimodal. Among the academic performance by
prerequisite conveyable blocks from Clinical Anatomy, first year’s Cell and Subcellular
Processes to Medical Neuroscience, SM group’s important progress compared to the
group of SS. Semi-structured interrogation assessment form the SM group indicated that
leaners made this development between the Clinical Anatomy course and the center of
Medical Neuroscience course, with an end goal to improve their presentation. This
research recommends that the progress from unimodal to multimodality learning among
academically enduring learners improved their academic competence in the primary
year of medical school. Thus, this might be considered as a feature of academic
instruments for struggling learners to improve their academic competence.

Likewise, one research relating to the medical area has a goal is to identify the
child learning style by using human physiological and VARK model was conducted by
Dutsinma (2018). According to him, learning style is the most favored manner by which
learner draws in, forms, comprehend and hold data. Everyone obtains and accumulates
knowledge differently, which make his or her learning style in the classroom to be
compelling on the general achievement of the learning procedure. Numerous learners
lost premium and enthusiasm when they battle hard to comprehend what is being taught
in the classroom, which is the reason it is of central significance for this issue to be
tended to, in other to make learning equal for every student. Various theoretical research
on distinguishing learning styles have been done of late yet the usage in real-life have
been not many and vague. This research proposes a methodology for identifying
student’s learning style employing their physiological response which included blood
pressure and heart pulse rate. Following the VARK model, four distinct sorts of learning
styles are acquired such as visual, aural, read/write and tactile. The decision tree is
utilized as classifier. The investigation is directed with twenty-one grade school learners
with the age of twelve to thirteen years old. The classification result shows that the
propose technique gives eighty-one percent accuracy of the investigation of
physiological reaction connecting with the VARK model classification of learning.
Lastly, this is the medical study of Kim & Korndorffer Jr. (2017) about a surgical
resident, one who has finished medical school but still performing more specialized
training to be professional surgeon. The research showed the first multi-institutional
examination to look at VARK inclinations among surgery residents. The appropriation of
preferences among occupants was not the same as that of the overall population.
Occupants with a more prominent number of aural reactions on VARK had higher
ABSITE scores. The VARK model may can possibly improve learning proficiency among
inhabitants.
In the field of nursing, Zhu et al. (2018) utilized VARK model to analyze the
perceived learning styles among nursing students with bachelor degrees and associate
degrees in China. In his investigation, a significant finding was the huge distinction
between the four-year college education and associate degree nursing students. Most of
the bachelor degree nursing students favored the multimodal learning style while a large
portion of the students in associate degree liked unimodal style of learning. This result
calls for appropriate instructing techniques and procedures to address the issues of the
nursing students with their various educational backgrounds. The other significant
finding is in the investigation was the high pervasiveness of the kinesthetic methodology
between the lone the bachelor and associate nursing students with a unimodal style of
learning. The research suggests that more involved training techniques be completely
applied so as to improve the learning effectiveness and accomplishments of the leaner.
Taking a review on the connection between the academic competence of students in
nursing and their learning style is significant. Moreover, further study is additionally
expected to look at the impact of instruction reform techniques dependent on the
learning style inclination of the entirety of the nursing students from this investigation.
In relation to the above research, Mckenna & Vanderheide (2012) explored the
demographic characteristics of practice nursing students. With the aid of VARK model
theory, the research abled to examine the learning styles of two associates of graduate
section of nursing students undertaking an accelerated master level program. This was a
cross-sectional survey of two associates of master of nursing practice students selected
at a huge Australian college. The learners were progressively disposed towards
converging/practical and least toward concrete experience learning styles. Most of the
learners were progressively disposed into kinesthetic and least toward aural style of
learning. Results have implications for academics engross in teaching graduate entry
nursing students.
Furthermore, this is an interesting study of Leasa et al. (2017) in one elementary
school in Ambon, Indonesia. The research examines the emotional intelligence among
auditory, reading, and kinesthetic learning styles the respondents. The findings stated
that students are different in terms of dealing with the information in their learning
procedure. And VARK learning styles related with memory are considered to affect
emotional intelligence. This semi-test research was led to analyze the emotional
intelligence among the learners having auditory, reading, and kinesthetic learning style
in that elementary school. Emotional intelligence was estimated by a survey created
dependent on the hypothesis of emotional intelligence as per Goleman. The learning
style tool was developed by Fleming. The results of this study manifests that learning
styles have essential impact on multiple intelligence. Kinesthetic students have a higher
emotional intelligence than those of the auditory and reading learners, as much as eight
point thirty-five percent and six point eleven percent separately. This study suggests that
schools and educators need to give a favorable learning condition, including using
constructivist learning strategies which are suitable with the advancement of the grade
school learners. Further inquiries are needed to examine the progression of the learner’s
learning styles alongside their advancement into higher education levels, as its impact
on their emotional intelligence.
Moving to the field of sports, this research relating of course to the comparison
between VARK learning strategies to the academic achievement of student’s athlete is
the prior independent study of Braakhuis (2015) used to portray athletes’ preferences in
learning by age, sexual orientation, and field status. The researcher suggests those
working with all athletes to integrate kinesthetic aspects to education, by utilizing
genuine models, exhibits, photos, experimentation and hands-on approaches. The study
motivates athlete educators collaborating with the elite to broaden their teaching
experience and incorporate all VARK learning strategies, as athletes who are multi-
modals need at least two modes associated with learning before they are fulfilled. This
research should fill in as a stage for further study in this field, like synchronous
examination concerning the athlete educator’s encouraging style so as to acknowledge
between the two parties can be upgraded.
Moreover, Romsa (2013) widened and added an idea in which he discovered in
his study recommending oneself detailed learning styles of the students enrolled in sport
management courses have a little effect on learner’s achievement. Consequently,
support was not found for the learning styles theory. Conversely, ways to deal with
learning warrant consideration, as learners who use strategic study skills are probably
going to accomplish essentially higher course results opposed to the individual who
employ deep or surface study skills in the sport management discipline.
In addition to the previous study, Wee et al. (2016) applied as well the use of
VARK theory in his investigation of the impact of the learner’s learning styles on the
acceptance of open learner models for information sharing. He mainly agreed that
everyone’s diversity in learning style can significantly affect their acknowledgement of
collaboration technologies to handle the sharing of learning data in y technology-
dependent collaborative learning. There is, on the other hand, an inadequate study in
investigating the effect of learning styles on the acknowledgement of open leaner
models for data partaking around there. This examination explores the effect of student’s
learning styles on their acknowledgement of open student models for data sharing. An
aggregate of two hundred forty college students in one of the university in Malaysia have
taken an interest in the online survey. A chi-square test performed to investigate the
connection between the learning styles and the acknowledgement of open learner
models for data partaking in an advanced education setting. The outcome uncovers that
learning styles have no significant effect on student’s acceptance and acknowledgement
of open learner models for data sharing. The implications of this research can help
education instructors to employ proper instructional techniques in embracing open
learner models for enhancing their performance of technology-mediated learning.
Speaking of model, in his latest research, Hasibuan et al. (2016) proposed a
model for detecting learning styles of the students based on agent learning. The
researcher thoroughly explained that learning style is an issue identified with the
students. In one manner or the other, it could help students in their learning exercises. In
the event that the students neglect their learning styles, it might impact their exertion of
effort in comprehending instructing materials. To solve these issues, a model for reliable
programmed learning style detection is required. At present, there are two
methodologies in naturally identifying learning styles: information driven and literature
based. Students, particularly with changing learning styles experience issues in
receiving these two methodologies that are since they are not adaptive, dynamic and
responsive (ADR). To take care of the above issues, a model utilizing specialist learning
approach is proposed. Specialist learning performs four staged exercises, i.e.
initialization, learning, matching, and recommending to choose which learning styles are
utilized by the learners. Moreover, the system will give instructing materials which are
fitting for the identified learning style. The identification procedure is performed
consequently including information driven and literature based approaches. The
distinguished learning style used in this examination is VARK. This learning style
detection model is relied upon to improve the students in following with the web learning.
Lastly, Alian & Shaout (2016) also conducted a study about the researcher’s
prediction on the learner’s styles based on fuzzy model wherein he utilized a VARK
questionnaire to get the study’s result. The research continued through supporting the
significant idea that learner’s style is gathered into four sorts for the most parts: visual,
auditory, kinesthetic and Read/write. Each kind of students adapts fundamentally
through one of the primary receiving senses: visual, listening, or by doing. Learner’s
style affects the learning procedure and student’s accomplishment. It is smarter to
choose appropriate learning device for the students as indicated by his learning style. In
this work, a fuzzy model for anticipating learner’s style contingent upon the qualities of
the student is proposed. The framework was tried on a group of learners and compared
their outcomes from the online VARK survey which is an instrument to learner’s data on
the most proficient method to maximize their learning. The recent proposed fuzzy
inference system gave forty-eight percent comparative characterization compared with
the VARK.
Synthesis Of The Reviewed Literature And Studies
This study concluded a review of literature in both foreign and local that are
divided into learning style process and theory, learning style’s attitude towards English
subjects and the VARK theory, topics which are related to the subject of learning styles
of the first year up to fourth year COED English major students in Polytechnic University
of the Philippines.
The researcher took into account all the statements and findings gathered in the
related and literature and studies. They begin with the statement by Laxman, Glijikani,
and Pashler, supported the idea of this study that learning styles is a preferred way of
the learners to obtain skills and information. And the teacher plays a bigger role in
tailoring their teaching strategies to the learning preference of the students.
The studies of Kharb, Swinton and Peyman suggested that visual and kinesthetic
are the two most favored learning styles used by the students inside the classroom.
Those visual learners preferred the use of diagrams and charts while those students
who like kinesthetic learned best through real-life activities. These learners employ the
use learner’s experience and practice in collecting and gathering data and information.
Mustasa (2016) Arbazdeh (2014) concluded that teachers should be mindful
enough to the learner’s differences, matching their instructional methodologies to the
learning styles of the students. An educator should know how to balance and integrate
their teaching styles in a diverse classroom. In line with this, Kovalenko and Gemora
(2010) found out that competence of the students towards English are positive. Learners
can easily learn in English class unless a teacher is focused in giving appropriate
instructions to his learners. The researcher also discovered that students should have a
good motivation and persistent attitude in learning English. They are the one who will
receive the knowledge so it is up to them to develop it or not.
There’s a lot of ways to learn English. Students can learn through watching
English conversations in movies, frequently writing of English texts and reading books.
However, with all these activities given learning English is still not much effective even
with its daily application. So Akbarzadeh & Azunka (2017) said that a learner can
effectively learn English by practicing it. A student who speaks religiously the language
has a high probability to have a high vocabulary and fluency in the subject matter.
The VARK theory was developed by Fleming has its acronym stands for Visual,
Aural, Read/write and Kinesthetic sensory modalities in learning. Firstly, from what the
theory states, visual preference includes the portrayal of ideas and information through
the use of diagrams, charts, graphs and etc. Likewise, learner employs this learning
style that helps them to comprehend something which could have been delineated in
words. Next, the aural or auditory involves learner who performs best from what he
heard and spoke, one who likes discussions and lectures as well as someone who
prefers listening over radios and using phones. Then, another preference is the
Read/write where it is for a learner who likes information presented as words. A person
with this kind of learning style prefers reading and writing text-based materials such as
books, diaries and others. Lastly, kinesthetic pertains to the utilization of learner’s
experience and practice in collecting and accumulating data and information. An
individual who exhibits this learning preference loves activities such as watching videos
and movies about reality, demonstrations and etc (Othman & Amiruddin 2010).
Lastly Othman & Amiruddin (2010) discovered that in using VARK model theory
in studying learning styles will unfold the idea that a process of learning and
understanding can be different for each person. The teaching methods are particularly
important for students to learn the curriculum, because not every student can learn the
teaching material in the same way. Some students can easily learn if they listen the
information, others use videos presentations and graphs for better learning and there are
students who learn through practical examples.
The related studies and literature are all at once significant relevant to the
present study because they inforce the researcher’s premise that the learning styles of
the students are important to both teachers and students.
This study is not however, a duplicate and redundancy of other studies. It may be
comparable in concepts and methodologies but it is different in approach of the research
and specification of focus in terms of curricular subjects, locale time frame, survey
samples, and educational level curriculum.

Chapter 3
METHODOLOGY
This chapter presents the research method that will be using. The researcher
will make use of population, sample size, and sampling technique, description of
respondents, research instrument, data gathering procedure and the statistical
treatment in analyzing the data.
\Method of Research
The study will utilize quantitative research method which is concerned with the
functional relationship between variables, test results, and the development of
generalizations across population. The findings of the quantitative studies are valuable
as they provide information that enables researchers to define clearly the specific
variable.
According to Babbie (2010), Quantitative methods emphasize object
measurements and the statistical, mathematical, or numerical analysis of data
collected through polls, questionnaires, and surveys, or by manipulating pre-existing
statistical data using computational techniques. Quantitative research focuses on
gathering numerical data and generalizing it across groups of people or to explain a
particular phenomenon.
Population, Sample Size, and Sampling Technique
The population size of the research is composed of 279 College of Education
Major in English students from Polytechnic University of the Philippines, St. Mesa
Campus with the use of percentage, out of 279 students; the researchers got only 164
or 58.78% PUP CoEd Major in English students as the respondents. The sample of
the study is composed of 164 PUP CoEd Major in English students that is randomly
selected in each year level.
The researchers uses the Slovin’s Formula to identify the respondents sample
size. Slovin Formula is written as
n = Number of samples
N = Total Population
e = Error Tolerance (0.14)
The researchers, first, identify the total population of the students from 1st year
to 4th year level (N) divided to the multiplied total number of students to the error of
tolerance (e=0.1434). The number that the researcher computes will be the sample
size of the respondents. Lastly, to compute the students per class, the researchers
use stratified sampling which the student selected adequately in each year level.
All data obtained from the responses of the respondents to the questionnaire
were correlated and tabulated after which they were statistically treated using the
following statistical tools such as mean and rank procedures are used to describe the
respondents perception.
Table 1: Population and Sample size of Bachelor of Secondary Education Major in
English, PUP COED students.
PUP BSEDEN
Population Sample Size
Students
1st Year 94 55
2nd Year 86 51
3rd Year 46 27
4th Year 53 31
Total 279 164
Table 1 demonstrates the number of respondents per year. The researchers
cover all the year level of BSED students. Most of the respondents came from 1 st Year
with a total number of ninety-four (94) at 34%, followed by 2nd year with the sum of
eighty-six (86) at 31%, 4th year with a total number fifty-three (53) at 19%, and 3rd year
with forty-six (46) at 16% with the total of 279 (100%).

Description of Respondents
The respondents of the study are composed of Bachelor of Secondary
Education Major in English students from Polytechnic University of the Philippines,
College of Education department who enrolled for S.Y. 2019-2020.
Research Instrument
The researcher uses VARK Questionnaire by Neil Flemming. The VARK
questionnaire categorizes the learning questionnaire in accordance with the
perception of the learners. The questionnaire is divided into 2 parts. Part of the
questionnaire consist of 1) basic information of the responders, student ID, name-last
name, gender, university, and academic year; 2) questionnaire of VARK learning style
consisting of 16 questions and 4 multiple choices. The VARK learning process
categorizes the learner’s ability in to 4 groups: 1) Visual (V), Aural (A), 3) Read/Write
(R), and 4) Kinesthetic (K).
Data-Gathering Procedure
The researcher will seek permission to the Dean, Dr. Junithesmer D. Rosales of
College of Education, to conduct the VARK questionnaire that will identify the learning
styles of the BSEDEN students. After the researchers obtain the approval of the dean,
the researchers will make a letter addresses to the adviser of BSEDEN students that
will participate to the survey. The researcher will visit the classroom after the approval
of the adviser to administer the questionnaires. The researcher will allot a minute in
explaining the procedures of answering the questionnaire.

Statistical Treatment of Data
The data gathered through the questionnaires and English grades of the
respondents will be check, tally, tabulate, and subjected to statistical methods for the
purpose of answering the specific problems of this study. The data will be analyze and
interpreted using the following statistical tool.
1. Weighted Mean
The researcher apply weighted mean to analyze the raw data in learning styles.
WM will determine the learning style of the respondents. The formula for WM is
∑ 𝐹𝑥
WM =
𝑁
Wherein:
WM = Weighted Mean
F = no. of respondents
x = weighted values per category
N = total number of respondents
2. Ranking
The researchers used the ranking technique in the study to compare the
importance of the items analyzed. Ranking as a descriptive measure ought to
describe numerical data. After getting the weighted mean values for each indicator,
these were ranked from highest to lowest to facilitate discussions.

3. Chi-Square Test of Independence
Chi-Square Test of Independence is used to measure if the two variables are
independent or case dependent to each other. This test allows us to look at the
relationship of two categorical variables in one population (Smith, Gratz, & Bousquet,
2008) particularly the relationship between Learning styles of BSEDEN students and
their academic performance. As stated in Essential of Statistics for the Behavioral
Sciences, it also evaluates the statistical significance of the results from a research
study (2006).
Ho: There is no significant relationship between the Learning styles of the
students to their academic performance.
Ha: There is a significant relationship between the Learning styles of the
students to their academic performance
Where: 𝑥 2 is aa value of selected variable whose sapling distribution is
approximated very closely by the chi-squared distribution with k -1 degrees of
freedom, k is the number of cells and 𝑜𝑖 and 𝑒𝑖 represent the observed and expected
frequencies, respectively, for the 𝑖 𝑡ℎ cell.
If the probability value (p-value) is less than or equal the level of significance a
then we will reject the null hypothesis. Otherwise, we accept the null hypothesis.

Polytechnic University of The Philippines: The Problem and Its Setting

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POLYTECHNIC UNIVERSITY OF THE PHILIPPINES

THE PROBLEM AND ITS SETTING

materials. Moreover, an instructor who is knowledgeable with his student’s learning

causing a disadvantage especially to the learner. Relying too heavily on a learning

incapable in learning using different style. It actually may be important to instead of

English academic performance. Bilingual education helps second language speaker to

least using English as a primary medium of instruction. As a result, learners are

pursue a comfortable and successful job in the future.

Furthermore, based on Tomita (2010) different types of instruction may lead to

PowerPoint and video presentations as a form of their instruction. Wherefore, changes

students. Hence, due to the integration of technology and alteration of teaching

strategies in education, it adds variety to the learning preference of every learner.

depends on technology. In fact, seventy percent of millennial say they go online to

Therefore, whatever learning preference that is conducive according to the needs of

Neil Fleming’s Learning Theory

According to Neil Fleming’s Theory which is more referred as VARK learning

preferences shows an increase in their levels of comprehension, motivation and

case study or a working example of what is intended or proposed. What about

demonstration of a technique they will be expressing their kinesthetic preference.

have a deeper and broader understanding. They may be seen as procrastinators or

understanding. They are described as VARK Type Two in our database.

says that learning styles can be seen on a continuum running from:

a). Concrete experience - being involved in a learning experience.

c). Abstract conceptualization - creating theories to explain observations.

d). Active experimentation - using theories to solve problems and make

English Academic Performance

- Information presented as diagrams, charts, graphs, flow charts, circles, hierarchies,

assignments, and d.) Kinesthetic - A preference for gathering information through

experience and practice, stimulated or real, either through concrete personal

experiences. Examples are practice, simulation demonstration and application. The

dependent variable is the english performance of the learner.

Statement of the Problem

will attempt to answer the following.

1. What is the level of learning style of the respondent?

2. What is the English performance of the respondent during the SY 2019-2020?

3. What is the most preferred learning style of the respondents?

4. Is there any significant relationship between the Learning Styles of BSEDEN

students to their academic performance?

There is no significant relationship between the learning styles of the student

towards to their english academic performance.

Scope and Limitation

Significance of the study

COED major in English students in their academic performance.

teaching approaches and strategies.

responsive to the learning needs of the student.

This study can be a reference to their researches in conducting a related

The following terms have been operationally or conceptually defined to facilitate

understanding in the course of discussion in this study.

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

Learning styles - a preferential way, in which the student absorbs, processes,

comprehends and retains information.

Modality - way or mode in which something exists or is done.

most information through reading and writing.

REVIEW RELATED LITERATURE

the conduct of investigation.

Learning Style Theory and Process

Learning style is a term used to apply for collecting, preparing, translating,

data (Laxman, Koirala, et al., 2014).

effectively to assists educators in planning successful strategies, aid learners to better

frequently worth celebrating.

apply it in a real world context.

which permits yourself to achieve your objectives in life.

better all through the school.