Chapter II THEORETICAL FRAMEWORK This chapter contains both foreign and local literatures and studies that have

significance in this study. This chapter also contains the synthesis of the literature studies.

Review of Related Literature and Studies Education and Learning Learning signifies a central theme of education. It is the understanding of how learners acquire knowledge and of the circumstance under which they learn best is the first and major contribution to educational practices. Schools or universities are special environment for the expedition of learning. The main duty of those special environments is to deliver for the effective attainment and application of knowledge and skill. Within a certain institution wherein education is being explored, teachers or instructors play an essential role in students learning. In line with this, Educational Psychology by William A. Kelly, PhD (1965) stated that the teacher by means of his knowledge of the principles of educational psychology is able to analyse the requirements of the various school subjects and to adapt his teaching procedure accordingly so that each individual in the class may be able to learn in an efficient and economical way. The teachers task is to encourage and to help students to study effectively, to aid them in securing confidence and faith in them, to provide a strong motive, to provide a definite time for study. Despite of the awareness of what is the purpose of the instructors, still students fail. Pupils fail to do their school work successfully for one or more reasons: they may lack the intellectual ability to do the work acquired; they may lack the foundation and background of knowledge acquired; they may not exerting sufficient effort of will to achieve results; their surrounding environment may not be suitable for study; or they may lack a knowledge of proper methods of study. Students learn by

themselves and with the help of the instructors, if the instructors are unable to guide and teach the students, the students learning might be greatly affected. Factors Affecting Learning Rita and Kenneth Dunn (1993) studied how people learn. They noticed that through selective methods students achieved learning. They mentioned many elements that influence learning styles. This includes environmental, emotional, sociological and physical elements. They also mentioned nine elements that influence a teaching style: attitudes towards instructional programs among others. Heredity, upbringing and current environmental demands also influence learning styles according to Funderstanding (2008). Learners have a tendency to both perceive and process information differently. Tripp and Moore (2007), students tend to focus on facts, data and algorithms. Some respond strongly to visual forms of information and many others preferred to learn actively. Other factors that affect learning are the teachers and how they deliver their lessons to the students. Castaeda et al., (2008) conducted a research entitled Learning and Teaching Crossroads. It was observed in the study that there was a mismatch between students learning style and educators teaching style. Oxford, et al., (1991) reported that serious mismatch between the learning style and teaching strategies could lead to boredom of students. They tend to have failing grades on quizzes, get discouraged about the course and may think that they are not good on the subjects of the course and give up. Instructors may also be affected because they tend to question their own competence on teaching because students are not learning. Mathew Peacock (2001) studied the relationship between learning and teaching styles based on Reids hypotheses. He said that a mismatch between teaching and learning styles causes learning failure, frustration and lack of motivation in studying. Rao Zhenhui (2001) researched on matching teaching styles

with learning styles in East Asian contexts. He mentioned that a teacher must know the students learning needs, potentials, capacities, and weakness and learning style preferences in order to achieve an effective matching between teaching and learning. He also mentioned that it is necessary to alter the teaching styles to create a teacher-student style matching. Joy Reid (1995) said that Learning styles are internally based on characteristics of individuals for intake of understanding of new information. All learners have individual attributes related to the learning processes. Some people may rely on visual presentations, others prefer spoken language; still others may respond better to hands-on activities. It is evident that people learn differently and these differences in learning abound ESL/EFL settings. She also said that teaching styles should be match with learning styles to give all learners an equal chance in the classroom and builds student self-awareness. Learning Styles of East Asian Countries Studies of individual differences indicate that people have different styles of thinking and different methods of representing information. The word style is used in common language to describe differences between people. Liu & Littlewood, (1997) stated that, traditionally, the education in most East Asian countries is dominated by a teacher-centered, grammar-translation method, book-centered and stresses on rote memory. These traditional teaching has resulted to typical learning styles in East Asia such as being an introvert or an extrovert. Most students in East Asia see knowledge as something that can be communicated by the teachers and not being discovered by the learners. A study conducted by Sato (1982) explained the comparison of Asian and Non-Asian countries in terms of students classroom participation. Sato found that the Asians participate less than that of the Non-Asian countries (36.5% as opposed to 63.5%). Harshbarger et al., (1986) noted that Korean students assert that the teacher be the authority and are not comfortable if this does not happen. Japanese students choose quick and constant

correction from their mentor and do not agree on multiple correct answers. Oxford & BurryStock (1995) states that the Chinese, along with the Japanese, are often detail-and precisionoriented, showing some features of the analytic and field-independent styles. They are comfortable on picking out significant detail from a welter of background items and choose language learning strategies that involve dissecting and analyzing logically the given material, searching for contrasts, and finding cause-effect relationship. Reid (1987) also added that Korean, Chinese and Japanese are visual learner. They like to read and obtain a great deal of visual stimulation. Visual backups are necessary for them to learn during lectures. Without these materials, they tend to be confused and anxious. In a traditional classroom teaching, instructors put emphasis on learning through reading and tend to pour a great deal of information on the blackboard. According to Nelson (1995), Asian students are in general more overtly thinkingoriented than feeling oriented. They dont base their judgement according to their feelings on others, emotional climate and interpersonal values but rather on logic and analysis. Condon (1984) stated that Japanese students, like most Asians, show greater reflection, concern for precision and not taking quick risk in conversation compared with Americans. The final preferred learning style of East Asian countries is concrete-sequential. Students with such learning style prefer to follow the teacher's guidelines to the letter, to be focused on the present, and demand full information. They prefer language learning materials and techniques that involve the senses such as hearing, movement, sight, and touch and that can be applied in a concrete, sequential, linear manner. Oxford & Burry-Stock (1995) discovered that Chinese and Japanese are concrete-sequential learners. They use a variety of strategies in learning such as planning, memorization, detailed outlines, sequenced repetition, analysis, and lists, structured review and a search for perfection.

James Wallace (1995) reported that Filipino students are visual and kinesthetic learners. They prefer to acquire learning from pictures, graphs, diagrams, and visual media. As kinesthetic learners, Filipino students learn well through whole body involvement and direct experience. They prefer active participation. Filipino students, least preferred perceptual modality is auditory. Brain hemisphere dominance Ned Hermann (1976) developed Whole Brain Model as a technique that can be used for analysing personal and organizational thinking preferences The four thinking styles in the Whole Brain Model firstly is Left Cerebral as analytical, mathematical, technical and problem solving; secondly is Left Limbic as controlled, conservative, planned, organized and administrative in nature; thirdly as Right Limbic as interpersonal, emotional, musical, spiritual and the "talker" modes and; fourthly is Right Cerebral as imaginative, synthesizing, artistic, holistic and conceptual modes. Under this model Ned Herrmann developed Herrmann Brain Dominance Instrument in 1979. The instrument is made to categorize individual into different thinking styles that may improve their learning capabilities and teaching strategies of the teachers. And the researchers utilize this to assess the respondents brain hemisphere dominance. Doreen Kimura (1992) stated in her study that women and men differ not only in physical attributes and reproductive function but also in the way in which they solve problems. In her study women tend to be better than men at rapidly identifying matching items or perceptual speed, greater verbal fluency, arithmetic calculation, recalling landmarks from a route, and precision manual tasks. While, men are more accurate than women in target-directed motor skills, such as guiding or intercepting projectiles, they do better on disembedding tests, in which they have to find a simple shape, such as the one on the left, once it is hidden within a

more complex figure and men tend to do better than women on tests of mathematical reasoning. Kimura wanted to prove that there are differences in brain processes in terms of gender. A study conducted by Madela (2005) found that out of 150 respondents, more than half (56.7%) were identified to be left-brain dominant students while 46 or 30.7 were right-brain dominant. The rest of the respondents, 19 or 12.6% were classified as bilateral-brain dominant students. Only few of the students were considered as whole brain dominant. Biongcog (1997) stated that to create well-balanced global citizens, then its community should work for the advancement of whole brain dominant learners. This could be achieved by capitalizing on strategies that enhance on the learning styles and promote whole brain dominance of students such as innovation in curriculum and instruction. Personality Type Bustos et al., (1999) defined personality as an organized set of physical-social-emotional and adaptation processes which uniquely characterizes a person. It has something to do with individuals intellectual development since he acquires a set of thinking, feeling, behaving, and adjusting patterns as a result of his experiences, which is affected by his own personality. According to Consuelo et al., (1998) there are several principles of learning and memory that applies to every aspect of our daily lives at home, at work, and especially at school. First of all, learners learn from their own behaviour. This indicates that learner errors should be minimized. Secondly, learning is most effective when correct responses are reinforced immediately. This means that giving a rewarding feedback can be more effective than giving a punishment, for the latter can be emotionally disruptive and it creates behaviours that may interfere with desired learning. Third, the frequency of reinforcement determines how well a response will be learned and retained. This only means that it can be most effective when learners receive continuous reinforcement. Fourth, practicing a response in a variety of setting increases both retention and

transferability. This means that putting them in a variety of situations and letting them apply what they have learned will encourage positive transfer. Lastly, motivated conditions influence the effectiveness of positive reinforcement and play a key role in increasing the level of performance. According to Myers Briggs Foundation more than two million are assessed using the MBTI personal inventory instrument around the world every year. Myers Briggs Type Indicator is a widely used and highly regarded system for understanding and interpreting personality. It was categorized into four: Extrovert/Introvert; Sensing/Intuition; Perceiving/Judging; and Thinking/ Feeling. In more specific perspective, Charles R. Martin (1997) describe the four pairs of personality types, the first pair of psychological preferences is extroversion and introversion. Extroverts like getting their energy from active involvement in events and having a lot of different activities. They are excited when they are surrounded by people and like to energize other people. They like moving into action and making things happen and generally feel at home in the world. Extroverts often understand a problem better when they can talk out loud about it and hear what others have to say. Introverts, on the other hand, enjoy getting energy from dealing with the ideas, pictures, memories, and reactions that are inside their head, in inner world. They often prefer doing things alone or with one or two people they feel comfortable with. Ideas are almost solid things for them. Sometimes they like the idea of something better than the real thing. The second pair of psychological preferences is Sensing and Intuition. Sensing is characterized by paying attention to physical reality, what they see, hear, touch, taste, and smell. It is concerned with what is actual, present, current, and real and notice facts and remember details that are important. Intuition is paying the most attention to impressions or the meaning and patterns of the information being got. It prefers learning through direct experience and likes to work with symbols or abstract theories. The third preference pair describes how you

like make decisions. Thinkers like to find the basic truth or principle to be applied, regardless of the specific situation involved. Analyzing pros and cons, and then being consistent and logical in deciding describes them. Feelers believe that they can make the best decisions by weighing what people care about and the points-of-view of persons involved in a situation. They are concerned with values and what is the best for the people involved. In their relationships, they appear caring, warm, and tactful. The fourth preference pair describes how you like to live your outer life. Judging is characterized by using decision-making preference in outer life. It seems to prefer a planned or orderly way of life, have things settled and organized, feel more comfortable when decisions are made, and bring life under control as much as possible. Perceivers use their perceiving function in their outer life. They seem to prefer a flexible and spontaneous way of life, and like to understand and adapt to the world rather than organize it. Others see them staying open to new experiences and information. These classifications was being related to brain hemisphere dominance in Katherine Benziger's personality and brain-type theory (1989) wherein quadrants of the brain signifies certain personality classification and these are frontal left as for thinking, basal left as for sensing, basal right as for feeling and frontal right as for intuition. These topics support the researchers in relating personality and brain hemisphere dominance. According to Kahayon et al., (1999), every individual has their own personality type. These differences in personality type may contribute to difficulties in implementing an effective teaching style, affecting the students learning styles. According to Consuelo, et al., (1998), it could be helpful for educators to improve their teaching methods and for students to learn concepts easily if they are aware of the factors that can help in or hinder concept attainment. These are the factor of transfer, distinctiveness, ability to manipulate materials, instructional set, and availability of all relevant information at the same time. It is important to know the factor of

transfer, wherein a new concept appears to be similar to a known concept but is also quite different in some ways, since a person may have trouble understanding it. To aid this, the teacher must point out both the similarities and the differences between the related concepts. Distinctiveness, which refers to the degree to which common elements are isolated, grouped, or otherwise made obvious, is also important to know in order for the educator to make the common property of the concept stand out, making it for the students to retain knowledge/concept. It is also important to know the students ability to manipulate materials, wherein if he is allowed to rearrange, redraw, or reorganize the materials containing common properties, he will be more likely to learn or discover the appropriate concepts. Instructional set must also be known, for most of the time, a person does better when instructed than when not. Lastly, considering the availability of relevant information at the same time may let a person learn concepts faster. Haythorn (1968) noted, to say that personality is related to behaviour in almost repetition, because a personality trait is usually defined as a tendency or predisposition to behave in a particular manner in differing situations. In this study, the students behaviour reflects on their personality. Behaviour is defined as usually in relation to its environment, which includes the other systems or organisms around as well as the physical environment. It is the response of the system or organism to various stimuli or inputs, whether internal or external, conscious or subconscious, overt or covert (Wikipedia). Studying is behaviour of a student to enhance learning as it could be a response or an act. These matters give emphasize to the relation of personality and study habits. The researchers aim to prove the significance of a certain type of personality and study habits. Age is an important determinant of the kinds of behaviours an individual group member will display in the group. Beaver (1932) noted in an observational study that the number and

percentage of social contacts mentioned by individuals increased with chronological age. Wurster, Doll and Clair (1953) studied behaviour in seven sororities and found that older women were more active in extracurricular pursuits than younger women. As the person ages, he or she is also improving by time. Social participation in school activities was also found to correlate with age (Parten, 1932) and as supported by Green (1933) that revealed that the amount of group play activity increased with age. The previous concepts prove that behaviour varies by age differences. Wiley (1973) reported that traditional sex roles in American society imply that males should be aggressive, assertive, domineering, and task-oriented; females should be passive, submissive, nurturing, and person-oriented. A comprehensive study of sex differences in personality done by Terman & Miles (1936) revealed that males are more aggressive, selfassertive and fearless. They are likely to display more roughness of manner, language and sentiments than women. On the other hand, women are likely to express themselves as more compassionate, sympathetic, fastidious and emotional than men. Sistrunk and McDavid (1971) have shown that sex differences in conformity behaviour may depend upon the kind of task that the group is trying to complete. They found that when the task was more appropriate for the masculine role, females conformed more than males; but when the task was more appropriate for the feminine role, males conformed more than females. The related studies prove that gender differences may imply certain behaviour different to other gender. Study Habit Having determined how progress in learning takes place, there remains the task of determining how students acquire the art of effective study. William A. Kelly, PhD (1965) defined study as the application of ones mental capacities purposefully to the acquisition, understanding, and organization of knowledge. Study habit is the students accustomed method

of approach to units of learning, his consistency in ignoring distractions, his attentiveness to the specific material being studied, and the efforts which he exerts throughout the process. This proves that there is significance of having such study habit in improving the learning process. Under these events, the human mind undergoes some processes, memorizing, storing and retrieving information. Dr. Christopher L. Heffner (2001) had stated in Psychology 101 that human memory, like memory in a computer, allows us to store information for later use. In order to do this, however, both the computer and learner need to master three processes involved in memory. The first is called encoding; the process use to transform information so that it can be stored. For a computer this means transferring data into 1s and 0s, for the learner, it means transforming the data into a meaningful form such as an association with an existing memory, an image, or a sound. Next is the actual storage, which simply means holding onto the information. Physiological change must occur for the memory to be stored. The final process is called retrieval, which is bringing the memory out of storage and reversing the process of encoding. In other words, return the information to a form similar to what we stored. According to Dr. Christopher L. Heffner (2001) there is so called sensory-memory, referring to the information an individual receives through the senses. This memory is very brief lasting only as much as a few seconds, so it could be stored in a short span of time. Engle, Cantor, & Carullo (1993) and Laming (1992) reported that short term memory takes over when the information in our sensory memory is transferred to our consciousness or our awareness. This is the information that is currently active such as reading this page, talking to a friend, or writing a paper. Long term memory is most similar to the permanent storage of a computer. It can be achieved through extensive practice, conditioning, or habits. As the process of memorizing is known, forgetting also played a role by affecting the stored information. Failing to remember something does not mean the information is gone

forever though. According to Dr. Christopher L. Heffner (2001), sometimes the information is there but for various reasons we cannot access it. This could be caused by distractions going on around us or possibly due to an error of association like believing something about the data which is not correct causing you to attempt to retrieve information that is not there. There is also the phenomenon of repression, which means that we purposefully (although subconsciously) push a memory out of reach because we do not want to remember the associated feelings. Memorizing subject matters in the class is an obvious and predictable happening. Students might pass the subjects and/or fail because of forgetting important information. Reading strategies Learning to read is perhaps the most universally recognized outcome of formal education. Reading is a means of language acquisition, of communication, and of sharing information and ideas. Like all language, it is a complex interaction between the text and the reader which is shaped by the readers prior knowledge, experiences, attitude, and language community which is culturally and socially situated. The reading process requires continuous practices, development, and refinement. Readers use a variety of reading strategies to assist with decoding and comprehension (Wikipedia). Reading college textbooks is a more challenging activity than reading high school texts or general interest books. College texts are loaded with concepts, terms, and complex information that the readers are expected to learn on their own in a short period of time. These demands on their time and their reading skills require that they use a study-reading method. According to mindtools.com good reading strategies help readers to read in a very efficient way. Using these strategies, students aim to get the maximum benefit from reading with the minimum effort. Recently, Afflerbach, Pearson, and Paris (2008) said that strategies are deliberate and goal-directed. In other words, students must consciously decide to employ a

particular strategy in order to construct meaning from a text. Readers who are aware that they must apply a cognitive strategy and do so may become less reliant on the strategy over time. As this happens, a cognitive strategy becomes a skill. The study of Furukawa, James and Sakamoto, Takahiko (1980) estimated that approximately 15% of the school children in the United States have reading problems. A joint study was conducted by researchers to identify possible causes for this. The incidence of reading difficulties in the United States may be attributable to a failure to provide adequate instructions. The findings suggest that adequate instructions, perhaps in the form of a model of teaching, may be one way of reducing reading difficulties in the United States. Critical thinking John N. Gardner & A. Jerome Jewler (2000) reported employers hiring college graduates often say they want an individual who can find information, analyze it, organize it, draw conclusions from it, and present it convincingly to others. One executive said she looked for superior communication skills because they are in such short supply these days. These skills are also the basic ingredients of critical thinking. In essence, critical thinking is the ability to examine existing ideas and to develop new ones. In college, the term argument refers not to an emotional confrontation but to reasons and information brought together in logical support of some idea. Critical thinking is the ability to recognize reliable evidence and form well-reasoned arguments. A good college teacher should challenge the students the way they think and may insist on how student solve a problem is as important as a solution. Critical thinking skills could also be enhanced through group study. Anuradha A. Gokhale (1995) introduced the idea of collaborative learning. The grouping and pairing of students for the purpose of attaining an academic goal has been widely researched and advocated throughout the professional literature. Proponents of collaborative learning claim that the active

exchange of thoughts within the group not only raises interest among the participants but also promotes critical thinking. According to Johnson and Johnson (1986), there is persuasive evidence that cooperative teams achieved higher levels of thought and retain information longer than students who work quietly as individuals. The shared learning gives students an opportunity to engage in discussion, take responsibility for their own learning, and thus become critical thinkers as claimed by Totten, Sills, Digby, & Russ (1991). Note-taking. Listening and note-taking are critical to a students academic success because college instructors are likely to introduce new materials in class and chances are that much materials will resurface on quizzes ad exams. Fiona McPherson (2011) stated that note-taking is a strategy for making information meaningful. It means to connect new information to existing knowledge. The more connections being made, the better it will be understandable information. Connection is the heart of what makes information meaningful, because connection is the key to remembering. The more connections the reader has, the more entry points to have from the information, therefore the easier it will be to retrieve. To use note-taking effectively, readers need to understand that its primary value is not in the record to produce, it is in the process itself. The process of taking notes guides the memory codes being made. In spite of this, note-taking has commonly been taken for granted by both instructors and students. However, in the past few years, there are changes in the landscape of higher education such as the propagation of commercial note-taking services, have led instructors to ask questions about the efficacy of notetaking in promoting learning and their own role in the process. Time Management and Prioritization People engage in time management to finish their task in less time. They feel that if time is extremely used effectively, have their tasks down, follow list, stick to the times, and

record continuing progress, people will get a lot work done in the time allotted. Well, this is true and effective to a point. People can complete more in less time with focus, discipline, and energy. However there are limitations to how far people can go with this for efficiency is not everything. John Reiling, PMP (2008) cited that time management and prioritization go hand in hand. It is very difficult to think of one without the other. Priority management gets a lot of more to the point. Priority management gets a person into the mode of more thinking, and less doing. This is where people can exercise leadership skills, even simply dealing with own schedule. If a person has many things to do, there is a need to be very clear on not only what the most important is, but also on what primary goals are. People must ask themselves if any or all of their activities contribute to the accomplishment of their primary goals. Maybe people dont get everything done but at the end it really wont matter much. Setting time management and prioritization where prioritization is determined by primary goals and overall objectives -together is the optimal way to manage time. Time management benefits both the instructors and students. Borg (1980) detailed teachers approach to the use of time is often tied to their assessment of a teachers relative value in the classroom. If teachers feel that the time they spend with students has considerable value, they will work to increase the amount of time spent interacting with students. Jim Franklin (2010) stated that students in high school and college enrolment often find their classes take up a good deal of the day. College classes can begin at 8 a.m. or earlier and continue into the evening. A student might attend four or more classes, depending on his schedule. With long class days, it is important for students to manage their time well to complete assignments and fit in other obligations. If the time is successfully planned or organized, the student will not miss a class. With instructors giving out class assignments, a student will need to spend additional time outside of the classroom learning. Homework, class

projects and tests can consume much of a student's free time. In addition, midterm exams and finals can need common late-night cram sessions. Course loads can vary and students might need to devote additional time studying matters they have difficulty comprehending. This only reinforces how valuable a student's time is and why he must manage it well to be successful. By working ahead of time, the student will not experience difficulty in doing activities. However, no matter how one approaches time management, a few boundaries will always be in place. There will only be twenty four given hours in any one day. One will need to sleep, eat, tend to hygiene and conduct other "prerequisite" activities, according to Paul Rasmussen (2009). There will always be other things that one might resemble to do, than there is time to do them. When one looks at that assembly of limitations, it becomes very clear that proper prioritization is essential to effective time management. Without quality prioritization of tasks, one would simply hop from one task to another without a great deal of rhyme or reason. Not only would that be glaringly inefficient, it would also result in some important tasks being left incomplete. Every time management expert will argue vociferously that one must learn to differentiate between the important and the optional and learn how to rank the importance of various tasks to help in their scheduling. Synthesis The study of Carthey, Joseph H. (1993) entitled Relationships between Learning Styles and Academic Achievement and Brain Hemispheric Dominance and Academic Performance in Business and Accounting Courses is similar to this study in such a way that it sought to identify if there is a relationships existing between learning styles and brain hemispheric. While the said study focuses on the assessment of the variables in comparison to the academic performance of the students, this study gives emphasis on the improvement of curriculum and instruction by analyzing the relationship of brain hemisphere dominance, personality type and study habits. The

said study uses the McCarthy Hemispheric Mode Indicator to discover whether students were right-brained, left-brained, or whole brained while this study will use Herrmann Brain Hemisphere Dominance Instrument to analyze personal and organizational thinking preferences of the students. A study by Helen L. Madela (2006) entitled Brain dominance and learning styles of high school students is similar to this study because it also assesses the prevailing brain dominance and the predominating learning styles. Both studies use their findings as a basis for the improvement of curriculum and instruction. In contrast, the target group of this study is the college students while the other study focuses on high school students, both includes all year level. This study is similar to the study made by Jeogenes Biongcog (1997) entitled The Learning Styles and Brain Dominance of the Students in Cebu International School: Proposed Enrichment for the Educational Media Center Whole Language Program that both studies analyze the learning style and brain hemisphere dominance. It is different in this study because the findings were used as a basis for enhancing the whole language program implemented in educational media center. Also, their classification of brain hemisphere dominance is limited to left and right hemisphere while this study classifies brain dominance into four quadrants. This study is similar to the study conducted by Bagongon, Christian K and Edpalina, Connie Ryan in (2009) entitled The Effect of Study Habits on the Academic Performance of Freshmen Education Students in Xavier University, Cagayan de Oro City, and School Year-2009 in such a way that it also assesses the study habit of the students in the said university. However, the study focuses on the effect of study habits on the academic performance of the students. Both studies target group are college students. However, the said study utilized simple stratified

random method in gathering respondents in Xavier university while this study utilize random sampling method in selecting the respondents in a local university. A study by Elvira Sumbala (1998) entitled Intermediate Pupils Learning Style Preferences and Teachers Teaching Effectiveness in Central Bukidnon is similar in this study in such a way that it aims to identify the dominant learning style preferences of students. It ascertains if a relationship exist between the learning preferences and teachers teaching effectiveness. Both studies use random sampling methods in selecting their respondents. However, the target group of the said study are elementary students while the target group of this study are college students.