Saint Mary’s Academy of Tagoloan

S.Y. 2018-2019

“The VAK Learning Styles of Grade 8 Consistent Honor Students of Saint

Mary’s Academy of Tagoloan S.Y. 2018-2019”

Hairez M. Mamarungkas

Tricia Rae M. Singson

Jerica C. Jamago

Gabriel Nyl Casiño

Frances Cami L. Sendrejas

Lorejin A. Laspoña

Jane Rochelle R. Hernane

Mariane A. Cadungog

John Noel Pedrano

Jetrho Dela Cruz

Julio Jose Bautista

Diana Mae C. Sanchez

James Mathew Lomongo

Raymond Abrogueña
 TABLE OF CONTENTS

ACKNOWLEDGEMENTS

LIST OF TABLES

CHAPTER

1. The Problem and Its Background 1-5

Introduction
Background of the Study
Statement of the Problem
Significance of the Study
Scope and Delimitation of the Study
Definition of Terms

2. Review of the Related Literature and Studies 6-7

Local Setting
Foreign Setting

3. Research Methodology

Research Design
Participants of the Study
Research Instruments
Data Gathering Procedure
Data Analysis and Procedure

4. Results, Analysis and Interpretation of Data

5. Summary, Conclusion and Recommendation

Summary of the following

-Statement of the problem in paragraph form
-Methods and Procedure
-Findings
1.
2.
Conclusion and Implication
Recommendations

REFERENCES
APPENDIX
A. The Instruments
B. Letter of Permission
C. Informed Consent
D. Curriculum Vitae
 CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

1.1 Introduction

The student’s behavioral change happens in the school wherein peers have a
vital role in achieving such a change. Role of peer influence has direct or indirect
influence in the academic achievement. (Allen 2005). Pressure means giving force to
any activities. Academic achievement are accomplished by these students in their
studies are nothing (Scortt’s 2012). Because of pressure, students seek for the best
way to learn and improve their academics.

This research is a way to discover what can be the learning styles of the
Grade 8 consistent honors students who has the majority of honors from first grading
to second grading this school year to reach this achievement. And also to help those
students which have low performance in studies to achieve excellent results by
adapting (or otherwise) the learning styles of consistent honor students in Grade 8
level who has the most number of honor students by level in school year 2018-2019
by using the VAK learning style to determine it. After all, learning styles of the
students influence their ability to acquire information and respond to the learning
environment (Azlinda, 2006, p. 1).

The VAK learning style uses the three main sensory receivers: Visual,
Auditory, and Kinesthetic (movement) to determine the dominant learning style. It is
sometimes known as VAKT (Visual, Auditory, Kinesthetic, & Tactile). It is based on
modalities—channels by which human expression can take place and is composed
of a combination of perception and memory.

VAK is derived from the accelerated learning world and seems to be about the
most popular model nowadays due to its simplicity. While the research has shown a
connection with modalities and learning styles (University of Pennsylvania, 2009),
the research has so far been unable to prove the using one's learning style provides
the best means for learning a task or subject. This is probably because it is more of a
preference, rather than a style.

Learners use all three modalities to receive and learn new information and
experiences. However, according to the VAK or modality theory, one or two of these
receiving styles is normally dominant. This dominant style defines the best way for a
person to learn new information by filtering what is to be learned. This style may not
always to be the same for some tasks. The learner may prefer one style of learning
for one task, and a combination of others for a different task.

According to the VAK theorists, we need to present information using all three
styles. This allows all learners the opportunity to become involved, no matter what
their preferred style may be.

1.2 Background of the Study

Another great way to become a more effective learner is to use different

learning, which involves new information to things that you used to know (Cherry,
2018).
The pathways to the brain are the basic 5 senses – sight, smell, sound,
touch, and taste. Students process new information through these senses. Some
prefer to process information through different pathways, i.e. auditory learners, visual
learners, and kinesthetic learners.

• Visual learners tend to organize and retain information by using maps,

pictures, and colors. If a person is a visual learner they may find that they are visual
communicators as well. Also, they will have more trouble communicating their own
ideas or thought processes without a visual aide (Silverman, 1997). These type of
people need to understand a concept as a whole before they can pick apart the
small details and once a concept is understood it generally does not need to be
taught again. Organization can be hard for a visual learner to achieve and they tend
to not be conscious of the passage of time (Silverman, 1997).
• Auditory learners are considered to pick up information better through
listening (Gilakjani, 2012). Students within this category need to hear the words
spoken clearly and in certain tones to absorb the information they are trying to learn.
People with the auditory learning style are often great with remembering names but
at the same time they may forget the faces that go along with the name (Gavan,
2012). They also learn best through verbal lectures, discussions, talking things
through and listening to what others have to say (Gavan, 2012). In addition, these
kinds of students are encouraged to use verbal analogies and storytelling to
demonstrate their point (Gavan, 2012). When auditory learners first hear information,
there is a lengthy process before the brain can absorb the information. The
information starts from the speaker’s mouth and the sound waves move towards the
recipient’s ear. Once the sound waves reach the auricle (outer ear), they move
towards the auditory meat us (ear canal) where the sound is amplified (Bröedel,
1939). As the sound waves travel through the ear canal, they hit the tympanic
membrane (eardrum), which begins to vibrate (Bröedel, 1939). The vibrations from
the eardrum set the ossicles into motion that further amplify the sounds (Bröedel,
1939). The sound waves then enter the inner ear and into the cochlea, a snail-
shaped organ (Bröedel, 1939). The cochlea is filled with fluid that moves in response
to the vibrations from the oval window (Bröedel, 1939). As the fluid moves, 25,000
nerve endings are set into motion (Bröedel, 1939). These nerve endings transform
the vibrations into electrical impulses that then travel along the VIII cranial nerve
(auditory nerve) to the brain (Bröedel, 1939). These sound waves are absorbed in
the part of the brain called the auditory cortex that has two parts, the primary
auditory cortex and a secondary auditory cortex (Purves, 2001). The primary and
secondary auditory cortices are located on the superior temporal gyros in the
temporal lobe of the brain (Purves, 2001). The primary auditory cortex processes
information M. Saeed, James, Andy, Brittany, Matt & Mickhail: An Investigation of
Learning Style Theory …... 3 such as pitch, volume, and sound location whereas the
secondary auditory cortex processes more complex sounds such as rhythmic
patterns (Cheour, 2011).
• Kinesthetic learning is substantially different from the auditory and visual
learning styles as it involves using your body’s movements to retain information as
opposed to hearing or seeing the information (Clark, 2000). The term kinesthetic is
defined as, “a sense mediated by receptors located in muscles, tendons, and joints
and stimulated by bodily movements and tensions” (Marriam, 2012). This infers that
people who are kinesthetic learners have to physically move or touch objects to
retain the movement process for it to be repeated at a later time or date. If
kinesthetic learners only hear or see the information presented to them, it is highly
likely that the information will not be retained and forgotten from memory a short time
later. According to Clark, people who fall under the kinesthetic learning category are
those who have to keep themselves busy otherwise it is likely they will lose
concentration if there is no movement or external stimulation present. Clark also
states that kinesthetic learners have several external traits that make them easily
identifiable to the common eye. In a classroom setting, these traits would include a
student tapping their pen on the desk while listening to lecture material, drawing
diagrams or pictures as a means of note taking, or those who prefer to work in an
interactive group setting as opposed to individually (Clark, 2000). In a real world
setting, these external traits include people who talk with their hands and use
gestures, are outgoing and expressive by nature, and those who can easily
remember what activity was completed but experience difficulty in retaining or
recalling what was seen or heard during the course of the activity (Daniels, 2008).
Individuals who learn by doing and retain information by completing bodily
movements are normally classified into one category, that being a kinesthetic
learner. However, there are essentially two types of activity-based learners,
kinesthetic and tactile learners (Carpenter, 2012). According to Carpenter, the
difference between the two activity based learning styles is that kinesthetic learning
involves movement whereas tactile learners are those who learn best by physically
touching objects which uses their sense of touch to retain information. Kinesthetic
learners are those individuals who are involved in sports or other activities that
involve movement such as acting or dance as this group of individuals have a strong
spatial sense of timing and body movement. Tactile learners are those individuals
who are good with their hands and undertake activities such as art, sculpting, or
working with tools to complete projects (Carpenter, 2012). The two activity based
learning styles are so closely related however that it is often hard to discern which
category active individuals fall under.
Brain functions vary among the three learning styles presented by Fleming’s
VAK model.
1.3 Statement of the Problem

The curriculum of education in the Philippines has changed. Many students were
given an opportunity to be part of honor students; students only need to have no
grade below 85 and has an average of 89% and above. It was a great chance to
students who wants to be an achiever, but some students who were not part of it,
was doing their best to be an honor student too.

Once the students distinguish and know the learning styles of the students from
grade 8 level who has the majority of honors from first grading to second grading this
school year, they can find an idea to have a better or effective learning style from
them. In addition, if the students fail to identify their preferred or compatible learning
styles, they can use the learning style of this chosen consistent honor students

Thus, it has become one of the pivotal factors to know the excellent students’
preferred learning styles that can assist the learning process of others.

This study aims to determine and know the learning style of the consistent honor
students to determine wherein they learn in the best way for the ideal outcome of
development, achievement, natural skills and inclinations. So therefore, this research
directs and indicates the learning style that the grade eight consistent honor students
of Saint Mary’s academy of Tagoloan prefer. Specifically, the researchers will
determine and are ought to answer the following questions:

1. What is the most preferred learning style of Grade 8 consistent honors?

2. What is the most preferred learning style of Grade 8 consistent honors students
according to gender?

3. Do the honor students imitated their learning style from someone?

1.4 Significance of the Study

This study will be significant to the following sectors:

To the SMAT Administration – This study will serve as a guide in their

academic planning. This could help them in making plans that will fit and effective to
the student support learning needs in their students in order to achieve better quality
of education.

To the SMAT teachers – This study will help them to give an advice to the
students of what learning style will be effective to improve their performance in terms
of learning and studying. Knowing the students’ learning styles will lead to a
successful teaching and learning process, as this is the main predictor of students’
success. This study will also help them think of an instructional methods and
strategies that will be responsive to the learning needs of the students.

To the SMAT students – This study will help them to improve their way of
studying by imitating the learning styles of the most number of honor students by
level in school year 2018-2019 from this reliable source; thus they will be able to
clearly know if the learning styles of this consistent honor students is effective in
improving the way they learn than they used to. The students will also develop a
sense of responsibility towards their own learning and they may want to implement
other learning styles to suit and prepare themselves.

1.5 Scope and Delimitation of the Study

This study will be conducted at St. Mary’s Academy of Tagoloan, Misamis

Oriental. The respondents of the study are the consistent honor students of the
Grade Eight (8) level in school year 2018- 2019 since they has the most number of
honor student by level this school year. This study focuses only on the learning
styles among the consistent honor student of the Grade 8 level and helps those
students which have low performance in studies by considering; otherwise adapting
the learning styles of the consistent honor student of the grade 8 level.
1.6 Definition of Terms

The following terms were defined to have a better understanding in this study
as follows:

Learning Style. This refers to an individuals’ different ways to process,

understand, comprehend and learn information or learning preferences. It can be
visual, auditory and kinesthetic.

Consistent Honor Students. This refers to the students who are in the honor
roll from the 1st Quarter to the 3rd Quarter.

Visual Learner. This refers to those who visualize images and diagrams in
their mind and learn best if pictures and graphic organizers are presented. They are
those who prefer reading, writing and taking down notes or directions.

Auditory Learner. This refers to those who learn well through listening and
discussions such as lectures. It is easier for them to listen than to read.

Tactile or Kinesthetic Learner. This refers to the hands-on learners who

learn well by demonstrations or representations of information and with an an active
participation. They prefer to do the information and having a physical experience.

Learning process. This refers to the ways, methods or series of activities that
an individual does to learn.

Academic Planning. This refers to the teacher’s guide or will be the way of
teaching to compensate or achieve the students’ needs.
 CHAPTER 2

REVIEW OF THE RELATED LITERATURE AND STUDIES

Students’ learning styles and preferences have raised significant interest in

the administrative and the academic community. For that matter, many researchers
have conducted numerous investigations on students’ learning styles either in
schools or institutions of higher learning (Azlinda, 2006). This chapter discusses the
definition of learning styles, models of learning styles and also related literature
review from previous corpus.

2.1 Local Setting

The success of every student is not on how high the grades they are getting
but on how much they have learned. The study was conducted to determine the
learning styles and the level of academic performance among first year, second
year, and third year students of Radiologic Technology students of Liceo de
Cagayan University, S.Y. 2009-2010. A descriptive correlational method of research
was used in this study. The researchers used the stratified random sampling by
grouping the students by year level. The data were computed and analyzed using
weighted mean, frequency and percentage, and multiple regression analysis as their
statistical treatment. The study revealed the following findings: Among the learning
styles, students are more on visual/verbal. Among the teaching styles, the faculty
members are more on verbal. In the level of academic performance, students fall in
the below average level. There is no significant relationship between the learning
styles and academic performance of the Radiologic Technology students. It is also
concluded that the teaching style does not affect the learning styles and academic
performance of the student except for their kinesthetic.

2.2 Foreign Setting

According from the research of GlobELT in Turkey, learning styles are seen
as characteristic cognitive, affective, and psychological behaviors that serve as
relatively stable indicators of how learners perceive, interact with, and respond to the
learning environment. The concept of learning styles has been applied to a wide
variety of student attributes and differences (Felder and Brent, 2005).

Learning style refers to an individual’s habitual and preferred way of

absorbing, processing and retaining new information and skills. According to Capretz
(2006) each learning style has its own strengths and weaknesses and therefore a
person who sticks to one style is never going to be an ideal learner (Moradkhan and
Mirtaheri, 2011). Reid (1995) categorized the learning styles into three major
categories: sensory or perceptual learning style, cognitive learning style, and
affective/temperament learning style.
Sensory or perceptual learning style lends itself to the physical environment in
which we learn, and involves using our senses in order to perceive data. Reid
categorized perceptual learning styles into six major types: Visual (visual learners
prefer seeing things in writing), Auditory (these learners learn best when they listen),
Kinesthetic (these learners prefer active participation), Tactile (these learners prefer
hands-on work), and Group (these learners like to participate in group activities), and
Individual (these learners learn best when they are alone).
 CHAPTER 3

RESEARCH METHODOLOGY

The chapter describes the research design and the methods that were used
to sample the study and presents the research design, research setting, and
participants of the study, sampling procedure, research instruments and data
gathering procedure.

3.1 Research Design

For this study, the research used quantitative approach. The quantitative
method is compatible with the study because it allows the research problem to be
conducted in a very specific and set terms. Specifically, the researchers used the
descriptive research method which enables the researchers to gather information
from the respondents and develops a hypothesis after a data is collected. According
to Best and Khan(20), Descriptive study describes and interprets what is.

3.2 Research Locale

The study will be conducted at St. Mary’s Academy of Tagoloan located in the
municipality of Tagoloan, Misamis Oriental.

3.3 Participants of the Study

The participants of the study were the Grade-8 consistent honor students of
St. Mary’s Academy of Tagoloan (SMAT), school year 2018-2019.

3.4 Sampling Procedure

The respondents of the study were the consistent honor students of the grade
eight level consists of twenty-two. The respondents’ assessment of the strategical
way of learning upon studying, however, was done by the Grade 8 consistent honor
students of St. Mary’s Academy of Tagoloan. Table 1 contains data on the
respondents of the study.

Table1. Distribution of the Respondents

Respondents No. of Respondents

Grade-8 consistent honor students 21

3.5 Research Instrument

A research-made questionnaire from the article of Agusto F. Farinas about the

Learning Styles is used in the collection of data, which is a Fleming’s VAK model ( In
Fleming's VARK learning style model, learners are identified as one of four different
types: visual, auditory, reading/writing and kinesthetic. In 1987, he developed a
questionnaire based on his model that was designed to help people learn more
about their individual style. The model and questionnaire quickly became very
popular among students and educators, and both remain widely used today.)
The questionnaire was consisted of thirteen different questions as well as
different possible choices of answers. It is answered by putting a check on the blank
spaces that are provided before the phrase. The researchers allowed the
respondents to select only one answer from the three choices in each number.

3.6 Data Gathering Procedure

The researcher obtained a permission letter in conducting a survey in a

specified time and presenting it to the classroom teacher noted by the academic
coordinator and approved by the officer in-charge.

The researchers administered the survey personally in the respondents’

classroom and explained the procedures of answering the questionnaire to the
respondents in a few minutes.
 CHAPTER 4

RESULTS, ANALYSIS AND INTERPRETATION OF DATA

4.1 Introduction
Data analysis is the process of separating data into smaller and manageable
parts with the intention of finding meaningful answers to the research questions and
objectives and to disseminate the findings (Polit & Beck 2008:6).

This chapter will bring in the presentation of the results and analysis derived
from the actual survey. This chapter discusses the data analysis and findings from
21 questionnaires completed by students of Grade 8 level who are consistent (from
first grading to third grading) of being an honor students.

The purpose of this study was to identify the preferred learning styles of
consistent honor students and to help other students who want to be part of being an
achiever.
The objectives of the study were to identify Grade 8 consistent honor
students’ preferred learning style:

· Visual Learners: Students that understand and learn best when information is
presented to them visually. Seeing information helps these students visualize
concepts taught.
· Auditory Learners: Students that understand and learn best when information is
presented to them in an auditory manner. Hearing information helps these students
internalize concepts taught.
· Kinesthetic Learners: Students that understand and learn best when information is
presented to them kinesthetically. Using their hands or bodies helps these students
experience the concepts taught.
· If they have imitated the method of studying

Questionnaires were given to Grade 8’s consistent honor students.

After allowing the permission form the teacher to let the consistent honor students of
grade 8 to participate in the study, these consistent honor students completed the
questionnaires.

A total of twenty-one (21) consistent honor students of grade 8 completed

questionnaires at the campus’ computer laboratory in February 4, 2019.

The analyses of the data were tabulated using Microsoft Excel, where data
calculations could be clearly presented via tables, column bars and pie charts.
Levels of agreement for each research question would be shown through analyses
of the data, according to the items provided in the questionnaire. The findings are
discussed according to the activities when studying.

4.2 Demographic Profiles

This study involved a total of 14 girl students and 7 boy students of Grade 8.

Figure 1 above illustrates that the respondents Grade 8’ consisted honor students of
Saint Mary’s Academy of Tagoloan
.
Figure 1 Genders of the Consisted Honor Students

Figure 1, reveals that female students outnumbered the male students with 14
females compared to only 7 males.
4.3 Presentation of Data according to the Research Questions

Research Question 1
(What is the most preferred learning style of Consistent Honors of Grade 8
students?)

The first Research Question uncovering the most preferred learning style of
Consistent Honors of Grade 8 students. Table 2.1 reveals the data gathered from the
questionnaires administered to 12 consistent honor students focusing on Visual,
Auditory and Kinesthetic learning style.

Table 2.1 Descriptive Statistics

LEARNINS STYLE TOTAL

Visual 126
Auditory 63
Kinesthetic 62

Figure 2

Table 2.1 and Figure 2 Highlights the highest preferred learning style by consistent
honor students to be the Visual learning style with a total of 126, followed by Auditory
with a total of 63. The least preferred learning style was Kinesthetic with a total of 63.
Research Question 2
(What is the most preferred learning style of consistent honors of grade 8 students
according to gender?)

In Research Question two, the researcher wanted to find out the most preferred
learning style according to gender of the sample. Table 2.1 shows the independent
sample test for the students’ most preferred learning styles according to gender. This
table revealed that the Visual learning style of male was 37 and in female was 89.
And Auditory learning of male was 23 and in female was 40 styles showed. The
Kinesthetic learning style of male was 24 and in female was 38.

To sum up table 2.2 indicates that there is no significant difference in terms of

gender in students’ preferred learning styles for their the highest preferred learning
style is still the Visual learning style.

Table 2.2 Independent Samples Test

LEARNING STYLES MALE FEMALE

Visual 37 89
Auditory 23 40
Kinesthetic 34 38

Research Question3
(Do the honor students imitate their learning styles from someone?)

In Research Question three, Table 2.3, consistent honor students answered “No”
with a total 13 out of 21. This means that consistent honor students disagreed that
they haven’t copied their learning style to someone. But still, it shows that some had
inspired their learning style to others.

Table 2.3 Result for the Imitation of the learning style of others

YES NO
FEMALE 4 10
MALE 4 3
TOTAL 8 13
4.4 Conclusion
This chapter presented the findings obtained from the analyses of the questionnaire
and interview. Besides that, it also discussed on the Research Question 1 and 2
which revealed Visual learning is the major learning style preferred by Grade 8’s
consistent honor students of SMAT and majority haven’t imitated the other’s learning
style.

CHAPTER 5
Summary, Conclusion and Recommendation

5.0 Introduction
 This chapter presents the summary of the study, its problems and purpose. It
also presents the findings, conclusions and recommendations formulated on the
basis of the research results.

5.1 Summary

The main purpose of the study was to know the best learning style among the
Grade 8 honor students of St. Mary’s Academy of Tagoloan, based on the findings of
the study.

Specifically, the study aimed to answer the following questions: What is the
most preferred learning style of Grade 8 consistent honors; What is the most
preferred learning style of Grade 8 consistent honors students according to gender;
and do the honor students imitated their learning style from someone?

5.2 Findings
1. Most preferred learning style of Grade 8 consistent honors. After
thoroughly analyzing overall data in Table 4.3, the highest preferred learning style by
upper form students is Visual learning style, which make it the major learning style
preferred by the students, despite the differences in their streams or gender.

2. Most preferred learning style of Grade 8 consistent honor students

according to gender. The most preferred learning style of Grade 8 consistent honor
students according to gender is still Visual learning style. Based on the finding in
Table 4.3, it is affirmed that there are no statistically significant differences between
gender with regards to learning style preferences. To put it simply, gender does not
really impact on the respondents’ learning styles preferences

3. Some honor students imitate their learning style from someone.

Majority of consistent honor students disagreed that they haven’t copied their
learning style to someone. But still, it shows that some had inspired their learning
style to others. This proves that you can achieve excellence in imitating other’s
learning styles.

5.3 Conclusions
Based on the assessment and findings of the study, the following conclusions
were arrived at:
 The findings revealed that the majority of the consistent honor students of
grade 8 in SMAT preferred the Visual learning style which means that the students
preferred the use of more media, pictorial materials, written materials, to name a few.
In this way the students are able to grasp on the upcoming hard lessons even better
as it assists them to have meaningful learning experiences. It suggested the majority
of upper form students’ preferred the Visual learning style as the major style with the
Kinesthetic and Auditory as the students’ minor learning styles. And where the
consistent honor students of grade 8 correspond to knowledge through direct
acquaintance with the subject matter as this is direct experience for the students and
because of that they will understand the lesson better, and so does the other
students who wants to have this learning style.
Moreover, these students are under pressure to score and perform on top of
the game, when the honor students of SMAT are increasing. Furthermore the
teachers are able to suit and prepare their teaching and learning session before
hand determining the best learning style that will suits the way he or she discuss.
This will enable teachers to be more creative and take into consideration the
differences in learning styles among the students in planning activities, coming up
with workbooks or modules as to make the lesson more meaningful to the students
and also to assist the students to perform better in their state examination. By
knowing their students’ learning styles, these educators would tend to match their
teaching styles by preparing suitable activities that cater their students’ needs. Once
the students know the preferred learning styles from the honor students, other
students can utilize that learning style to assist them in improving their learnings.
And besides that, they can experiment with other learning styles and consolidate
their minor learning styles.
As a result of this research, students will have a sense of responsibility for
their own learning and at the same time they may want to adopt other learning styles
to aid them for advanced learning in the future. It will also benefit teachers as it will
give excellent opportunity for teachers to understand their students’ learning styles
where it will assist teachers to incorporate in their teaching materials and methods of
delivery to address the need of each student. Withal, the school administration will
also find this study to be beneficial as it will appraise the learning styles that students
adapt from the honor students. The information can help administration to establish
courses, activities or instructional materials that suite students learning styles.
5.4 Recommendations
As a result of the findings and conclusions, the following are the
recommendations:
1. Understanding the Importance of Learning Styles in Learning
2. Effective and sensitive teaching style
3. Diversity of teaching aids.
4. Thus students must take the responsibility and play an active role in
their own language learning. The students must take the initiative to
increase self-awareness, set goals and choose appropriate learning
strategies to achieve success.
5. Teachers can amplify their awareness and be more sensitive of their
teaching environment, observation, preparation, presentation, and
interaction with the students.

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