INTEREST AND LEARNING STYLE OF URSM-SHS LEARNERS DURING

COMMUNITY QUARANTINE

A Research Paper Presented to

The Faculty of Laboratory Schools
University of Rizal System
Morong, Rizal

In Partial Fulfillment of the Requirements for

Inquiries, Investigation, and Immersion

JOHN LAURENCE A. CABANDONG

GWEN ALTINEA L. LAYACAN
HUMFERDINK R. BERDAN
RACHELLE ANNE C. INGUITO

March 2021
 APPROVAL SHEET

This research paper entitled “INTEREST AND LEARNING STYLE OF URSM SHS

LEARNERS” has been prepared and submitted in partial fulfillment of the

requirements in Inquiries, Investigation, and Immersion by John Laurence A.

Cabandong, Gwen Altinea L. Layacan, Humferdink R. Berdan, Rachelle Anne C.

Inguito is hereby recommended for corresponding oral examination.

PROF. JOJIMAR JULIAN

Date Professor

Approved in the partial fulfilment of the requirements in Inquiries, Investigation,

and Immersion by the Oral Examination Committee.

PROF. FRANKLIN R. FALCULAN PROF. KATRINA FELICIANO

Statistician Critic Reader

XENIA B. CANALE, MAT

Chairman

Accepted in partial fulfilment of the requirements in Inquiries, Investigation, and

Immersion.

XENIA B. CANALE, MAT

.
Date Principal, Laboratory Schools
 ACKNOWLEDGMENT

The researchers would like to extend their most profound gratitude to the

following persons who are willing render their time and effort in the fulfilment of this

research.

ALMIGHTY GOD, for His blessings which enable them to attain their goal.

PARENTS, for the financial support and effort.

Prof. XENIA B. CANALE, research adviser, for guiding, supporting and sharing

her knowledge in the field of research to motivate them to attain their goal.

Prof. JOJIMAR JULIAN, research professor and panel chairman, for his

patience and support in category and led the researchers to conduct the study.

Prof. FRANKLIN R. FALCULAN, statistician, for lending his skills in guiding the

researchers to make their work possible. And for accompanying the researchers with

regards to statistical treatment.

Prof. KATRINA FELICIANO, critic reader, for helping the researchers in editing

their manuscript and;

FAMILY AND FRIENDS, for their moral support and love.

The Researchers
 DEDICATION

This study is wholeheartedly dedicated to our beloved parents, who have been

our source of inspiration and gave us strength when we thought of giving up, who

continually provide their moral, spiritual, emotional, and financial support. To our

relatives, adviser, friends, classmates, and to all who helped us from the start who

shared their words of advice and encouragement to finish this study. And lastly, we

dedicated this book to the Almighty God, thank you for the guidance, strength, power

of mind, protection and skills and for giving us a healthy life. All of these, we offer to

you.

The
Researchers
 ABSTRACT

TITLE: INTEREST AND LEARNING STYLE OF

URSM SHS LEARNERS DURING
COMMUNITY QUARANTINE

AUTHOR: JOHN LAURENCE A. CABANDONG

GWEN ALTINEA L. LAYACAN
HUMFERDINK R. BERDAN
RACHELLE ANNE C. INGUITO

GRADE LEVEL: GRADE 12

ACADEMIC YEAR: 2020 – 2021

NUMBER OF PAGES: 66

NAME AND ADDRESS UNIVERSITY OF RIZAL SYSTEM

OF INSTITUTION: Laboratory
Schools
Morong,Rizal

SUMMARY:

When the community quarantine began, everyone was advised to stay at home

and daily life was completely altered, especially academic-wise. This event affected the

students in terms of their academic performance based on their learning methods and

interests. This study focused on and evaluated the interests and learning style of the

Senior High School Learners in URS Morong during community quarantine.

 TABLE OF CONTENTS

TITLE i

APPROVAL SHEET ii

ACKNOWLEDGEMET iii

DEDICATION iv

ABSTRACT v

TABLE OF CONTENTS vi

LIST OF TABLES viii

Chapter I: The Problem and its Background

Background and Purpose of the Study 1

Theoretical Framework 4

Statement of the Problem 7

Assumption 7

Scope and Limitation 7

Definitions of Terms 8

Chapter II: Methodology

Research Design 10

Setting of the Study 10

 Subject of the Study 11

Source of Data 12

Procedure of the Study 13

Statistical Treatment 13

Chapter III: Presentation, Analysis and Interpretation of Data

Presentation, Analysis and Interpretation of Data 15

Chapter IV: Summary of Findings, Conclusions and Recommendation

Summary of Findings 33

Conclusion 34

Recommendation 35

BIBLIOGRAPHY 36

APPENDICES 39
 LIST OF TABLES

1. Profile

1.1 Age 15

1.2 Strand 16

1.3 Grade Level 16

1.4 Gender 17

3. Examine Your Interest

3.1 Method of Data Analysis 22

3.2 Examine Your Interest Questionnaire 23

3.3 Tally of Responses 26

4. Learning Style Questionnaire

4.1 Method of Data Analysis 27

4.2 Section 1 (Visual) 27

4.3 Section 2 (Auditory) 29

4.4 Section 3 (Kinesthetic) 30

4.5 Tally of Responses 32

 CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

This chapter includes the background of the study, purpose of the study,

theoretical framework, statement of the problem, hypothesis, scope and limitation,

review of related literature, and the definition of terms used.

Background of the Study

An individual or personal interest refers to a person’s long-term disposition to

engage a topic or domain—such as arts, music, or sports—and is usually associated

with high knowledge and high value of such a topic/domain (Hidi & Renninger, 2006;

Hidi, Renninger, & Krapp, 2004; Renninger, 1992; Silvia, 2001, 2006). The

term interest can describe two distinct (though often co-occurring) experiences: an

individual’s momentary experience of being captivated by an object as well as more

lasting feelings that the object is enjoyable and worth further exploration. Interest is,

therefore, both a psychological state characterized by increased attention, effort, and

affect, experienced in a particular moment (situational interest), as well as an

enduring predisposition to reengage with a particular object or topic over time

(individual interest). (Hidi & Renninger, 2006). Situational interest combines affective

qualities, such as feelings enjoyment and excitement, with cognitive qualities, such as

focused attention and perceived value, all fostered by features of the situation (Hidi &

Renninger, 2006). Thus, being in a state of interest means that affective reactions,
perceived value, and cognitive functioning intertwine, and that attention and learning

feel effortless (Ainley, 2006; Dewey, 1913; Hidi, 2006).

Experiencing situational interest can directly promote learning by increasing

attention and engagement. A student may be fascinated by the bright colors and

unconventional brushstrokes of a painting or a portrait for the first time in an art class,

and as a result, pay closer attention and engage more actively. If that interest develops

into an individual interest, the student will more likely reengage with the material

overtime and explore the topic further (Harackiewicz, Durik, Barron, Linnenbrink-Garcia,

& Tauer, 2008). Cultivating interest should not be an afterthought to the typical learning

situation: Interest is essential to academic success. Interventions to develop students’

interest matter in any educational context, but may be most needed in academic

domains that many students do not find initially interesting or those domains in which

interest typically declines over time. (Brophy, 2008; Eccles et al., 1993). When students

are not invested in their learning, they are not as likely to be engaged. (Skinner, Furrer,

Marchand, & Kindermann, 2008).

Learning can be defined as permanent changes in behavior induced by life

(Hunt, D. E., 1979). Facilitating the learning process is the primary aim of teaching

(Ramsden P., 2003). Understanding the learning behavior of students is considered to

be a part of this process (Mountford, H., Jones, S., & Tucker, B. 2006). The term

Learning Styles is used to describe the idea that different individuals differ in the

modality of instruction that is most effective to them (Pashler et al., 2008). The learning

process is different for each individual; even in the same educational environment,

learning does not occur in all students at the same level and quality (Saban, A., 2000).
This may be related to students’ different backgrounds, strengths, weaknesses,

interests, ambitions, levels of motivation, and approaches to studying (Felder, R. M., &

Brent, R., 2005). Understanding learning styles can make it easier to create, modify,

and develop more efficient curriculum and educational programs. It can also encourage

students’ participation in these programs and motivate them to gain professional

knowledge (Brown, T., Zoghi, M., Williams, B., Jaberzadeh, S., Roller, L., Palermo,

C., ... & Holt, T. A., 2009). To improve undergraduate education, educators should

become more aware of these diverse approaches. (Felder, R. M., & Brent, R., 2005). As

a result, defining one's learning style is crucial to achieving more successful learning.

Researching learning styles provides data on how students learn and find answers to

questions. (Mountford, H., Jones, S., & Tucker, B., 2006). To respond to the diverse

distance and time needs of today’s learners, many institutions offer online courses to

expand their teaching methods with distance learning courses. They work on

specializing or adapting the courses according to learners’ needs (Hamilton-Pennell,

2002). Learners’ needs include different learning styles which can influence learning

performance (Mitchell, 2000; Chen & Lin, 2002; Morris, Finnegan, & Sz-Shyan, 2005;

Hummel, 2006).

The novel coronavirus disease 2019 (COVID-19) originated in Wuhan, China,

has spread quickly around the world, infecting millions of people. This virus outbreak

has grown extensively to infect 13,575,158 people worldwide and has led to 584,940

death cases as of July 17, 2020 (WHO, 2020). The impact of the spread of COVID-19

can affect both physically, psychologically, and socially. This virus attacks the immune

system, so health status quickly declines, and worsening conditions will occur if the
patient has a comorbid disease (Deng and Peng, 2020). On March 11, 2020, the World

Health Organization listed COVID-19 as a global pandemic. To respond to the

pandemic, many countries established protocols, some of which are social distancing,

travel restrictions, and undergoing individual quarantine to community quarantine.

Following these guidelines, billions of people have dramatically changed their daily

routines and restricted their movements and interactions, potentially with significant

welfare effects (Brooks et al., 2020; Lima et al., 2020). A lot of people were forced to

stay home and adopt a new way of living, such as working, studying, exercising, among

others which have apparently been affected by the quarantine. With the eruption of

COVID-19 being acknowledged as a pandemic by the World Health Organization

(WHO), people are facing a key challenge in all over the world. It has drastically

influenced our lifestyles. Moreover, it is testing our adaptability and flexibility in response

to a major crisis like COVID 19. (Cathy, L. & Farah, L. 2020).

Community quarantine has affected many aspects of people’s daily lives

including how they spent their time. Daily life was radically altered under lockdown, in

particular with a loss of access to and experience of public space. In these conditions,

the pursuit of a new leisure activity agenda, and the abandonment of previous routine

leisure activity, may have important and unpredictable effects on sense of well-being

(Zhuo, 2020).

Among other problems faced by people during community quarantine, academic

learning is one of them. Many countries suspended face-to-face teaching and exams as

well as placing restrictions [1] Fortunately, there is a range of modern tools available to

face the challenge of distance learning imposed by the COVID-19 pandemic [3] Online
learning, modular learning, and blended learning are imposed by academic institutions

to cope with the ongoing pandemic. Instructions are now delivered to students utilizing

modern technology. The term of e-learning is becoming increasingly popular in line with

the more widespread use of web technology for learning. E-learning is an abbreviation

of electronic learning. (Sohn, 2005) Moreover, open, or flexible learning means giving

students the freedom to choose time, place, pace, content, learning style, assessment

types, and collaborative or independent learning (Lai, et al 2003). When web-based

courses are used by more diversity of students, it could be a problem. These students

may have very different learning aims, backgrounds, knowledge levels, learning styles,

and competencies. A web-based course intended for a certain group of students may

not be suitable for other students. (Surjono, H. D. (2011).

Purpose of the Study

Research that focuses on learners is much needed to identify their current

situation during community quarantine in a given population in terms of how they learn

depending on their learning style, and the things that they can potentially engage and

invest time in. With all of that said, this study aims to explore the adaptability of URS

SHS Learners to the changes brought by community quarantine in terms of their

preferred learning styles, and the fields of interest they have to develop a particular skill

in.

Theoretical Framework

An individual or personal interest, in contrast, refers to a person’s long-term

disposition to engage a topic or domain—such as world history, the physics of motion,

or sports—and is usually associated with high knowledge and high value of such a

topic/domain (Hidi & Renninger, 2006; Hidi, Renninger, & Krapp, 2004; Renninger,

1992; Silvia, 2001, 2006). Once involved in an activity on world history, for example, the

history buff tends to seek out additional information on the subject, to persist in the

activity in spite of unforeseen hurdles, to ask more curiosity questions, and to learn a

good deal from these experiences (del Favero, Boscolo, Vidotto, & Vicentini, 2007). To

design instruction for long-term, interest-based engagement, therefore, one begins by

surveying students’ broad topics of interests and then uses such topics to anchor

learning activities (Hoffman, 2002; Renninger, Ewen, & Lasher, 2002). In addition,

because individual inter- ests are seen as a relationship between the person and the

environment—including interest objects, activities, and topic-specific ideas (Krapp,

2003; Prenzel, 1992)— providing favorable conditions for individuals’ interests to take

hold and develop is a central concern of instructional design. Ensuring support from

peers and instructor as well as allowing students to plan and execute aspects of

learning activities are often cited as some such key elements (Hidi et al., 2004)

Many students have been heavily exposed to new trends and to social media

during community quarantine due to lack of activities available. Their exposure may

have a drastic effect on their interests thus, they become more eager to learn and

explore a certain field of interest that contributes to their self-productivity.

Learning styles refers to the view that different people learn information in

different ways. In recent decades, the concept of learning styles has steadily gained

influence. The learning-styles concept appears to have wide acceptance not only

among educators but also among parents and the general public.
 Assessments of learning style typically ask people to evaluate what sort of

information presentation they prefer (e.g., words versus pictures versus speech) and/or

what kind of mental activity they find most engaging or congenial (e.g., analysis versus

listening), although assessment instruments are extremely diverse. The learning-styles

view has acquired great influence within the education field, and is frequently

encountered at levels ranging from kindergarten to graduate school. (Harold Pashler,

Mark Mcdaniel, Doug Rohrer, & Robert Bjork, 2009)

This theoretical framework can be applied to our study that community

quarantine may have a radical effect on how University of Rizal System Senior High

School students adjust and use their different learning styles to absorb, process,

comprehend and retain new information.

Statement of the Problem

This study aims to determine the productivity, learning styles, and interests of

Senior High School students in the University of Rizal System Morong during

community quarantine. Thus, it seeks to answer the following research questions:

1. What are the fields of interests by the learners?

1.1. What is their dominant field of interest?

1.2. What is their submissive field of interest?

2. What is the learning style of the learners?

2.1. What is their highly preferred learning style?

2.2. What is their least applicable learning style?

Assumption
 The research study is anchored on the assumption that the respondents will be

honest in answering the Examine Your Interests and Learning Style Questionnaire

which upon data to be gathered by the researchers are valid and reliable. Data collected

will be valid and reliable in conducting the study and the findings will answer the

research questions, it is also assumed that personal interests and the learning style

preference will be identified. In addition, the research study is believed to be timely and

relevant to the respondents that will result in the findings delivering the basis of

knowledge to the research questions.

Scope and Limitations

The respondents of the questionnaire are the Grade 11 and 12 SHS of URS

Morong, this research is about the interests and learning style of the students during

community quarantine. The research questionnaire was answered by the respondents

using google forms, it was answered on February 24, 2021. The primary goals of this

research are to inform intervention, collect evidence. The results of this study are

applicable only to the respondents of this study and should not be used as a measure

of the effect of Community Quarantine on the Interests and learning style of the

students who do not belong to the population of this study.

Review of Related Literature

The relationship between the quality of the hands-on experience and interest in

the respective activity was examined. In total, 28 typical hands-on activities of biology

education were considered. The activities were divided into the categories

experimentation, dissection, work with microscopes, and classification. A total of 141

students from the 11th grade completed questionnaires on interest in the hands-on

activities, their experience with each activity, and the quality of the respective

experience. Students’ interest in experimenting, working with microscopes, dissecting

and classifying tends to benefit from performing hands-on activities. However, findings

indicated that the performance of various hands-on activities can influence students’

interest differently. For seven hands-on activities, we identified a positive effect of

hands-on experience on interest, while in one case, practical work appeared to have

influenced students’ interest negatively. However, for most hands-on activities, no

effect of experience on interest was found. The quality of hands-on experiences

showed positive correlations with interest in the respective hands-on activities.

Therefore, this paper argues in favour of designing biology lessons that allow for

experiences with hands-on activities that also interest students. Our findings underline

the necessity of investigating the effects of various hands-on activities in a

differentiated manner (Ainley, M., 2012).

Personalized Learning and Learning Style among Upper Secondary School

Students In the learning interaction, learning materials is one of the primary elements

to be considered by the educator since it can add to the acknowledgment of

understudies of information introduced. Learning material can comprise of different

structures and organizations relying upon whether training strategies utilizing

innovation or customary. Learning materials design is identified with the learning styles

as understudies will slanted to a learning material dependent on their learning styles.

Due to individual has an alternate learning style, at that point the requirements of

learning materials are likewise extraordinary. Consequently, an investigation was

directed to contemplate the arrangement of learning materials that match understudies'

learning styles dependent on Kolb's learning style model. In spite of the fact that Kolb

learning styles are separated into four gatherings, nonetheless, this investigation

showed that understudies' learning materials design is isolated into two gatherings as it

were. (Sahabudin, N. A., & Ali, M. B., 2013).

Subjects comprised of 53 understudies with learning incapacities and 64 skilled

understudies haphazardly chose from two enormous public secondary schools. They

were tenth , eleventh , and twelfth grade understudies, matured 15 to 17. Discoveries

suggest that joining the learning styles of understudies with learning inabilities and

understudies who are talented is significant for individualizing instructive programming.

(Yong, F. L., & McIntyre, J. D. 1992).

With the developing interest in e-learning, various exploration works have been

done to improve showing quality in e-learning conditions. Among these investigations,

scientists have demonstrated that versatile learning is a basic prerequisite for

advancing the learning execution of understudies. Versatile learning gives versatile

learning materials, learning methodologies as well as courses as per an understudy's

learning style. Subsequently, the initial step for accomplishing versatile learning

conditions is to distinguish understudies' learning styles. The test results demonstrate

that the proposed order system can adequately arrange and recognize understudies'

learning styles. (Chang, Y. C., Kao, W. Y., Chu, C. P., & Chiu, C. H., 2009).

Coronavirus is a worldwide concern influencing Higher Education Institutions

(HEIs). This pandemic prompted a solid response among understudies who

encounters uneasiness. This cross-sectional examination meant to look at

understudies' information, mentalities, uneasiness, and adapting systems during the

COVID-19 pandemic. Results showed that understudies had adequate information and

high-hazard discernments. Non-clinical avoidance measures were seen as profoundly

successful. Understudies were happy with the public authority's activities to moderate

issues. Notwithstanding, a reluctance with the online-mixed learning approach was

noticed. Understudies used different approaches to adapt up to psychological wellness

challenges. (Baloran, E. T., 2020).

The educating of science for Junior High School in an internet setting is

conceivable yet has difficulties also. Established from the academic information and

self-portrayal, this work analyzed the experiences on the exercises, difficulties and

openings related in showing science in fundamental instruction in an online mode. The

analyst's online science instructing experience can be recapped in an abbreviation

"REACH OUT". Reinventing the wheel; Exploring the possibilities; Aligning to core

essentials; Creating a learning routine; Hooking students online meaningfully; Offering

consistent means of communication; Using authentic and reflective assessments; and

Trusting the process. This paper, a spearheading of its sort, offers suggestions that

can be embraced as we move into the new ordinary of having streamlined internet

showing experience and in forming undisruptive schooling that is receptive to

emergency like the COVID-19 pandemic. (Lansangan, R. V., 2020).

Definition of terms

The following terms are hereby defined conceptually for a clearer understanding

of the study.
Novel coronavirus disease 2019, is an infectious disease caused by a newly

discovered coronavirus.

Quarantine, a state, period, or place of isolation in which people or animals that have

arrived from elsewhere or been exposed to infectious or contagious disease are placed.

Productivity, the state or quality of producing something.

Comorbidity, describes two or more disorders or illnesses occurring in the same

person.

Distance Learning, a method of studying in which lectures are broadcast or classes

are conducted by correspondence or over the internet, without the student's needing to

attend a school or college.

Interest, means giving your attention to something because you enjoy finding out about

it or doing it; showing interest in something and finding it exciting

Learning Style, it is the way that different students learn. A style of learning refers to

an individual’s preferred way to process and retain information. 

CHAPTER 2
 RESEARCH METHODOLOGY

This chapter includes the research design, settings of the study, subject of the

study, source of data, procedure of the study and statistical treatment.

materials/participants.

Materials and Equipment

This section presents the proposed materials that will be used for the conduct of

the study. The table that follows shows the overall parts of the survey questionnaires.

Table 1.

Parts of the survey questionnaire

Name Description Number of Questions

Profile This section provides the 5

learner’s name, age,

strand, grade level, and

gender.
Examine Your Interest This section provides 36

Questionnaire different questions

regarding the learner’s

interest.
Learning Styles This part of the 30

Questionnaire questionnaire is divided

into 3 sections to

accommodate the
 different learning style

related questions.
Total Number of Questions: 71

Research Design

A quantitative and descriptive design was selected to study the interest and

learning styles URSM SHS Learners while undergoing the Covid-19 Pandemic and

Community Quarantine. Quantitative data was used to determine the preference,

relevance, or frequency of the respondents in accordance to the questions provided.

The design was chosen as a means to quantify the problem by way of generating non-

numeric data and data that can be transformed into usable statistics and to quality

attitudes, opinions, behaviors, and other defined variables – and generalize results.

Setting of the Study

The study will take place in University of Rizal System Morong Campus,

Philippines.

The Rizal State College was established by Republic Act Number 1560 in 1956

as Rizal National Agricultural School (RNAS). It was chartered as a state college on

June 24, 1983 by Batas Pambansa Bilang 662 known as Rizal College of Agriculture

and Technology (RCAT). It was later named Rizal State College (RSC) making it the

first state college of the Province of Rizal. The college is about 67 kilometers from Metro

Manila and accessible to towns of Rizal through Manila East Road through the newly

opened sea level in the Sierra Madre Mountain range and is overlooking the Laguna

Lake and the surrounding lake towns. The College has five extension campuses located
in four of the thirteen towns of Rizal namely: Pililla, Rodriguez, Angono, Binangonan,

and in the lone City of Antipolo which were established in 1991, 1995, 1996 and 2000,

respectively.

The Rizal Polytechnic College (formerly Rizal Technological and Polytechnic

Institute (RTPI)) was established as a provincial high school in 1944. It is located in the

heart of the town of Morong. By virtue of Batas Pambansa Bilang 469, the school was

converted into a tertiary institution and on March 1, 1995, Republic Act Number 7933

converted RTPI into a state college known as Rizal Polytechnic College (RPC). The

College has an extension campus in Cainta which was opened in 1999.

With the passage of Republic Act Number 9157 in June 2001 which lapsed into

law on August 11, 2001, the University of Rizal System (URS) was established by

integrating the Rizal State College, Rizal Polytechnic College and Rizal Technological

University - Antipolo Annex.

Moreover, the researchers decided upon conducting the research in University of

Rizal System Morong Campus, Philippines to further investigate the relation of

Community Quarantine and the Productivity of the students in Senior High School

Subject of the Study

The subjects of the study are the Senior High School Learners in University of

Rizal System Morong. The respondents are volunteers from the learners of the

Humanities and Social Science and Science, Technology, Engineering, and

Mathematics Academic Strands in Grades 11 and 12 who answered the prepared

questionnaire. In total, the number of respondents sum up to 50 and each strand and

year level has at least a representative respondent.

Source of Data

This study’s Primary Source of data was done through an online survey in which

the researchers adapted the Examine Your Interest, and Learning Style questionnaire

as a way to measure the learners’ productivity and identify their Learning Style and

Interests during community quarantine. The survey was given out to the respondents

online through Google Forms.

The Examine Your Interest Questionnaire consists of questions that represent

different fields of interest, those interests being: Practical, Enterprising, Social, Creative,

Investigative, and Organizational. The questions under each field of interest were

scattered throughout the questionnaire.

The Learning Style Questionnaire was used to determine the respondents’

preferred learning style. It was divided into three sections: Visual, Auditory, and

Kinesthetic. Each section represents a corresponding learning style.

Procedure of the Study

This study begins with gathering information about the Interests, and Learning

Style of URSM SHS Learners during Community Quarantine and proceeds to identifying

the subject and title of the study. This study used a survey tool to gather data amongst

of the subjects: The Examine Your Interest questionnaire by Birmingham University,

and the Learning Style Questionnaire by Lynn O'Brien. The questionnaires were

translated into google forms format. Before the researchers proceed to the distribution
of questionnaires, they checked the validity of it and found that the survey contains

questions which cover all aspects of the construct being measured. The researchers

continued to distribute the questionnaires through the use of the messenger app.

The survey instrument was utilized to collect data from Senior High School

students to further analyze how Community Quarantine affects their productivity.

Statistical Treatment

To achieve an accurate result of the specific questions in the statement of the

problem, the following statistical treatments will be used. To find out their interests and

learning style during community quarantine, quantitative data was used. To know the

dominant and submissive learning styles and fields of interest, the mean was used.

CHAPTER 3

PRESENTATION ANALYSIS AND INTERPRETATION OF DATA

This chapter includes the presentation analysis and interpretation of data.

Analysis of Students’ Questionnaires

This section focuses on the analysis of the questionnaires which were completed

by the students who participated in this study. The questionnaires were sent online to

each section in URS Morong Senior High School Department garnering a total of 50

respondents who voluntarily answered. The following tables represent the descriptive

statistics for the students’ questionnaires.

I. Profile

Table 1.1. below represents the age distribution of the students who completed

the questionnaire.

Table 1.1

Age distribution of the students

Age Number of Responses Number in Percentage

16 years old 12 24%
17 years old 28 54%
18 years old 8 18%
19 years old 2 4%

Out of the 50 students who completed the questionnaire, 12 (24%) were 16 years

old, 28 (54%) were 17 years old, 8 (18%) were 18 years old, and 2 (4%) were 19 years

old. This shows that the majority of our respondents were 17 years old followed by 16

years old, 18 years old, and 19 years old respectively.

Table 1.2. shows the strand distribution of the respondents.

Table 1.2.
Strand distribution of the respondents

Strand Number of Responses Percentage

STEM 40 80%
HumSS 10 20%

Out of the 50 respondents, the STEM strand students outnumbered the HUMSS

students by the former having 40 (80%) of the total responses and the latter having 10

(20%) of the total respondents.

Table 1.3. displays the distribution of year levels of the respondents.

Table 1.3.

Grade Level of the respondents

Grade Level Number of Responses Percentage

Grade 11 32 64%
Grade 12 18 36%

32 (64%) of the total respondents were in the year Grade 11 and 18 (36%) came

from the Grade 12-year level.

Table 1.4. below presents the breakdown of gender distribution of the

respondents who answered the questionnaire.

Table 1.4.

Gender distribution of the respondents

Gender Number of Responses Percentage

Male 28 56%
Female 22 44%
 The ratio was almost equal with the Males leading with 28 (57%) of total

responses and the Females with 22 (43%) of total answers.

II. Examine Your Interest

Table 2.1. shows the method of data analysis for the Examine Your Interest

Questionnaire

Table 2.1.

Method of Data Analysis

Strongly Disagree Neither Agree Strongly Agree

Disagree
1 point 2 points 3 points 4 points 5 points

Each number represents a response for each corresponding question. 1 point for

Strongly Disagree, 2 for Disagree, 3 for Neither, 4 for Agree, and 5 for Strongly Agree.

Table 2.2. expresses the quantity of respondents that gave the numbers 1 for

Strongly Disagree, 2 for Disagree, 3 for Neither, 4 for Agree, and 5 for Strongly Agree

that corresponds to the given question.

Table 2.2.

Examine Your Interest Questionnaire

Question 1 2 3 4 5 Mean
“I like working out how to get things done 2 3 7 21 18 4.04

efficiently”
“I like repairing and fixing machines” 6 11 20 7 6 2.92
“I like producing designs from my own 2 4 11 14 19 3.88
ideas”
I like being physically active 2 3 18 12 15 3.7
I like managing a team of people 10 8 17 11 4 2.82
I like working our problems 3 3 19 15 10 3.52
I like working with people 3 5 14 18 10 3.54
I like getting the details right 0 0 1 21 28 4.54
I like to be different 0 1 8 23 18 4.16
I like exploring new ideas for research and 1 4 19 12 14 3.68

purposes
I like helping people learn new skills 0 3 14 11 22 4.04
I like making or building things with my 4 3 9 18 16 3.78

hands
I like gathering information 0 4 11 20 15 3.92
I like learning new things 1 0 3 19 27 4.42
I like using my imagination in my work 0 0 12 16 22 4.2
I like persuading people to do or to buy 4 3 23 9 11 3.4

something
I like organising things, people and events 4 4 18 15 9 3.42
I like providing care for people in some way 1 3 9 18 19 4.02
I like making decisions 2 5 16 18 9 3.54
I like carrying out research projects 10 15 9 13 3 2.68
I like briefing a sales team about a new 8 18 16 7 1 2.5

product
I like making lists 1 9 17 13 10 3.44
I like expressing myself in music, painting or 5 2 5 13 25 4.02

writing
I like working with community groups 6 7 19 13 5 3.08
I like questioning established theories 6 9 20 11 4 2.96
I like taking calculated risks 4 8 16 13 9 3.3
I like designing or servicing equipment 8 10 16 13 3 2.86
I like analysing statistical data 11 10 17 9 3 2.66
I like working outside in the fresh air 1 3 10 11 25 4.12
I like listening to people’s problems 0 6 16 13 15 3.74
I like analysing a company’s annual 11 18 13 8 0 2.36

accounts
I like selling something I have created 9 17 12 9 3 2.6
I like writing letters, reports and articles 8 12 20 4 6 2.76
I like using hand/machine tools to make 6 6 22 10 6 3.08

things
I like being involved in a community arts 10 12 15 9 4 2.7

project
I like giving advice on grants or benefits 4 13 7 12 14 3.38

Total Mean: 3.4383

We can see that the majority Strongly agrees with getting details right in their

tasks. The majority answered either 4 or 5 in response to that question resulting in the

scores averaging in 4.54. Followed by the questions “I like learning new things” and “I

like using my imagination in work” garnering an average of 4.32 and 4.2 scores

respectively. On the other hand, they strongly disagree with the question “I like

analysing a company’s annual accounts” with an average of 2.36 followed by “I like

briefing a sales team about a new product” and “I like repairing”” carrying out research

projects” garnering an average of 2.5 and 2.68 respectively. The 50 respondents’

answers averaged at 3.4383.

Table 2.3. is the Tally of Responses.

Table 2.3.

Tally of Responses

Practical Enterprising Social Creative Investigative Organizational

2.92 2.82 3.54 3.88 3.52 4.04

3.7 3.4 4.04 4.16 3.68 4.54
3.78 3.54 4.02 4.2 4.42 3.92
2.86 2.5 3.08 4.02 2.68 3.42
4.12 3.3 3.74 2.6 2.96 3.44
3.08 2.36 3.38 2.7 2.66 2.76
20.46 17.92 21.8 21.56 19.92 22.12 Total
 The questionnaire that the researches adopted has a methodology to determine

which of the following: Practical, Enterprising, Social, Creative, Investigative and

Organizational field of interests attracts the respondents the most. Each question

underlies a certain field of interest and the scores of the questions in one interest were

summed to tally and analyse which of the following fields attracts the most respondents.

Organizational field ranked first followed by Social, Creative, Practical, Investigative and

Enterprising respectively.

IV. Learning Style Questionnaire

Table 3.1. show the method of data analysis for the Productivity Assessment

Questionnaire.

Table 3.1.

Method of Data Analysis

Never applies to me Sometimes applies to me Often applies to me

1 point 2 points 3 points

Each number represents a response for each corresponding question. 1 point for

Never Applies to me, 2 for Sometimes applies to me, 3 for Often Applies to me.

Data Analysis

Table 3.2. shows the quantity of respondents who answered for each number

and the mean for their Visual type of Learning Style.

Table 3.2.

Section 1: Visual type of Learning Style

Question 1 2 3 Mean
I enjoy doodling and even my notes have 13 20 17 2.08

lots of pictures and arrows in them.

I remember something better if I write it 3 12 35 2.64

down.
I get lost or am late if someone tells me 13 26 11 1.96

how to get to a new place, and I don’t write

down the directions.

When trying to remember someone’s 5 24 21 2.32

telephone number, or something new like

that, it helps me to get a picture of it in my

mind.
If I am taking a test, I can “see” the 5 29 16 2.22

textbook page and where the answer is

located.
It helps me to look at the person while 7 16 27 2.4

listening; it keeps me focused.

Using flashcards helps me to retain 2 32 16 2.28

material for tests.

It’s hard for me to understand what a 8 25 17 2.18

person is saying when there are people

talking or music playing.

It’s hard for me to understand a joke when 15 24 11 1.92

someone tells me.

It is better for me to get work done in a 1 15 34 2.66

quiet place.
Total Mean = 2.266
 We can see that the majority answered “It is better for me to get work done in a

quiet place.” in response to that question resulting in scores averaging 2.66. The total

mean of the Section was 2.266.

Table 3.3. shows the quantity of respondents who answered for each number

and the mean for their Auditory type of Learning Style.

Table 3.3.

Auditory type of Learning Style

Question 1 2 3 Mean
My written work doesn’t look neat to 4 20 26 2.44

me. My papers have crossed-out words

and erasures.
It helps to use my finger as a pointer 9 26 15 2.12

when reading to keep my place

Papers with very small print, blotchy 7 28 15 2.16

dittos or poor copies are tough on me.

I understand how to do something if 2 23 25 2.46

someone tells me, rather than having to

read the same thing to myself.

I remember things that I hear, rather 6 24 20 2.28

than things that I see or read.

Writing is tiring. I press down too hard 8 15 27 2.38

with my pen or pencil.

My eyes get tired fast, even though the 16 22 12 1.92

eye doctor says that my eyes are ok.

When I read, I mix up words that look 26 17 7 1.62

alike, such as “them” and “then,” “bad”

 and “dad.”
It’s hard for me to read other people’s 10 35 5 1.9

handwriting.
If I had the choice to learn new 4 27 19 2.3

information through a lecture or

textbook, I would choose to hear it

rather than read it.

Total Mean = 2.158

It is evident that the majority answered “I understand how to do something if

someone tells me, rather than having to read the same thing to myself.” in response to

that question, resulting in scores averaging 2.46. The total mean of the Section was

2.158.

Table 3.4. shows the quantity of respondents who answered for each number

and the mean for their Kinesthetic type of Learning Style.

Table 3.4.

Section 2: Kinesthetic type of Learning Style

Question 1 2 3 Mean
I don’t like to read directions; I’d rather 12 32 6 1.88

just start doing.

I learn best when I am shown how to do 0 15 35 2.7

something, and I have the opportunity

to do it.
Studying at a desk is not for me. 20 22 8 1.76
I tend to solve problems through a 9 34 7 1.96

more trial-and-error approach, rather

 than from a step-by-step method.
Before I follow directions, it helps me to 4 21 25 2.42

see someone else do it first.

I find myself needing frequent breaks 5 19 26 2.42

while studying
I am not skilled in giving verbal 9 20 21 2.24

explanations or directions.
I do not become easily lost, even in 5 34 11 2.12

strange surroundings.
I think better when I have the freedom 0 10 40 2.8

to move around
When I can’t think of a specific word, I’ll 12 20 18 2.12

use my hands a lot and call something

a “what-cha-ma-call-it” or a “thing-a-

ma-jig.”
Total Mean = 2.242

Clearly, most of the respondents answered “I think better when I have the

freedom to move around” in response to that question. The scores averaged at 2.8.

The total mean of the Section was 2.242.

Table 3.5. is the Tally of Responses.

Table 3.5.

Tally of Responses

Visual Auditory Kinesthetic

2.08 2.44 1.88
2.64 2.12 2.7
1.96 2.16 1.76
2.32 2.46 1.96
 2.22 2.28 2.42
2.4 2.38 2.42
2.28 1.92 2.24
2.18 1.62 2.12
1.92 1.9 2.8
2.66 2.3 2.12
Total = 22.66 21.58 22.42

The questionnaire that the researches adopted has a methodology to determine

which of the following: Visual, Auditory and Kinesthetic Learning Style applies to the

subjects the most. As aforementioned, each section of the questionnaire represents

each learning style. The mean or average of each question per section were summed

and expressed in a table to compare the numbers of each section. The Kinesthetic

learning style ranked first, Auditory second and Visual learning style is the least

applicable learning style to the subjects.

Analysis of Data

1. Examine Your Interest Questionnaire

The majority Strongly agrees with getting details right in their Tasks, as

demonstrated by a 4.54 answer rate to that question. Attention to detail is important

because it helps prevent mistakes and makes success in the workplace easier

according to Pollen Teffo (2008). It was followed by the question “I like learning new

things” with an average points of 4.32 as shown in the table. This is supported by the

study of Day (1971), Kashdan & Steger (2007), & Panksepp (2011) who states that the

psychological urge evoked by curiosity is accompanied by increased exploratory

behavior, meaning making, and learning. And “I like using my imagination in work” .
with an average of 4.2 scores. This supports the study of Madjar & Shalley (2008), who

found that individuals exhibited the highest creativity when they had goals for all tasks.

On the other hand, they strongly disagree with the question “I like analyzing a

company’s annual accounts” with an average of 2.36, this agrees with the findings:

financial literacy was severely lacking among young adults; only 27% knew about

inflation and risk diversification and could do simple interest rate calculations (Lusardi,

A., Mitchell, O. S., & Curto, V. 2010). Entrepreneurship is becoming an increasingly

attractive employment option, not only among highly skilled and experienced

individuals, but also among young people, like university graduates. This is evidenced

by the increasing rate of new venture creation by students and the rising demand for

entrepreneurship educational programs and entrepreneurship support structures at

universities across the globe (OECD, 2015a). It is contradicting to the results of the

questionnaire being “I like briefing a sales team about a new product” having one of the

lowest means with 2.5. “I like repairing” garnering an average of 2.68. This agrees to the

result of the study: Greater stress need therefore be placed on providing students with

broad learning and problem-solving skills in order to prepare them for a wide range of

challenges posed by technological advancement which has occasioned the need to

seek for alternative instructional method such as guided inquiry to teach the modern

work place skills requirements of the industry (Peter, O. I., 2014).

The 50 respondents’ answers averaged at 3.4383. Organizational is the most

favorable field of Interest as groups are fundamental to our sense of who we are, what

we think and feel, and how we should behave as stated by Buss (1999). Senior High

School Learners’ Involvement in student organizations is considered as one of those

opportunities for skill development. And according to Foubert and Grainger (2006),

more involved students have greater skill development compared to uninvolved

students that have lower developmental scores.

Out of twenty, ten respondents were willing to pursue their entrepreneurial

activities full-time after national service is similar to the percentage of student

entrepreneurs to continue their entrepreneurial activities after their education (Fini et al.,

2004). This study appears to be contradicting to the results of the questionnaire due to

the field of interest: Enterprising having the lowest sum amongst all field of interests

having a sum of 17.92.

According to sociometer theory, self-esteem is a criticalindex of social

connectedness and, by implication, social inclusion and group belonging (e.g., Leary &

Baumeister, 2000; Leary, Tambor, Terdal,& Down, 1995). Ages 16-19 are more likely

to pursue their chosen interests and this links to the study of Harper & Quaye (2007),

they state that literature has revealed that student organizations provide individuals

opportunities to acquire or develop valued communication skills, enable them to learn

from others who have different ethnic backgrounds, and foster care and support for

under privileged populations among them. In addition, participation and membership in

university-sponsored organizations seem to provide students with different opportunities

to get acquainted with campus life and also enhances intellectual development

according to Montelongo (2002).

2. Learning Style Questionnaire

 The questionnaire that the researchers adopted has a methodology to determine

which of the following: Visual, Auditory, and Kinesthetic Learning Style applies to the

subjects the most. As aforementioned, each section of the questionnaire represents

each learning style. The mean or average of each question per section was summed

and expressed in a table to compare the numbers of each section. The Visual learning

style ranked first, Kinesthetic second, and Auditory learning style is the least applicable

learning style to the subjects. Visual Learners are students who prefers using graphics,

pictures, shapes or colors, and visible sequencing to obtain information and

communicate with others (Pickard, 2017) while Kinesthetic learners prefer to move and

using touch for acquiring information and Auditory learners tend to sit in a calm

classroom and listen to the teacher (Ibrahim, 2016).

In comparing the three learning styles, we can conclude that this research supports the

study made by Krätzig and Arbuthnott (2006), who defined learning style as a

combination of cognitive, affective, and psychological characteristics describing how an

individual interacts with their environment. Using the VAK Learning Style model

provides a different perspective for understanding and explaining a person's preferred

or dominant thinking and learning style, and strengths (Gholami, S., & Bagheri, M. S.

2013). Scott (2010) suggests that the VAK/VARK model may have taken hold to the

extent that it did in educational settings because the categories relate to specific senses

and are concrete in comparison to other learning styles models which can appear

abstract to the point of ambiguity. This result was supported by the study of Ibrahim,

2016, which resulted that 40.4% of their respondents prefer visual learning style, 30.2 %
were kinesthetic learners, and 29.2 prefer auditory learning style. They further stated

that It may be the Visual learning style is easier for the students, more attractive, and

less power required. Similar results were also observed in a study conducted by Frankel

A. (2009) who's reported that Visual, Auditory, and Kinesthetic learning styles revealed

as 54.0 %, 26.9 %, and 19.1 % respectively. In contrast to this study, A study by Terri A.

(2009), which conducted on first-year nursing students in Australia, resulted that the

majority of them prefer kinesthetic modes of information presentation, Kinesthetic

learners prefer the hands-on approach to learning or learn by doing. Further research

was done with similar results, Rajshree S. (2013) conducted a study on secondary

school students. Visual, Auditory, and Kinesthetic learning styles observed as (33.5%),

(28.5%), and (38.0%) respectively. Nevertheless, individuals change in unique ways.

Some people hardly change their learning style but others experience rapid and multiple

changes. (Tatarintseva A., 2002).

CHAPTER 4

Conclusion, and Recommendation

This chapter includes the conclusion, recommendation, bibliography, and

appendix.

Conclusion
 The research study determines how the URS SHS Learners adapts to the

changes of due to community quarantine in terms of their Interests and Learning style. It

clearly shows that learners' field of interest is more organizational and largely influences

the skills they want to pursue. As to Learning Styles, the researchers infer that learners

prefer to be visually see their learning material and references. In conclusion, learners

as the COVID-19 persists in the community and health protocols and restrictions

remain.

Recommendation

Based on the findings, conclusions, and collected information, the researchers

recommend the following:

1. Students should take into consideration the and workplace environment,

planning, efficiency, their response, and adjust to their strengths and weaknesses when

working on a specific task to maximize their capabilities in terms of productivity.

2. The subjects should pursue and develop skills under their resultant field of

interest.

3. Students must take advantage of the learning style that works efficiently for

them and is effective according to their level of comprehension.

4. Even when community quarantine is over and we’re all back to our normal

lives, students should still maintain or improve, depending on their case, their level of

productivity.
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 APPENDIX

APPENDIX A

SURVEY QUESTIONNAIRES

I. Profile

1.1 Name

1.2 Age

1.3 Strand

1.4 Grade Level

1.5 Gender

I. EXAMINE YOUR INTEREST

Question Strongly Disagree Neither Agree Strongly
Disagree Agree

I like
working out
how to get
things done
efficiently

“I like
repairing
and fixing
machines”

“I like
producing
designs
from my
own ideas”

I like being
physically
active
I like
managing a
team of
people

I like
working our
problems

I like
working with
people

I like getting
the details
right

I like to be
different

I like
exploring
new ideas
for research
and
purposes

I like helping
people learn
new skills

I like making
or building
things with
my hands

I like
gathering
information

I like
learning
new things

I like using
my
imagination
in my work

I like
persuading
people to do
or to buy
something

I like
organising
things,
people and
events

I like
providing
care for
people in
some way

I like making
decisions

I like
carrying out
research
projects

I like briefing
a sales
team about
a new
product

I like making
lists

I like
expressing
myself in
music,
painting or
writing

I like
working with
community
groups

I like
questioning
established
theories

I like taking
calculated
risks

I like
designing or
servicing
equipment

I like
analysing
statistical
data

I like
working
outside in
the fresh air
I like
listening to
people’s
problems

I like
analysing a
company’s
annual
accounts

I like selling
something I
have
created

I like writing
letters,
reports and
articles

I like using
hand/machi
ne tools to
make things

I like being
involved in a
community
arts project

I like giving
advice on
grants or
benefits

II. Learning Style Questionnaire

4. 1 Section 1

Question Never applies to me Sometimes applies to Often applies to me

me
I enjoy doodling
and even my notes
have lots of pictures
and arrows in them.

I remember
something better if I
write it down.

I get lost or am late

if someone tells me
how to get to a new
place, and I don’t
write down the
directions.

When trying to
remember
someone’s
telephone number,
or something new
like that, it helps me
to get a picture of it
in my mind.

If I am taking a test,
I can “see” the
textbook page and
where the answer is
located.

It helps me to look
at the person while
listening; it keeps
me focused.

Using flashcards
helps me to retain
material for tests.

It’s hard for me to

understand what a
person is saying
when there are
people talking or
music playing.
It’s hard for me to
understand a joke
when someone tells
me.

It is better for me to
get work done in a
quiet place.

4.2 Section 2

Question Never applies to me Sometimes applies Often applies to me

to me

My written work
doesn’t look neat to
me. My papers
have crossed-out
words and
erasures.

It helps to use my
finger as a pointer
when reading to
keep my place.

Papers with very

small print, blotchy
dittos or poor
copies are tough on
me.

I understand how to
do something if
someone tells me,
rather than having
to read the same
thing to myself.

I remember things
that I hear, rather
than things that I
see or read.

Writing is tiring. I
press down too
hard with my pen or
pencil.

My eyes get tired

fast, even though
the eye doctor says
that my eyes are
ok.

When I read, I mix

up words that look
alike, such as
“them” and “then,”
“bad” and “dad.”

It’s hard for me to

read other people’s
handwriting.

If I had the choice

to learn new
information through
a lecture or
textbook, I would
choose to hear it
rather than read it.

4.2 Section 3

Question Never applies to me Sometimes applies Often applies to me

to me

I don’t like to read

directions; I’d rather
just start doing.

I learn best when I

am shown how to
do something, and I
have the
opportunity to do it.

Studying desk is
not for me

I tend to solve
problems through a
more trial-and-error
approach, rather
than from a step-
by-step method.

Before I follow
directions, it helps
me to see someone
else do it first.

I find myself
needing frequent
breaks while
studying.

I am not skilled in
giving verbal
explanations or
directions.

I do not become
easily lost, even in
strange
surroundings.

I think better when I

have the freedom to
move around.

When I can’t think

of a specific word,
I’ll use my hands a
lot and call
something a “what-
cha-ma-call-it” or a
“thing-a-ma-jig.”
 APPENDIX B
GANT CHART OF ACTIVITIES

ACTIVITIES Aug. Sept. Oct. Nov. Dec. Jan. Feb. Mar. Apr. May.

Planning
Period

Title Defense

Preparing
Researching
Chapter 1&2
Revision of
Chapter 1&2

Construction
and
Validation of
Questionnair
e

Administratio
n of
Questionnair
e

Working on
Chapter 3&4

Oral Defense

Revision of
the Final
Output of the
Study