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CHAPTER 1

The Problem

Introduction

Every individual thinks, learns and grasps information in varied ways.

Truthfully, Felder (1993) specified that students utilize different learning styles.

These ways are unique in every person and are developed over time. Indeed,

learning style has been defined by various scholars mostly as a signal for

individual differences. These differences may manifest itself in life styles and

even in personality types (Zhang & Sternberg 2005). Kolb (1984) and Honey and

Mumford (1992) describe learning style as an individual preferred or habitual

ways of processing and transforming knowledge.

Specifically, learning style is considered a salient factor in understanding

students and in catering their needs towards more effective learning. Moreover,

learning style is the cognitive, affective and physiological traits that are relatively

stable indications of how learners perceive, interact with and respond to the

learning environment (Keefe, 1979). As Dunn and Dunn (1993) viewed, learning

style is composed of biological and developmental characteristics that make

identical instructional environments, methods and resources effective for some

learners and ineffective for others. By this inventory, they were able to indicate

the individual elements in the five basic stimuli that affect an individual’s ability
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to perceive information and skills. Part of these stimuli is the fifth stimulus which

is the strand that indicates the physiological characteristics which are further

classified into perceptual preferences like auditory, visual and kinesthetic. These

perceptual preferences differ in terms of focus and medium of more effective

learning. Furthermore, presence of these preferences and styles must be

identified, maximized and enhanced in every individual.

Moreover, decades of research sought to know the variables that

influence students’ achievement in education, then it was suggested that

students exhibit different learning styles. Instruction should therefore be

multifaceted to accommodate the variety of learning styles. The literature in

support of this assertion is vast and includes textbooks, learning style inventories

and resources for classroom implementation (Dunn & Dunn, 1993). Also, as

Willingham, et al (2015) found out, there are consistent differences among people

in how they learn from different experiences: specifically, some people generally

learn best by seeing, some generally learn best by listening, and some generally

learn best by doing.

According to a study, there are 40 percent among school – aged

population who recalls well visually the things that are seen or read. Mostly,

they benefit from diagrams, charts, pictures, films and written directions and

other visual learning aids. Persons who exhibit these traits are spatial learners,

commonly called as the visual learners (Farwell, 2018). Hence, visual learners

have visual learning style as their strength in learning.

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Indeed, a study of Kaswa (2015) sought to know the impact of having

visual learning aids to the academic performance of Public Secondary School

students in Magu District, Tanzania. Consequently, the study suggested that

students who used visual learning aids have higher – rated performance than

those who did not.

Hence, this present study desires to look into the extent of influence of the

attitudes of Impasugong National High School – Senior High School Grade 12

students who are visual learners to their academic achievement.

Theoretical / Conceptual Framework

Individuals learn in distinct ways yet exhibit diverse intelligences in every

area of learning. This research work is anchored in the Multiple Intelligences

Theory of Psychologist Howard Gardner which is believed to be stemmed from

brain research. In his theory, Gardner proposes that there are eight intelligences.

These are the verbal / linguistic, logical / mathematical, intrapersonal, musical,

bodily – kinesthetic, interpersonal, naturalist and visual / spatial intelligence.

His theory purports that various areas of the brain are responsible for different

functions, and if one area of the brain is damaged, certain abilities are affected.

His belief is that we have intelligence in all eight areas; but that we are stronger

in some than in others and that what makes each of us unique is how those

intelligences interact.
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Particularly, Gardner (1983) specified visual / spatial intelligence as the

ability to form a mental model of a spatial world and to maneuver and operate

using that model. Spatial intelligence is not limited to the visual mode–Gardner

suggests that the ability of a blind person to size objects through touch is an

example of spatial intelligence exhibited through a tactile mode. People with

strength in this area tend to think in images. They know the location of

everything, and enjoy designing things.

Additionally, for the fact that learning style was noted as a perceptual

preference being viewed by Dunn & Dunn (1993), the study is also anchored on

the Self – Perception theory of Daryl Bem (2012) which is an account of attitude

formation. According to Bem (2012) this theory asserts that people develop their

attitudes by observing their own behavior and concluding what must have

caused it.

In this study, it is believed that looking into the extent of influence of

attitude that visual learners exhibit and its relation to their academic

achievement will be an important factor to be considered to develop and

enhance their way of learning and of other students and the ways they are taught

as well. In such manner, students particularly will experience a more effective

way of learning.

Consequently, this study has students’ academic achievement such as

Outstanding, Very Satisfactory, Satisfactory, Fairly Satisfactory and Did not Meet
 5

Expectations (DepEd Order No. 8, 2015) based on general average for the

Midterm in the First Semester of the School Year 2018 – 2019 as the dependent

variable. For it is believed that the students’ academic achievement might vary

and can be influenced by the visual learner’s attitude. Then, its independent

variables are the socio – demographic profile of the student – respondents in

terms of strand and section, age, gender, parents’ educational attainment,

parents’ occupation and their monthly income. This also includes the learning

attitudes of the student – respondents who are visual learners.

INDEPENDENT VARIABLES DEPENDENT VARIABLES

Students’ Academic Achievement

VISUAL LEARNERS’
ATTITUDE
 Outstanding
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Students’ Academic Achievement

 Outstanding

 Very Satisfactory

 Satisfactory

 Fairly Satisfactory

 Did Not Meet Expectations

SOCIO – DEMOGRAPHIC
PROFILE

Figure 1. The Schematic Diagram of the Study

Statement of the Problem

This study aims to ascertain the extent of influence of the attitude of

Grade 12 Impasugong National High School – Senior High School visual learners
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in relation with their academic achievement. Specifically, it seeks to answer the

following questions:

1. What is the socio – demographic profile of the students in terms of their

Mrs. Meraflor Tocmo for her understanding spirit, and giving us chance to

finish our research paper

2. What is the level of influence of visual learners’ attitude towards their

academic achievement?

3. What is the level of academic achievement of Grade 12 Impasugong

National High School – Senior High School student – visual learners based

on their general average of all the learning areas in a particular period?

4. Is there a significant relationship between the level of influences of

visual learning attitudes and level of the academic achievement among

Grade 12 students?

Hypothesis of the Study

The hypothesis related to the above research questions is:

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1. There is no significant relationship between the influences of visual

learners’ attitude of Grade 12 students and their academic achievement.

Delimitation of the Study

This study is delimited to determine the relationship between the visual

learning attitudes and the academic achievement of Impasugong National High

School – Senior High School Grade 12 students who are identified as visual

learners based on the top three (3) result of the Multiple Intelligence Test they

have taken prior to the conduct of the present study.

In gathering the desired data, the researcher will use a self – made

questionnaire for the student – respondents about their socio – demographic

profile and their visual learning attitudes.

Moreover, this study will utilize particular statistical tools in the treatment

of its data such as percentages and frequency for problem number one, mean and

standard deviation for problem two and three and Pearson Product Moment

Correlation for problem number four.

Significance of the Study

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The findings of the study will have a significant value and contribution to

the following stakeholders:

To the students who are visual learners even those who are not, the result of the

study will provide them tips and visual learning attitudes to adopt and use in

their studies for more effective learning. They will be encouraged and motivated

as well considering the positive results between the visual learning attitudes and

the academic achievement that this study might suggest.

To the parents, the result of the study will serve as their guiding – lamp in

guiding their children and allowing them to be suited and enhance their learning

preference for them to learn more efficiently and effectively.

To the teachers, the findings of the study will help the teachers in

understanding and catering the needs of their students. Yet, this can help them to

suit and adjust the medium of teaching to their students for the enhancement of

the achievement of the students and for them as well.

To the school administrators, the findings of the study will help them check

the situation among schools and the learning perception of the students. Hence,

allowing them to extend help to teachers and especially the students, providing

their needs to the road of better learning.

Definition of Terms
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The following terms are defined theoretically and operationally to

facilitate better understanding of the readers:

Academic Achievement. Academic Achievement (DepEd order No. 8, s.

2016) refers to the General Average grades of the Impasugong NHS – Grade 12

visual learner- students during the Midterm of the First Semester of School Year,

2018 – 2019.

Did Not Meet Expectations. Did Not Meet Expectations refers to the

students’ level of academic achievement wherein the students’ general average is

75 % below.

Fairly Satisfactory. Fairly Satisfactory refers to the students’ level of

academic achievement wherein the students’ general average is 75% - 79%.

Grade 12 Students. Grade 12 students refers to the bonafide students of

Impasugong National High School – Senior High School, Poblacion,

Impasugong, Bukidnon.

Learning Style. Learning Style refers to the preferential way in which the

student absorbs, processes, comprehends and retains information.

Outstanding. Outstanding refers to the students’ level of academic

achievement wherein the students’ general average is above 90%.

Satisfactory. Satisfactory refers to the students’ level of academic

achievement wherein the students’ general average is 80% - 84%.

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Very satisfactory. Very Satisfactory refers to the students’ level of academic

achievement wherein the students’ general average is 85% - 89%.

Visual learner. Visual learner refers to learners who learn best by seeing;

they are often labeled as those who “needs to see it to know it.”

Visual Learners’ Attitude. Visual Learners’ Attitude refers to the attitude

and behavioral intentions exhibited by visual learners.

Chapter 2

Review of Related Literature

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This chapter provides a detailed discussion about the related review of

literature, studies and other related sources that have direct bearing to the

present study.

Learning involves acquiring and modifying knowledge, skills, strategies,

beliefs, attitudes, and behaviors. Emerging from 1960 and for over 30 years, more

than 4500 articles have been written about learning styles in professional

publications and over 26,000 websites are available for measuring and

addressing learning styles (Seyal & Rahman, 2015). However, even if there are

numbers of research works which linked learning styles to academic

achievements of students and also revealed its positive effects towards it (Abidin

et al, 2011; Ural et al, 2015; Nzesei, 2015 and Vaishnav, 2013), there are only few

research works which can be noted to undertake and relate learning style

attitude and academic achievement, one of them is Understanding Learning

Styles, Attitudes and Intentions in Using e-Learning System of Seyal & Rahman

(2015) which has taken place in Brunei.

In a study with which aims at depicting the relationship of learners’

learning style preference and the overall academic achievement of a group of

Malaysian students in a religious secondary school, Abdullah & et al (2011)

employing a viable tool in determining learning styles which is the LSS or the

Learning Style Survey and Perceptual Learning-Style Preference Questionnaire

(Reid, 1987) have found learning style to affect learners’ learning behaviors.

Learners having different learning style preferences would behave differently in

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the way they perceive, interact, and respond to the learning environment (Junko

1998). Since learners differ in their preferences to certain learning styles, it will be

important for teachers to examine the variations in their students on the features

of their learning styles, because the information about learner’s preference can

help teachers become more sensitive to the differences students bring to the

classroom. Adjustments can then be made to accommodate the students’ varied

needs.

Many attempts have been made to enhance students’ academic

achievements. It has always been the main concern of many dedicated teachers

and parents that their students and children be as much successful as possible. In

relation to this, many teachers are convinced that students need the positive

attitude to succeed academically. Often, one’s learning style is identified to

determine strengths for academic achievement. Dunn, Beaudry and Klavas

(1989) assert that through voluminous studies, it has been indicated that both

low and average achievers earn higher scores on standardized achievement and

attitude tests when they are taught within the ealm of their learning styles.

As discussed by Chuah Chong-Cheng (1988) the importance of learning

styles as being not only necessary, but also important for individuals in academic

settings. Most students favor to learn in particular ways with each style of

learning contributing to the success in retaining what they have learnt. As such,

studies carried out conclude that students retain 10% of what they read, 26% of

what they hear, 30% of what they see, 50% of what they see and hear, 70% of
 14

what they say, and 90% of what they say as they do something (Chuah Chong-

Cheng 1988). These facts reveal that each learning style has its own strengths and

weaknesses.

Then, according to Randal (1989), attitude towards a behavior actually

stems a set of salient beliefs known as behavioral beliefs. As it is defined, attitude

refers to the degree of a students’ general feeling of favorableness or

unfavorableness about performing behaviors. The preferred learning style of an

individual which has been defined as a consistent way of functioning that

reflects the underlying causes of learning behavior (Keefe, 1987) can spring out

distinct and noticeable attitudes which influences one’s way of acquiring

knowledge and information throughout learning processes. This fact is evident

in the learning style an individual prefers which then influences his/her

behaviors and attitudes towards learning. Evidently, an individual has a unique

learning style such as Visual, Auditory and Kinesthetic which make him/her

different from other people.

Moreover, each of these learning styles possesses attitudes and behaviors

that are exhibited and practiced by an individual who has it which then

contributes to more effective learning. According to Farwell (2018), visual

learners are those who comprehend illustrated texts than texts alone and prefer

concept maps, diagrams, pictures, videos and films, written directions and other

visual learning aids.

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A study regarding the attitudes of and the preferred learning style of

learners was undertaken by Wan & Wan (2012). Employing two sets of Likert

Scale – Questionnaire to determine the most preferred learning styles of students

taking 1119 English Paper in SMK Tengku Intan Zaharah in Malaysia according

to gender in pure science and account stream class, the researcher have known

that majority of the upper form students preferred the visual learning style

favoring the use of more media, pictorials and written materials which lead them

to grasp the English language better.

In a study of Ling, et al (2017) which has sought to determine the

impact of learning styles on student academic performance in private College of

Malaysia. The study includes Visual Learning , Verbal, Active and Sequential

Learning as part of the framework in the cluster of independent variables

treating Academic Performance of the students as the dependent variable of the

study. Using Descriptive and Regression analysis under explanatory quantitative

research, the researchers have analyzed the data from the 200 MBA students

which have brought them to the findings that visual and sequential learning

have a significant impact on the academic performance of the student-

respondents.

Then, in a subsequent study following a descriptive design, Becker &

Dwyer (1998) have used individual differences – questionnaire containing a five-

point Likert scale to measure the learning style preference of 38 students who

were divided into three groups and were given eight weeks to do a group project
 16

using a groupware. It was then found out that the students who preferred a

visual learning style reported that the use of groupware enhanced their group

project experience and helped the project run more smoothly than those who

preferred learning verbally.

In addition, with the aim of ascertaining the impact of the use of visual

aids in the students’ learning process in Pakistan, Ghulam (2015) has floated

questionnaires to measure various parameters of his 200 sample size following a

descriptive research design which has led him to the fact that visual aid

stimulates thinking and enhances the learning environment. Also, the researcher

has found out that students and teachers have positive perceptions of the use of

visual learning aids.

Then, as cited in the study of Abidin et al, (2011) dramatic improvement in

students’ achievement in cases where learning styles have been taken into

account show that the way things are taught had a greater impact than the

content covered in a course of study Dunn (1983). It is believed that when

teachers are able to analyse the differences and needs of their students, the

educational process is likely to become optimised for both students and teachers

(Fairhurst & Fairhurst 1995).

Withal, Farwell (2015) has emphasized that understanding learning styles

is only a first step in maximizing potential and overcoming learning differences.

This fact can be seen in the study of Kaswa (2015). Anchoring the study in the
 17

Dual Coding Theory of Paivio (1990), Richard Mayer’s Multimedia Theory,

Skinner’s Instructional Theory and Integrationist Theory of Herbert, the

researcher has found out that inadequate learning aids served as a great barrier

in achieving high academic achievement of schools in Magu District. Then, he

also found out that visual learning aids have a positive contribution to the

academic success of students.

Consequently, a study of Seyal & Rahman (2015) has investigated

students’ learning style, their attitudes about educational technologies in general

and e-learning management system (e-LMS) in particular and their behavioral

intentions to use the e-learning platform in a single institution of higher learning

in Brunei Darussalam. It was then confirmed that there existed a relationship

between students’ learning style, their attitude towards e-LMS and their

intention to adopt university’s e-learning platform “Ask-n-Learn”. This further

suggests that pedagogical instructional design considering the students’ learning

style and their positive attitude towards the usefulness of learning system, if

implemented, would become successful.

In the Philippine context, a study of Lumanog (2016) has ascertained the

students’ learning style and preferred effective teaching styles of Bukidnon State

University – Gingoog External Studies Center as basis in developing a

compendium of learning activities. Surveying forty – three (43) first year college

students, the data were gathered through a quantitative questionnaire which has

revealed that there are many students who perceived that effective teaching
 18

should be student-centered. Thus, teaching style of the instructor should match

with the students’ learning styles.

Truthfully, as Howard-Jones (2014)’s recent review which was cited in

Willingham, et al (2015) has showed that over 90% of teachers in five countries

(The United Kingdom, Netherlands, Turkey, Greece and China) agreed that

individuals learn better when they receive information tailored to their preferred

learning style. Indeed, learning styles brought out attitudes and behaviors that

one carries as a tool through learning; hence, conducive learning environment to

every learner is a must and is a key to more effective learning.

Chapter 3

Methodology

This chapter presents the methods and procedures that were used in this

study. The discussion includes the method, the research design, the research

locale, the sample or subject – respondents, the variables, the research

instrument, the data gathering procedure, administration of instrument, the

scoring and interpretation of data and the statistical treatment of data.

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Research Design

This study is a descriptive research utilizing a questionnaire checklist as

the main tool for data gathering. Then, data collection is taken from the chosen

respondents with the use of random sampling. Thus, only the visual learners and

at the same time Grade 12 students of Impasugong National High School –

Senior High School are considered as respondents who will give information

through the use of a questionnaire in the actual survey of their socio –

demographic profile along with the attitude of the visual learners whether such

attitudes affected and / or enhanced their academic achievement.

Research locale

This study has been conducted at Impasugong National High School –

Stand Alone Senior High School, Impasugong I District in the Division of

Bukidnon during the school year 2018 – 2019.

Impasugong National High School – Stand Alone Senior High School is

the newly built campus for Grade 12 Senior High School students separated from

Junior High School situated at Zone 8, Poblacion, Impasugong, Bukidnon. The

campus is composed of two buildings, one (1) two-storey building with six (6)
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classrooms and one laboratory building with three (3) partitioned - rooms

respectively. It embraces different students from different barangays of not only

from the said municipality but also from the nearby municipality which is

Sumilao, Bukidnon, since the said school is the only public high school located in

a strategic area of the two municipalities.

INHS - SHS
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Figure 2. Political Map of the

Study

The Sample and Subject – Respondents

The respondents of the study are the 70 Grade 12 students who are

identified as visual learners based on the top three (3) result of the Multiple

Intelligence Test they have taken prior to the conduct of the present study. The

student-respondents are presently enrolled this school year, 2018 – 2019 at

Impasugong National High School, Poblacion, Impasugong, Bukidnon. They

have been chosen purposively for this study in order to provide significant

information concerning the attitude of visual learners in relation with their

academic achievement.
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In order to get the sample of the study, the researcher have used

purposive or deliberate sampling because she has to take all the visual learners

from the Grade 12 Curriculum. This must be so because basically preferred

learning style of students varies, there are those auditory and kinesthetic

learners. This was the reason why, purposive sampling has been very applicable

in this study.

Specifically, the researcher has conducted an advance population survey

to spot possible respondents for the study. Also, to acquire a reliable reference in

determining the visual learners, the researcher has referred to the top three (3)

results of the Multiple Intelligence Test the Grade 12 students have taken prior to

the conduct of the research study.

Then, the researcher has listed and accumulated the names of the

respondents which has served as her pool of information and was considered as

part of her purposive sampling.

Data gathering Procedure

The researcher has employed distribution of self – made questionnaire -

checklist as a technique in gathering data which indicates the socio-demographic

profile of the respondents and the attitudes that might have affected the

academic achievement of visual learners who are the target respondents of this

study.
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Administration of the Instrument

To gather the desired data for the study, the researcher has roamed

around and went room to room. She has asked permission from the subject

teachers to conduct the study and distributed the questionnaires to her

respondents.

The researcher has explained the purpose of the study and has personally

administered the questionnaire to the respondents at the same time appealing for

their cooperation and honest response. After answering, the researcher has then

retrieved the research instrument.

Variables

In the present study, the attitudes of visual learners and their socio –

demographic profile in terms of their age, gender, parents’ educational

attainment, parents’ occupation and their monthly income are the independent

variables while the dependent variables are the students’ academic achievement

which would be their respective general average in the first term of the first

semester whether it would be on an Outstanding, Very Satisfactory, Satisfactory,

Fairly Satisfactory levels respectively and Did Not Meet Expectations.

The Research Instrument

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As a descriptive-correlational study, a survey questionnaire was used in

the data gathering of this present research. After a thorough analysis of the

problems and the review of related literature, the researcher has launched a set

of self – formulated yet self-administering with simple instructions

questionnaire. The respondents were asked to check the column which indicates

how they assess their visual learning attitude in relation with their academic

achievement. The survey questionnaire which was used in gathering the data of

the study is composed of three parts:

Part I was about the socio – demographic profile of the respondents such

as their age, gender, parents’ educational attainment, parents’ occupation and

their monthly income.

Then Part II was about their academic achievement for the first term of the

first semester such as 90% and above with a qualitative description Outstanding,

85% – 89% which is the Very Satisfactory, 80% - 84% for the Satisfactory, 75% -

79% which is qualitatively described as Fairly Satisfactory and 74% and below

which belongs to Did Not Meet Expectations.

Part III was composed of the questions related to the attitudes of the

visual learners and whether these have enhanced or affected their academic

achievement.

Validation of Research Instrument

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In validating and editing the research instrument, the researcher has

asked help and guidance from her Practical Research II Subject Teacher. Then,

she has asked permission from the subject teachers of the respondents for her to

conduct a tryout of her research instrument.

A group of 14 students who are visual learners were chosen as the

members of sample respondents who have helped the researcher in validating

the content of the research instrument.

After which, the result of the answers of the try out respondents was

analyzed and has served as a tool in determining if there would be a need for

any revisions for certain items. Truthfully, the reliability coefficient was 0.087

which suggests that the questions are of value and acceptable for the study.

Scoring and Interpretation of Data

In determining the socio – demographic profile, the researcher has used

the frequency counts and to ascertain the level of influence of the attitudes of the

Grade 12 Impasugong National High School Visual learners towards their

academic achievement, she has used a criterion reference on the weighted mean

and standard deviation where its values within an interval in a given

distribution would spread out to the entire interval based on the Five Point

Likert Scale.
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To determine the extent of the Grade 12 visual learners’ attitude of

Impasugong National High School towards their academic achievement, the

researcher has used the five – point Likert Scale which describes 5 with an

interval range of 4.21 – 5.00 as Very Frequently, 4 with an interval range of 3.41 –

4.20 with a qualitative description of Frequently, next is 3 with an interval range

of 2.61 – 3.40 which is described as Occasionally, followed by 2 with an interval

range of 1.81 – 2.60 which is defined qualitatively as Rarely and finally 1, with

1.00 – 1.80 as an interval range and is defined qualitatively as Never.

Thereupon, the above mentioned scoring procedure was the Five Point

Likert Scale method which is one of the various kinds of rating scales being

developed to measure attitudes directly (McLeod, 2008). Accordingly, Likert

(1932) has developed the principle of measuring attitudes by asking people to

respond to a series of statements about a topic, in terms of the extent to which

they agree with them, and so tapping into the cognitive and affective

components of attitudes.

Moreover, in measuring the level of academic achievement of the

respondents, the Grade 12 Visual Learners, the researcher has used the Midterm

of the First Semester’s General Average as reflected in the students’ report card

with the five point scale which is according to the latest grading system of the

K to 12 Basic Education Curriculum given by the Department of Education of the

Philippine Republic (DO_s 2015 _ 08).

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In addition, the five point scale scoring procedures on the level of

students’ academic achievement includes 5 for students whose General Average

is 90% and above with its qualitative description of Outstanding, 4 for those who

have a General Average 85% - 89% which is Very Satisfactory, 3 for students with

a General Average ranging from 80% - 84% which is also described as

Satisfactory, 2 for students who have 75% - 79% as General Average and is

described quantitatively as Fairly Satisfactory and 1 for those students who have

below 75% General Average and has a quantitative description of Did Not Meet

Expectations.

Statistical Treatment

The following statistical tools were utilized to analyze the data in the

study.

For problem 1, percentage and frequency counts were used to determine

the profile of the respondents with regards to their age, gender, parents’

educational attainment, parents’ occupation and their monthly income.

 28

For problems 2 and 3, the mean and standard deviation were used to

ascertain the extent of influence of visual learners’ attitude regarding their level

of academic achievement.

In problem 4, the Pearson Product – Moment Correlation was used to

determine the significant relationship between visual learners’ attitude and

academic achievement of the respondents.

CHAPTER 4

Presentation, Analysis, Interpretation and Support

This chapter presents the analysis and interpretation of the data gathered from the

different phases of the research process. The discussions are organized based on the following

objectives of this study: to look into the attitude of Impasugong National High School Grade 12

students for the S.Y 2018 - 2019 who are visual learners and their academic achievement.
 29

SOCIO – DEMOGRAPHIC PROFILE OF GRADE 12 VISUAL LEARNERS OF IMPASUGONG NATIONAL

HIGH SCHOOL

The data in relation to the socio-demographic profile of Grade 12 Visual

Learners of Impasugong National High School are presented in Tables 1 to 8

respectively which specifically reveal the students’ age, gender, parents’

educational background, parents’ occupation and their monthly income.

Table 1 shows the visual learners’ socio-demographic profile specifically

the age range distribution. As it is obviously seen, the age range 18 – 20 years old

was the highest in frequency, 34 among the 56 respondents and in the percentage

of 60.71%. However, it can also be inferred that none among the respondents age

24 and above.

Table 1

Visual Learners’ Demographic Profile according to Age

Indicator Frequency Percentage (%)

AGE

15 – 17 21 37.5 %

18 – 20 34 60.71 %
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21- 23 1 1.79 %

24 and above 0 0%

TOTAL 56 100 %

The aforementioned results reveal that majority of the respondents who

are visual learners age 18 – 20, seconded by age range 15 – 17 and nobody among

them age 24 and above. This must be because as a study of Simonds et al (n,d)

stated, there is a significant relationship between the students’ age and learning

preference. Also, the age range of 15-17 and 18-20 are the so-called, “exploratory

age” when an individual tends to find and make way for things such as dreams,

learnings, favorites and even hobbies which will become part to true

individuality.

Table 2 reveals the demographic profile of the respondents particularly

their gender. It can be seen from the table that female visual learners have ranked

the highest number and can be seen with the percentage of 53.57%. While male

visual learners has a frequency of 26 out of the 56 respondents and has a

percentage of 46.43%.

Table 2
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Visual Learners’ Demographic Profile according to Gender

Indicator Frequency Percentage (%)

GENDER

Male 26 46.43 %

Female 30 53.57 %

TOTAL 56 100 %

Based on the table above, there is 7.14% gap between the female and male

respondents. However, this fact is undeniable as Adnew, et al (2017) have

emphasized learning style preferences can differ from person to person, student

to student and individual to individual due to different factors that may

influence the innate choices on how to learn. It can be inferred from the table that

male and female being different genders also differ in their learning style

preferences and behaviors.

Table 3 shows the educational attainment of the respondents’ father. From

the table, it can be inferred that the frequency has been well – distributed. High

School level as the respondents’ father’s educational attainment has the highest

frequency which is 11 and has a percentage of 19.64%. While it can also be seen

that none among the father of the respondents has a doctoral degree.

Table 3
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Visual Learners’ Demographic Profile according to Father’s Educational Attainment

Indicator Frequency Percentage (%)

FATHER’S

EDUCATIONAL

ATTAINMENT

Doctoral Degree 0 0%

Master’s Degree 1 1.79 %

College Graduate 10 17.86 %

College Level 10 17.86 %

High School Graduate 10 17.86 %

High School Level 11 19.64 %

Elementary Graduate 6 10.71 %

Elementary Level 8 14.29 %

TOTAL 56 100 %

Moreover, Table 4 implies the respondents’ mother’s Educational

Attainment. From the table, it can be inferred that High School Graduate as

Mother’s educational attainment has the highest frequency of 13 with a

percentage of 23.21%. However, none among the mother of the respondents has

a doctoral degree.
 33

Table 4

Visual Learners’ Demographic Profile according to Mother’s Educational Attainment

Indicator Frequency Percentage (%)

MOTHER’S

EDUCATIONAL

ATTAINMENT

Doctoral Degree 0 0%

Master’s Degree 2 3.57 %

College Graduate 9 16.07 %

College Level 8 14.29 %

High School Graduate 13 23.21 %

High School Level 10 17.86 %

Elementary Graduate 7 12.5 %

Elementary Level 7 12.5 %

TOTAL 56 100 %

It is undeniable that parents’ educational attainment or background serves

as a salient factor to the learning attitudes and behavior of their children, for
 34

parents can share their knowledge and learnings as well as their learning style

from their schooling to their children. Moreover, the learning styles and

preferences which are practiced by the parents may influence and be adopted by

the children which they will practice as they continuously learn.

Table 5 indicates the demographic profile of the respondents according to

their parents’ occupation. It can be inferred from the table that most of the

respondents’ father are self-employed with a frequency of 22 and the highest

percentage of 39.29%. While both Business and None employed as father’s

occupation of the respondents have marked as the lowest in frequency which is 2

and a percentage of 3.57%.

Table 5

Visual Learners’ Demographic Profile according to Father’s Occupation

Indicator Frequency Percentage (%)

FATHER’S

OCCUPATION

Government Employee 8 14.29 %

Private Employee 10 17.86 %

Self – employed 22 39.29 %

Business 2 3.57 %
 35

Skilled Worker 12 21.43 %

None 2 3.57 %

TOTAL 56 100 %

Table 6

Visual Learners’ Demographic Profile according to Mother’s Occupation

Indicator Frequency Percentage (%)

MOTHER’S OCCUPATION

Government Employee 6 10.71 %

Private Employee 6 10.71 %

Self – employed 22 39.29 %

Business 10 17.86 %

Skilled Worker 8 14.29 %

None 4 7.14 %

TOTAL 56 100 %
 36

From the table, it can be seen that most of the respondents’ mother are self

- employed with a frequency of 22 out of 56 and the highest percentage of

39.29%. Then, none employed has ranked the lowest with a frequency of 4 and

the lowest percentage of 7.14%. The aforementioned indicator may serve as a

factor that the parents may influence the learning style of the children for they

might adopt learning practices and styles that their parents are practicing and

applying to their jobs and way of work.

Table 7 indicates the demographic profile of the respondents according to

father’s monthly income. From the table below, it can be inferred that most of the

father of the respondents has an income of 5,000 to 14,000 pesos a month. While

none of them has 33,000 to 41,000 pesos monthly income.

Table 7

Visual Learners’ Demographic Profile according to Father’s Monthly Income

Indicator Frequency Percentage (%)

FATHER’S MONTHLY

INCOME

Php 42,000 – Php 50,000 1 1.79 %

Php 33,000 – Php 41,000 0 0%

Php 24,000 – Php 32,000 3 5.36 %

 37

Php 15,000 – Php 23,000 8 14.29%

Php 5,000 – Php 14,000 41 73.21 %

None 3 5.36 %

TOTAL 56 100 %

Table 8

Visual Learners’ Demographic Profile according to Mother’s Monthly Income

Indicator Frequency Percentage (%)

MOTHER’S MONTHLY

INCOME

Php 42,000 – Php 50,000 1 1.79 %

Php 33,000 – Php 41,000 0 0%

Php 24,000 – Php 32,000 3 5.36 %

Php 15,000 – Php 23,000 5 8.93%

Php 5,000 – Php 14,000 41 73.21 %

None 6 10.71 %

TOTAL 56 100 %
 38

The table above implies that most of the respondents’ mother has an

income of 5,000 to 14,000 pesos monthly which has a frequency of 41 out of 56

and the highest percentage of 73.21%. Then, none among the mother of the

respondents has a 33,000 to 41,000 pesos monthly income.

The aforementioned can be considered as an important factor in the

attitudes that visual learners exhibit for the money that their parents can give to

them to buy things needed for school and for their studies might influence their

way of behaving considering their learning styles and preferences.

The data regarding the attitude of the Grade 12 Visual Learners of

Impasugong National High School is presented in Table 9 respectively.

Table 9 shows the visual learning attitude that the Impasugong National

High School visual learners possess. Based on the table, the second statement

which says that, I easily grasp the lesson if the teacher uses visual learning aids as mode

of instruction got the highest mean which is 3.98 with a standard deviation of 0.88

which is described qualitatively as Frequently with a qualifying statement of

Often Practiced. While the third statement which is the statement that says, I use

concept maps and graphic organizers to understand processes and concepts better got the

lowest mean of 3.55 with a standard deviation of 0.93 and a qualifying statement,

Often practiced which has Frequently as its qualifying statement.

 39

Table 9

Visual Learning Attitude of Impasugong NHS Grade 12 Visual Learners

Statement Mea SD QD

I…

1. love to take down notes and highlight important terms 3.96 0.95 F

for more effective learning.

2. easily grasp the lesson if the teacher uses visual learning 3.98 0.88 F

aids as mode of instruction.

3. use concept maps and graphic organizers to understand 3.55 0.93 F

processes and concepts better.

4. love to visualize the lessons that are discussed in class. 3.75 0.90 F

5. prefer to learn by looking into pictures, diagrams and 3.79 0.99 F

charts than listening to pure discussions.

6. can easily follow written directions, compared to 3.63 0.86 F

spoken ones.

7. love watching videos, films and documentaries which 3.95 1.00 F

are related to our lessons.

8. can understand better if I read academic texts and 3.68 0.97 F

 40

articles myself than hearing them from other people.

9. can easily remember and comprehend illustrated texts 3.66 0.86 F

than texts alone.

10. can perform well in class if the lessons are taught 3.80 0.90 F

according to my own learning style.

Overall Mean 3.78 0.052 F

Note: n = 56

Scale Range Qualitative Description Qualifying Statement

5 4.20 – 5.00 Very Frequently Strongly Practiced

4 3.40 – 4.19 Frequently Often Practiced

3 2.60 – 3.39 Occasionally Moderately Practiced

2 1.80 – 2.59 Rarely Slightly Practiced

1 1.00 – 1.79 Never Not Practiced at all

The above-shown data have indicated that the visual learners are indeed

visual learners for they benefit mostly in the visual learning aids that their

teachers and mentors will use as mode of instruction. As Kaswa (2015) has
 41

studied, visual learning aids make a big impact to the learning of a visual learner.

In addition, Farwell (2018) has proven in his study that visual learners are easily

taught based on what they see. However, looking at the third statement, I use

concept maps and graphic organizers to understand processes and concepts better, it

became the merely embraced and exhibited visual learning attitude since

learners are still diverse possessing variety of learning attitude even though they

have the same learning style, and each individual still has their own way of

behaving with regards to their learning preference making attitudes effective and

practiced by some and not used by others.

Table 10 shows the academic achievement of the Impasugong National

High School Grade 12 Visual Learners. Among the intervals, 80% - 84% with a

qualitative description of Satisfactory and has the highest frequency of 20 and a

percentage of 35.71%. This is followed by the frequency of 19 and a percentage of

33.93% which is gained by the interval 85%- 89% with a qualitative description of

Very Satisfactory. While it is good to know that none among the respondents

belong to the interval 74% and below which has a qualitative description of Did

Not Meet Expectations.

Table 10

Level of Academic Achievement of Grade 12 Visual Learners

Interval Qualitative Description Frequency Percentage

 42

90% and above Outstanding 13 23.21%

85% - 89% Very Satisfactory 19 33.93%

80% - 84% Satisfactory 20 35.71%

75% - 79% Fairly Satisfactory 4 7.14%

74% and below Did Not Meet 0 0

Expectations

Total 56 100%

The above table reveals most of the respondents exhibit good

performances in school. This can be evidently seen in the table, Outstanding (90%

and above) has 23.21%, Very Satisfactory (85% - 89%) has 33.93%, Satisfactory (80%

– 84%) which has the highest percentage of 35.71% and none among the

respondents belong to the 74% and below interval which is qualitatively described

as Did Not Meet Expectations.

Evidently, the result implies that visual learning style as the respondents

learning preference has a positive effect to their academic achievement. It can

also be inferred that the teaching styles of educators and teachers of the

respondents have suited and went together with their learning style. As a study

of Inflibnet (n.d) has revealed, students have different learning styles and these

are related to their academic performance which can also be linked to the

teaching styles of educators.

 43

The data on the significant relationship between the Grade 12 Visual

Learners’ Attitude and their Academic Achievement are presented in Table 11.

Table 11

Significant Relationship between the Grade 12 Visual Learners’ Attitude and their

Academic Performance

Relationship between… r-value p-value Remarks

Grade 12 Visual Learners’ Attitude

Not
and Academic Performance .111 .414 Significant

A number of studies have noted the significant relationship of Academic

Achievement to the learning style and preference which include the learning

attitude of a student. Kaswa (2015) has noted that visual learners taking a test

using visual learning aids have performed better than others. A study which has

taken place in an Islamic school in Malaysia has also indicated a significant

relationship between the overall academic achievement and learning style,

(Abidin et al., 2011). Apart from this, learning in line with one’s learning style

preference improves creativity and communication skills, (Jewitt, 2015).

However, despite of all related literatures’ findings, this present study’s

results have somewhat contradict them all since Table 11 implies that there is no

significant relationship (r= .111, p= .414) between the Grade 12 Visual Learners’

Attitude and their Academic Achievement. The fact that even though the

student-respondents have the aforementioned attitudes based on their learning

 44

style, the number of times or the frequency of them exhibiting these in their daily

school life and in the classroom context can be considered as a factor.

This result accepts the null hypothesis which has stated that there is no

significant relationship between the Visual Learners’ attitude and their academic

achievement. This means that indeed visual learners’ attitude does not affect

their academic achievement, instead their studious attitude as a student, the

frequency they spend for learning and their love towards learning should be

given emphasis.

Learning style attitude still plays an important role in a students’ learning

yet the students who have it need to pave way to see its effectiveness in learning.
 45

Chapter 5

Summary, Conclusions, Recommendations

This chapter presents the summary of findings, conclusions and

recommendations that would hopefully benefit and inspire Visual Learners who

are Grade 12 students of Impasugong National High School, Impasugong I

District, Division of Bukidnon to improve and utilize their visual learning style

and adopt attitudes that would surely benefit them and give way for more

effective learning and also benefit them in such way that their academic

achievement would increase.

This study aimed to identify the Grade 12 Visual Learners – who are the

present study’s student-respondents’ respective demographic profile such as the

age, gender, parents’ educational attainment, parents’ occupation and parents’

monthly income.
 46

Furthermore, this study sought to determine the visual learners’ attitude

that they are utilizing as they study. Also, the study has looked into the said

student-respondents’ level of academic achievement as well as to discover its

significance to the students who are visual learners’ attitude in learning.

The respondents of the study were the Grade 12 Visual Learners of

Impasugong National High School. In getting the samples for the present study,

the researcher has looked into the Multiple Intelligence Test that was conducted

and distributed to each strand and section of the Grade 12 curriculum. Out of the

test results, the researcher has looked into the top 3 to know whether a certain

student adopts a visual learning style. Then after the evaluation, the researcher

was able to come up with a total sample size of 70, 14 of those became the try-out

respondents and the remaining 56 were the final respondents.

The following statistical tools and procedures were used in this study

such as simple percentage and frequency counts, weighted mean and Pearson

product-moment correlation.

Summary of Findings

The study revealed the following findings:

Firstly, in wrapping up, the study has discovered that most of the

respondents have an age range of 18-20 years old. Also, the respondents were

mostly female and with parents’ educational attainment: High School Level for the
 47

father and mostly High School Graduate for the mother while most of the parents

of the respondents were self-employed with a monthly income of Php 5,000 –

Php 14,000.

Secondly, it was then found out that the respondents who are visual

learners exhibit their learning attitudes according to their learning style

frequently and relating it to their academic achievement, it can be found out that it

has somehow positively affected their academic achievement.

Thirdly, no one among the respondents failed in their academic

achievements while most of them have good academic achievement lying on the

interval of 80%-84% with a qualitative description of Satisfactory.

Lastly, it was eventually found out that between the visual learners’

attitude and their academic performance, there is no existing significant

relationship.

Hence, the null hypothesis was accepted.

Conclusions

The following conclusions are derived based on the findings of the

present study:

First and foremost, since most of the respondents have an age range of

18 – 20 years old who are mostly female with parents’ educational attainment:

High School Level for the father and mostly High School Graduate for the mother
 48

while most of the parents of the respondents were self-employed with a monthly

income of Php 5,000 – Php 14,000, the respondents who are visual learners were

able to exhibit their learning style based on their personal preference since visual

learning style which causes attitude is a perceptual preference (Dunn & Dunn,

1993) and depends on every individual (Willingham, et al 2015). Furthermore,

visual learners who are the student-respondents of this study belong mostly to

the legal age group which is 18-20 years old obviously known being legally aged,

the respondents have the capacity and ability to adopt and exhibit their preferred

learning style which springs up their attitude towards learning.

Also, the respondents were able to adopt and exercise diverse learning

attitudes and behaviors based on their learning style which were notably

practiced only frequently.

Evidently, it can be seen that most of the respondents have a

considerable good academic achievement with the highest frequency which is

the interval 80%-84% with a qualitative description of Satisfactory. Apart from

this, among the respondents no one belongs to the described quantitatively as

Did not meet Expectations. Hence, it can be concluded that somehow, in the aspect

of looking at the positive effect of adopting and exhibiting learning style

attitudes, the visual learners’ attitude has somehow positively influenced their

academic achievement.
 49

However, correlating the two variables, visual learners’ attitude and

their academic achievement; there is no existing significant relationship. Thus,

balancing the status quo, considering the related literatures and the raw result of

the tables and even the correlations, it can be inferred that the relationship

among the aforementioned variables are indeed affected by the time or the

frequence that the attitudes are practiced and exhibited, other factors within and

innate in learners can also be considered.

Generally, it could be concluded that the Grade 12 Visual Learners’

attitude was not affected by their age, gender, parents’ educational attainment,

parents’ occupation and monthly income. Yet, the time or the frequency they

spend for studying and the studious attitude should be given emphasis.

Recommendations

Guided by the findings and conclusions of this study, the following are

recommended:

First in hand, school administrators and heads should integrate tests and

programs that could help in identifying one’s learning style for indeed it could

really cater more effective learning.

Second, teachers should consider the learning style of their students,

especially those visual learners who are in need of great help and adjustments in

learning since they mostly benefit from visual learning aids and something to see
 50

and learn despite the fact that these are admittedly, time consuming or cost-

requiring to make.

Third, for the students who have identified and still need to identify their

learning style. Learning style can be a preference or ones that are innate, yet this

springs up learning attitudes that one exhibits and exercise to pave the way of

learning. Moreover, this attitude should not stay as is but instead be nurtured

and practiced more often. By it, one could learn more effectively and develop

their learnings academically.

Fourthly, parents should help their children in assessing their learning

style attitude for this plays a big role in their children’s learning.

Then, for the future researchers, it is suggested to make further study

regarding the variables of this study and to look into other factors that may relate

to the visual learning style and the academic achievement. Also, it is

recommended to widen the scope with regards to the respondents.

In general, each individual especially the students no matter what the

demographic profile is, should be guided and helped in identifying their

learning style for it could spring attitudes that could really help towards more

effective learning of an individual.

It is recommended that learning styles, the visual one in particular should

be developed especially in school for based on the facts stated in the present
 51

study this can indeed positively affect the achievement of the students

academically. Moreover, visual learners should be encouraged to exercise

attitudes relating to their learning style more often for this can be the factor

which will link learning attitude and academic achievement.

Also, it is then recommended that learning styles together with the

learning attitudes should be identified,

nurtured, developed and be exhibited every day for it paves way to more

effective learning.

Learning style can be a preference or ones that are innate, yet this

springs up learning attitudes and behaviors that one exhibits and adopt to pave

the way of learning. Moreover, this attitude should not stay as is but instead be

nurtured and practiced more often. Hence, the frequence of these attitudes

should be given emphasis and other factors should also be determined and be

considered. By it, one could learn more effectively and develop the learnings

academically.
 52

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Appendix

Research Questionnaire

Name: _______________________________ Strand & Section: ___________________

Directions:

There are three parts of this questionnaire. The first part is on the socio-

demographic profile of the respondents who are the identified visual learners. The

second part is on the said learners’ academic achievement and the last part is on the
 61

attitude of the same said visual learners. With your help, the researcher would be able to

make a prolific study about the topic.

Please give the following information called for this questionnaire. Kindly read

each sentence carefully and provide honest and accurate response to every statement

based on your assessment by putting a check mark (/) on the number of your choice.

Please do not leave any item unanswered.

Part I. Respondents’ Socio-Demographic Profile

Age: 15-17 18-20 21-23 24 and above

Gender: Male Female

Father’s Educational Attainment: Mother’s Educational Attainment:

Doctoral Degree Doctoral Degree

Master’s Degree Master’s Degree

College Graduate College Graduate

College Level College Level

High School Graduate High School Graduate

High School Level High School Level

Elementary Graduate Elementary Graduate

Elementary Level Elementary Level

Father’s Occupation: Mother’s Occupation:

 62

Government Employee Government Employee

Private Employee Private Employee

Self - employed Self - employed

Business Business

Skilled worker Skilled worker

Father's Monthly Income: Mother’s Monthly Income:

Php 42, 000 – Php 50, 000 Php 42, 000 – Php 50, 000

Php 33, 000 – Php 41,000 Php 33, 000 – Php 41, 000

Php 24,000 – Php 32, 000 Php 24, 000 – Php 32, 000

Php 15,000 – Php 23, 000 Php 15, 000 – Php 23, 000

Php 5, 000 – Php 14, 000 Php 5, 000 – Php 14, 000

Part II. Students’ Academic Achievement

Average Description

90 % and above Outstanding

85 % - 89 % Very Satisfactory

80 % - 84 % Satisfactory

75 % - 79 % Fairly Satisfactory

74 % and below Did not meet Expectations

 63

Part III. Visual Learners’ Attitude

Direction: Please use the following scale for your response.

Scale Description Qualifying Statement

5 Very Frequently Strongly Practiced

4 Frequently Often Practiced

3 Occasionally Moderately Practiced

2 Rarely Slightly Practiced

1 Never Not Practiced At All

Visual Learners’ Attitude 5 4 3 2 1

1. I love to take down notes and highlight important terms for

more effective learning.

2. I easily grasp the lesson if the teacher uses visual learning aids

as mode of instruction.

3. I use concept maps and graphic organizers to understand

processes and concepts better.

4. I love to visualize the lessons that are discussed in class.

5. I prefer to learn by looking into pictures, diagrams and charts

than listening to pure discussions.

 64

6. Compared to spoken ones, I can easily follow written

directions.

7. I love watching videos, films and documentaries which are

related to our lessons.

8. I can understand better if I read academic texts and articles

myself than hearing them from other people.

9. I can easily remember and comprehend illustrated texts than

texts alone.

10. I can perform well in class if the lessons are taught according

to my own learning style.

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Curriculum Vitae

LYN JOY DIATAO OLANA

Address: Manhura St. Zone 6, Poblacion, Impasugong,

Bukidnon

Contact Number: 09269810652

Gmail address: olanainjoy@gmail.com

Date of Birth: April 21, 2000

Place of Birth: Hagpa, Impasugong, Bukidnon

Civil Status: Single

Parents: Cesar A. Olana

Melona D. Olana

Educational Background:

Elementary: Impasugong Central Elementary School

Impasugong, Bukidnon

School Year 2012 – 2013

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Secondary:

(Junior High School): Impasugong National High School

Impasugong, Bukidnon

School Year 2016 – 2017

(Senior High School): Impasugong National High School

Impasugong, Bukidnon

School Year 2018 – 2019