THE EFFECTS OF E-LEARNING APPROACH ON STUDENT`S ACADEMIC

PERFORMANCE IN ENGLISH SUBJECT OF THE GRADE 10

STUDENTS OF RIZAL COLLEGE OF TAAL

A Thesis
Presented to
The Faculty of the College of Education
Rizal College of Taal
Taal, Batangas

In Partial Fulfillment
Of the Requirements for the Degree of
Bachelor of Secondary Education
Major in English

by:

AGOJO, JASTINE R.
ALCAYDE, KRISTEL P.
SIM, JOANNIE

2021
 Chapter 1

The Problem and Its Background

Introduction

Nowadays face to face classes is not possible because of the harm of

getting infected of the Covid-19. The higher officials of Commission of Higher

Education and the Department of Education proposed to have an online

classes or eLearning even though many Filipinos cannot afford to do so. With

that being said students will learn anytime through e-learning approach.

According to Lawless (2018) eLearning, or electronic learning, is the delivery

of learning and training through digital resources. Although eLearning is

based on formalized learning, it is provided through electronic devices such as

computers, tablets and even cellular phones that are connected to the

internet. English is one of the core subject where in many students are not

able to fully grasp the concept. As we are now in the 21st century the use of e-

learning approach in English subject are now implemented because of the

pandemic.

A learning system based on formalized teaching with the help of

electronic resources is known as E-learning. While teaching can be based in or

out of the classrooms, the use of computers and the Internet forms are the
major component of E-learning. E-learning can also be termed as a network-

enabled transfer of skills and knowledge. The delivery of education in e-

learning is made to a larger number of recipients wherein it can be

synchronous and asynchronous (Andersson, 2012; Islam, Beer & Slack, 2015;

Gilbert, 2015; Arinto, 2016; Gillet-Swan, 2017; Dubey & Piroska, 2019;

Baticulon et al., 2020).

Earlier, it was not accepted wholeheartedly as it was assumed that this

system lacked the human element required in learning. However, with the

rapid progress in technology and the advancement in learning systems, it is

now embraced by the masses. The introduction of computers was the basis of

this revolution and over time, as we get hooked to smartphones, tablets, etc.,

these devices now have an important place in the classrooms for learning

(Alipio, 2020; Baticulon, Alberto, Baron, Mabulay, Rizada, Sy, Tiu, Clarion &

Reyes, 2020).

Thus, Educational technologies are changing how higher education is

delivered. These technologies include, but are not limited to, e-learning

environments or learning management systems for individual and

collaborative learning. E-learning approach support students in exploring and

identifying different English-related concepts and relationship (Obana, J.

2020).

Based on a global survey reported by CNN on December 3, 2020, out of

100 countries the Philippines rank about 27th in English proficiency with

proficiency band as “High Proficiency”, but, therefore the higher official still

need to act and plan on how to teach the students and enhance more their

English-related skills effectively. Since English is one of the primary subjects

in school and one of the most difficult subject even in face to face classes many

and/or some students are having a hard time to understand the English that is

why the researcher wants to conduct a study about The Effects of the E-

learning approach on Student`s Academic Performance in English Subject

subjected to the grade 10 students of Rizal College of Taal to identify the

effectiveness of e-learning approach. The problem addressed in this study

stems from the need to diversify the teaching methods used in the field of

learning and education, particularly in the English language. This is reflected

in students’ low-level communication skills in English, which led instructors

to find various teaching methods to improve students’ learning.

Through analysis and synthesis on the effects of e-learning approach in

the academic performance of the students the factors affecting the

 concentration of students in online classes in this time of COVID-19 pandemic

can be also identified.

Conceptual Framework

This study seeks to determine the challenges in line with the

effect of the e-learning approach to the academic performance of the students

in English 10. As shown below in Figure 1 is the flow of the study to guide the

research process.
Demographic profile

 Age
 Gender
 Previous grade
 Present grade

Methods of teachers in Methods of teachers in

synchronous learning approach synchronous learning approach
 Learning activities  Learning activities
 Discussing the lesson  Discussing the lesson
 Assessment  Assessment
 Relationship between  Relationship between
teacher and students teacher and students

Adaptation of students in e-
learning approach

Effectiveness of e-learning to
improve the academic performance
of the students
 INPUT PROCESS OUTPUT

Profile of the
respondents
according to: 1. Data collection of
student’s profiles
 Age Program to enhance
 Gender 2. Administering the effectiveness of
 Previous survey e-learning to
grade questionnaires improve the
 Present grade academic
3. Organization of performance of the
student’s responses
Grade 10 students in
4. Statistical analysis English as a
of data. discipline in Rizal
College of Taal

FEEDBACK
Statement of the Problem

The purpose of this study is to determine the effects of the e-learning

approach on students’ academic performance in English subject of the Grade

10 students of Rizal College of Taal.

Specifically, this study endeavored to answer the following questions;

1. What is the demographic profile of the respondents in terms of:

1.1 Age

1.2 Gender

1.3 Previous Grade in English

1.4 Present Grade in English

1.5 Type(s) of Devices Use in Coping with E-Learning

1.6 Level of Interest in English Engaged Activities

2. How effective the e-learning approach for the students’ academic

performance in English subject?

3. To what extent is the utilization of the following strategies in learning

English 10 in confronting the new norm in education in regards to the so-
called e-learning:

3.1. Listening, Speaking, Reading and Writing Activities;

3.2. Socialized Discussion/Recitation;

3.3. Role Playing/Dramatization; and

3.4. Experiential Learning Process;

4. What are the major challenges that presents difficulties for learners to learn
English 10 via e-learning approach?
5. Based on the findings of the study, what program may be proposed to
enhance the effectiveness of e-learning approach to address improvement of
student’s academic performance in English?

Hypothesis of the Study

Based on the stated problems, the researchers formulated the following

null hypotheses:

Ho: There is no significant relationship between academic performance of the

student in English with the use of e-learning approach.

Ha: There is a significant relationship between academic performance of the

student in English with the use of e-learning approach.

Significance of the Study

This study would be of great significance to the following people in the

field of education.

School Administrator. The administrator of the school will benefit

from this study because it can help them to improve the rules on how to use e-

learning in terms of synchronous and asynchronous learning, also the school

administrator will formulate a solution or alternative to lessen the negative

effect of e-learning in the academic performance of the students.

 Teachers. The given data would help teachers to have deeper

understanding on how to use e-learning and how e-learning will be used as a

teaching strategy in education. The results also may help teachers on how to

cope up with the difficulties in teaching English as a discipline through online.

Students. The results will let the students determine their capabilities

in terms of learning using E-learning. Students could also evaluate their

strength and weaknesses in accessing online mode of learning in English.

Future Researchers. The information will help them as basis for their

future study. This research paper might help them answer the possible

questions related to their research.

Scope and Delimitation of the Study

This study will solely focus on the effectiveness of E-learning in the

academic performance in English of the Grade 10 students in Rizal College of

Taal during the school year 2021-2022. The data collection will be conducted

to the given respondents with a total of twenty Grade 10 students. The study

would be done through the utilization of the questionnaire to the students as a

survey and collecting their previous and present grades. This study intended

to determine the effects of the e-learning approach to the academic

performance in English of the Grade 10 students of Rizal College of Taal to

regulate and strengthen the use of the e-learning approach.

Moreover, the descriptive method of research was employed by the

researcher with the questionnaire as the main-data gathering instrument. The

percentages, ranking, composite mean, t-test and coefficient of correlation

were the statistical tools applied for the analysis and interpretation of data.

Definition of Terms

In order to have a clearer understanding of the study the following

terms were conceptually and operationally defined.

E-Learning. As use in the study it is the use of electronic technologies to

access educational curriculum outside of a traditional classroom.

Academic Performance. As use in this study, this refer to the interaction of

the students where it's been graded by the teacher. It is the measurement of

student achievement across various academic subjects. Teachers and

education officials typically measure achievement using classroom

performance, graduation rates and results from standardized tests.

Adaptation. As use in this study, this refer to how the students will be able to

adjust in their new normal classroom set up.

Assessment. As use in this study, this refers to the activities that is given by

the teacher after discussion.

Asynchronous Learning. As use in this study, this refer to the type of

learning where the students can access any time.

Synchronous Learning. As use in this study, this refer to the type of learning

where they are using real time with the help of video conference such as zoom

and google meet.

English. As use in this study, English is a subject taken from elementary up to

college.

Teaching strategies. As use in this study, teaching strategy is the

instructional strategies and method that teacher use to deliver course

material in ways that keep students engaged in e-learning.

Reading/Writing Learning Style. Learning takes place with the use of

words. Learners present themselves a copious note takers or avid readers,

and are able to translate abstract concepts into words and essays

Implication. It is the conclusion that can be drawn from something although

it is not explicitly stated. It is the action or state of being involved in

something.
 CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents a review of literature and studies which

provide significant information and insights that served as basis for the

researcher to establish the framework of this study.

Related Literature

Foreign

Kolb & Kolb (2017), wrote a book titled “The Experiential Educator:

Principles and Practices of Experiential Learning” where it discussed and

focused on the way of learning through experiences. The authors of the book

believe that if the students are taught based on experiences, they can adapt

and recall the knowledge they have accumulated effectively. With experience

as their learning style, the students will have a better chance to learn lessons

effectively which they will recall and apply it to real life situations; such as

classroom discussions. It is evident that the book stated above stresses on

how effective and valuable experience is as an approach to effective learning.

Jennifer (2013) wrote a book titled “A Handbook of Reflective and

Experiential Learning: Theory and Practice”. It contained a study where it

aimed to consider reflective and experiential learning as forms of generic

learning. It is said that in literature of reflective and experiential learning,

both forms of learning are discussed in relation to their own literature rather

than in relation to more generalized views of learning.

Bisson (2014) wrote a magazine article with the title Different Learning

Styles: Allowing Children to “Unmold”. According to the author, when trying to

instill values in children, “Kids are like modeling clay.” However, when

attempting to analyze the way they learn, there is an urgency to allow kids to

unmold. The study emphasizes the importance of the roles of parents,

guardians, and teachers, in the development of a child. The author called the

said people to action in creating an environment where the supposed child is

given the freedom to go past the set parameters that are oftentimes imposed

on him/her. Opening the door to experimentation and creativity is one of the

ways the children can be guided to discover their strengths and abilities, and

to recognize their weaknesses.

St. Louis (2017), wrote a magazine article with the title “How to Spot

Visual, Auditory, and Kinesthetic-Learning Executives”. The study stated that

understanding the different types of learners and making adjustments (in

terms of how an educator teaches) for their learning styles will improve
communication and help prevent frustration or misunderstanding – in the

part of the students. The study recommended that politeness in

communication is the best way to deal with such groups with varying learning

styles. This has a relation to the researchers’ current study because it

specifically tackled the 3 main types of learners this study also aims to focus

on. Other than that, it proposed a solution towards possible scenarios of

miscommunication between an educator and a student when there is conflict

between the teaching style of the educator and the learning style of the

student.

Local

Allan (2017) wrote a book entitled “Ways of Learning: Learning for the

Classroom” explained that there are many ways to learn and it depends on the

students’ capability on the lessons. The study also explained that an

individual's particular 18 strengths in intelligences have a direct bearing upon

the way in which their learning takes place.

Lumanog (2016) wrote a journal titled “Student’s Learning Styles and

Preferred Teaching Styles of the College Freshmen" where it showed the

learning styles and preferred teaching style of the students of Bukidnon State

University. The results serve as a guide for enhancing information about the
different learning activities available. The 14 journal showed how many of the

students are auditory and visual learners and revealed that the students who

perceived that the effective way of teaching is student-centered. Notifying the

teachers about the results of learning styles of his/her students served as a

guide on how the teachers will cater the needs of the students effectively. The

researchers will take note of the content of the journal to serve as a suggestion

on how teachers can match their teaching style to the learning style/s of the

students. In effect, making learning inside the classroom more effective

Kelly (2017) argued that students learn most effectively according to

their personal leaning styles. According to Sumner (2014), there are 3 types of

learning and these are the following: Auditory Learners; Visual Learners; and

Kinesthetic Learners.

Auditory Learners

According to Fleming (2017), Auditory Learners are the one who retains

the information more thoroughly when the information is reinforced through

sound. The methods can include anything from using musical notes to

memorize lists, to using voice recordings or through memorizing in the way of

chanting. These learners are good at writing responses to lectures they've

heard and they're also good at oral exams.

Visual Learners

Roel (2016) said that the visual learning style are those learners who

needs to see information to learn it, and this "seeing" takes many forms like

from spatial awareness, photographic memory, color or tone, brightness or

contrast and other visual information. Also Visual learners typically do really

well in a modern classroom setting because there are just so many visuals in

classrooms just like the white boards, handouts and many more.

Kinesthetic Learners

According to Lipoff (2011) Kinesthetic Learners understand new

information the best when learned in a physical way or by working things out

tactilely. These learners are also considered as tactile learners, which means

the act of touching and using the hands and body is additionally beneficial to

their learning. These type of learners are often easily distracted by others,

have difficulty sitting or staying in one place long, and find moving while

learning to be beneficial and even necessary in some cases.

The Our Lady of the Lake University (2017), the first component of

learning style dimensions is how learners interact with the outside world, and

there are two kinds of learners these are: the extroverts and introverts. The

extrovert learners are those learners that possess a social learning style or in
other words they are that kind of learner who prefers working and studying

with others. While the introverts are those learners who are generally have

the shy nature and have solitary learning style, in other words these are those

learners who prefer to brainstorm and seek self-theoretical exploration. In

contrast these two learners have opposite manner of learning because the

first one tends to be sociable while the other tends to be timid type of learner.

These types of learning skills are vital to determine in order to know how a

learner easily understand and retain as much information as possible. It is

because every individual have different attitude and intelligence.

UNESCO (2017) added that for Gardner, the recognition of these

multiple intelligences is a mean to achieving educational goals. It is because

these theory states that all these seven intelligences are needed to make the

society productively functional and is equally important. This theory also

implies that educators should recognize and teach to a broader range of

talents and skills as every person have differences and different types of

learning styles. By doing this strategy, learners can understand deeply the

lesson being taught by an educator.

Related Studies

Foreign

One of the important steps to undertake to ensure quality and

optimal learning experience among university students is to consider their

different learning styles and preferences. Learning style refers to how

students learn and process information in their own ways. A number of

previous studies have investigated the relationship between college students’

learning styles and academic performance. In fact, Moeinikia and Zahed-

Babelan (2010) and Williams, Brown and Etherington (2013) confirm that

there is a positive link between learning styles and academic performance in

the university settings. Learning style is defined as the characteristics,

strengths, and preferences in the way how people receive and process

information (Hsieh, Jang, Hwang & Chen, 2011). It also refers to the fact that

every person has his or her own method or set of strategies when learning

(Gokalp, 2013).

Awareness of the different learning style preferences of students

enrolled in applied sciences courses will eventually lead to more effective

learning experiences. In fact, Alavi and Tooz and ehjani (2017) concluded that

having a background of the learning styles of students can enhance their

learning and at the same time help students strengthen self-actualization.

Teevan, Michael and Schlesselman (2011) also emphasize that knowledge of

the learning styles can help facilitate teachers to employ suitable teaching

strategies and methods to nurture students' academic performance. This will

also provide both teachers and students positive feedback on their strengths

and weaknesses in the teaching and learning scenario. Likewise, knowledge of

the learning styles can provide implications to curriculum design allowing

teachers to implement a learner-centered curriculum model in the classroom.

Dalmolin, Mackeivicz, Pochapski, Pilattiand Santos (2018) suggest that

determining the learning styles of students will ultimately improve their

educational experience. Previous exiting literature confirms that learning

styles predict students’ academic performance. Jiraporncharoen,

Angkurawaranon, Chockjamsai, Deesomchok and Euathrongchit (2015)

studied learning styles and academic achievement of undergraduate students

in Thailand found out a positive association between the two.

Barman, Aziz and Yusoff (2014) also studied the learning style

awareness and academic performance of students concluded that students

‘awareness of their strengths such as learning style and how to utilize their

strengths may improve their academic performance. Smith (2017) wrote a

newspaper article with the title “Learning styles and their place in the
classroom”. A section of the article stated that students will improve if they

think about how they learn regardless whether the material is matched to

their supposed learning style or not. In 2006, an approach called activity-

based learning (ABL) was introduced in all primary schools in the Indian state

of Tamil Nadu in a huge experiment, eventually involving 37,000 schools and

40 million children. The immediate success of the change demonstrated that

giving children the chance to work through the curriculum with their friends

at their own pace and in their own style was hugely more effective than

obliging all of them to follow a teacher’s instructions.

A study conducted by Wong (2015), with the title “A Study of Language

Learning Style and Teaching Style Preferences of Hong Kong Community

College Students and Teachers in English for Academic Purposes (EAP)

Contexts”. The study was conducted in an English language classroom with

students using different approaches to carry out English learning tasks. They

also gave importance to the term teaching styles as a tool to provide students

with good learning experiences and improving their academic outcomes. The

study above is connected to the researchers’ study since they both adopted a

mixed method approach by the use of questionnaires and interviews. The

researchers’ study, just like the study stated above, will serve as guide as to

how the management of the school will improve their quality of education.
 Shaaidi (2012), conducted a study titled “A Study of the Preferred

Learning Styles of Students taking the English 1119 Paper in SMK Tengku

Intan Zaharah: Are the Teachers Aware of these Learning Styles?” where it

investigated the most preferred learning styles of the students taking English

1119 paper in SMK Tengku Intan Zaharah according to gender and academic

streams. The most dominant is the auditory learning style. The study was

conducted to know if the teachers were also aware of the preferred learning

styles and needs of their students.

Smith (2017) wrote a newspaper article with the title “Learning styles

and their place in the classroom”. A section of the article stated that students

will improve if they think about how they learn regardless whether the

material is matched to their supposed learning style or not. In 2006, an

approach called activity-based learning (ABL) was introduced in all primary

schools in the Indian state of Tamil Nadu in a huge experiment, eventually

involving 37,000 schools and 40 million children. The immediate success of

the change demonstrated that giving children the chance to work through the

curriculum with their friends at their own pace and in their own style was

hugely more effective than obliging all of them to follow a teacher’s

instructions.
 All students have their own way of learning in school. Learning styles

are really important because it shows how they gather and understand the

information that was given to them and it also shows if it can affect their

academic performance in certain ways. According to Nzesei (2015), he

compared the relationship between learning styles and academic achievement

among secondary schools in Kenya. The result of the study shows that

majority of the high school students are multimodal learners (having

preferences of visual, auditory and kinesthetic learners) while the least

preferred learning style is the kinesthetic learning style. The result of the

study also shows that there is generally a correlation between the various

learning styles and academic achievement score of the students in Kenya.

However, research also suggests that educators also hold beliefs that

are inconsistent with findings from cognitive and educational research (e.g.,

Glogger-Frey et al., 2018). For example, Morehead et al. (2016) found that

91% of surveyed instructors believed that students have different learning

styles (e.g., visual vs. auditory) and 77% tailored their instruction to

accommodate those differences, despite little-to-no supportive evidence of

their existence (e.g., Kirschner & van Merrienboer, 2013;Pashler et al., 2008).
Interestingly, only 58% of students endorsed the concept of learning styles

(Morehead et al., 2016).

Many students are being left behind by an educational system that some

people believe is in crisis. Improving educational outcomes will require efforts

on many fronts, but a central premise of this monograph is that one part of a

solution involves helping students to better regulate their learning through

the use of effective learning techniques. Fortunately, cognitive and

educational psychologists have been developing and evaluating easy-to-use

learning techniques that could help students achieve their learning goals. In

this monograph, we discuss 10 learning techniques in detail and offer

recommendations about their relative utility. We selected techniques that

were expected to be relatively easy to use and hence could be adopted by

many students. Also, some techniques (e.g., highlighting and rereading) were

selected because students report relying heavily on them, which makes it

especially important to examine how well they work. The techniques include

elaborative interrogation, self-explanation, summarization, highlighting (or

underlining), the keyword mnemonic, imagery use for text learning,

rereading, practice testing, distributed practice, and interleaved practice.

 To offer recommendations about the relative utility of these techniques,

we evaluated whether their benefits generalize across four categories of

variables: learning conditions, student characteristics, materials, and criterion

tasks. Learning conditions include aspects of the learning environment in

which the technique is implemented, such as whether a student studies alone

or with a group. Student characteristics include variables such as age, ability,

and level of prior knowledge. Materials vary from simple concepts to

mathematical problems to complicated science texts. Criterion tasks include

different outcome measures that are relevant to student achievement, such as

those tapping mem

There are several models of learning style. Kolb (2014) learning theory

sets out four distinct learning styles, which are based on four stage learning

cycle. The learning cycle was divided into knowing and understanding or

transforming knowledge. Knowing has two kinds, the Concrete Experience

(CE)which refers to direct experience and the Abstract Conceptualization

(AC)deals with "knowing about", theoretical, forming a theory based on what

was observed. Understanding or transforming knowledge has two kinds also.

First is the Reflective Observation (RO) which is consciously trying to put or

find meaning or association with the concrete experience by watching and

listening. And the second one is the Active Experimentation (AE)which tests

the theory in a new situation, learning by doing. Kolb (2014) also combine a

two-by-two matrix of the four-stage cycle styles. The learning cycle was

divided into diverging, assimilating, converging, and accommodating:

An individual with diverging style has CE and RO as the most preferred

learning abilities. People with this learning style are best at viewing concrete

situations from many different points of view. They tend to have broad

cultural interests and like to gather information. They are interested in

people, tend to be imaginative and emotional, and often specialize in the arts.

Working in groups, appreciating diverse viewpoints, and receiving personal

feedback are some characteristics of the diverging learning style.

An individual with an assimilating style has AC and RO as the most

preferred learning abilities. People with this learning style are best at

understanding a wide range of information and putting it into a concise,

logical form. People with an assimilating learning style are less focused on

people and more interested in ideas and abstract concepts. They tend to be

effective in information and science careers. Lectures, readings, having time to

think things through, and exploring analytical models are examples of some of

the ways an assimilator prefers to learn.

 An individual with a converging style has AC and AE as most preferred

learning abilities. People with this learning style are best at finding practical

uses for ideas and theories. They are able to problem solve and make

decisions by seeking appropriate solutions to questions or problems. People

with a converging learning style tend to be effective in specialist and

technology careers. They tend to learn best when given simulations, practical

applications, lab work, and the opportunity to experiment with new ideas.

An individual with an accommodating style has CE and AE as most

preferred learning abilities. People with this learning style have the ability to

learn from primarily “hands-on” experience. They enjoy carrying out plans

and involving themselves in new and challenging experiences. They are prone

to acting on “gut” feelings rather than on logical analysis. People with an

accommodating learning style tend to be effective in action-oriented careers

such as marketing or sales. They enjoy setting goals, working with others, and

using different approaches for completing a project.

Additionally, Vaseekaran (2018) claims that the learning styles theory

gives the impact on education in the following three aspects: instruction,

curriculum, and assessment.

 Teachers should design their instruction methods to connect with

students learning styles, by using various combinations of experience,

reflection, conceptualization, and experimentation. Instructors can introduce

a wide variety of experiential elements into the classroom, such as sound,

music, visuals, movement, experience, and even talking. Educators must place

emphasis on intuition, feeling, sensing, and imagination, in addition to the

traditional skills of analysis, reason, and sequential problem solving.

Teachers should employ a variety of assessment techniques, focusing on

the development of "whole brain" capacity and each of the different learning

styles. Chuah Chong-Cheng as cited in Abidin et al. (2011) discusses the

importance of learning styles important for individuals in academic settings.

Most students favor learning in particular ways with each style of learning

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

studies carried out concluded 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 what they say, and 90% of what they say as they do something. These

facts reveal that each learning style has its own strengths and weaknesses.

Local
 Chick, N. (2016), learning styles is a term used to explain how people

gather, analyze, and utilize information for future use. Learning styles

determine which way people process and learn information the best. There

are four types of learning styles which includes visual learners, auditory

learners, kinesthetic learners, and tactile learners (Elrick, L., 2018). Students

have their own preferences and reason in choosing the learning style that is

most effective to them and they tend to learn best when information are

presented in this type of style. In recent years, the education system of the

Philippines aims to cultivate globally competitive Filipinos for the future

success of the nation.

Lorenzo (2013) conducted a study in Malacampa, Camiling, Tarlac. It

focused on the learning styles of teacher education: basis on improving the

teaching — learning process of the respondents aged 16-17 years old

belonging to a family with Php 10,000 and below monthly income; with 4-5

siblings in the family and with parents who are high school level graduates;

fathers are engaged in farming while mothers are housewives. The study

showed that in terms of emotional preferences, majority are self-motivated;

prefers to study lesson one at a time; prefers to study without being

reminded; and prefers to be told exactly what and how to do things. While in

terms of psychological preferences, majority are analytic or they prefer to

learn sequentially and reflective or they take time to make decisions. In

relation to this study, the researchers took note of the results about the

preferred learning styles of the participants which the research stated. The

aforementioned study took note of the Howard Gardner’s Theory of Multiple

24 Intelligences which states that human beings have nine different kinds of

intelligence that reflect different ways of interacting with the world. The

researchers of this study will also take note of this concept where they will

use as a basis to further understand the students’ situation and to give a more

in-depth understanding as to why they formulate their respective subjective

learning experiences

Based on an article written by the Official Gazette of the Republic of the

Philippines about the implementation of the K-12 program, it mentioned the

factors “Making the Curriculum Relevant to Learners (Contextualization and

Enhancement)” and “Ensuring Integrated and Seamless Learning (Spiral

Progression)” as part of the salient features of the program (K to 12 Program,

2013). The former’s point exemplifies that the “students acquire in-depth

knowledge, skills, values, and attitudes through continuity and consistency

across all levels and subjects.” This is noted by the researchers to emphasize

the need of “in-depth understanding” of the lessons for the students. The

latter’s point explains that the lessons taught are from simple to more
complex as the grade levels progress. This is also noted by the researchers to

keep in mind that the strategy of the said program will expose students to

information step-by-step to ensure integrated and seamless learning.

Based on the study, “Where Does Philippine Education Go? The K to 12

Program and Reform of Philippine Basic Education” by (Okabe, 2013), stated

that some of the pedagogical features of the new curriculum are (1)

preparation for further study or work, 25 and (2) efficiency in the conduct of

lessons and courses and in measuring the outcomes of education. The study

also stated that “holistic development” ranges beyond quantifiable

dimensions in the K-12 program. The researchers took note of these data and

they will target such “holistic development” in this study. A literature review

written by (Orale & Sarmiento, 2016) with the title “Senior High School

Curriculum in the Philippines, USA, and Japan” stated that the K-12 version of

the Philippines is more potent than that of the old curriculum of basic

education in the Philippines. With that said the students can prepare

themselves rigorously to attend higher education or find a job or become an

entrepreneur. The researchers took note of such remark and will emphasize

the need to address the “rigorous” preparation of the students.

Jennifer P. (2011) conducted a study with the title “Learning Styles and

Their Effect on Student Learning”. This study explains the different learning
styles of students and their capacity to absorb information from the lessons

taught inside the classroom. This study also tackled the effects of the different

ways of learning like active, sensing, visual, and sequential learning. The

general purpose of the study is to inform the teachers 16 that most of the

students have different ways of learning which may affect the students’

learning experience. This study is beneficial to the researchers in terms of

raising awareness about the relationship between retention of information

and learning experiences of the students. This will be noted by the

researchers as a guide for a better learning experience for the population of

the study.
Synthesis
 CHAPTER 3

RESEARCH METHODOLOGY AND PROCEDURES

This section shows the method of research employed in the study,

research instrument used, data gathering procedure, scoring of responses and

statistical treatment of data.

Research Design

The researchers employed the descriptive method of research in this

study to determine the preferred learning styles and its implication to the

academic performance of the Education Social Studies students.

According to Cristobal (2013), the descriptive method of research aims

to gather more information about characteristics within a peculiar field of

study.

Respondents of the Study

The respondents of the study were six science teachers and twenty five

grade ten learners having a total of thirty-one teachers and learners’

respondents.
Profile of Students-Respondents

The profile of the respondents is indicated in terms of respondents’ age,

and sex.

Age. Table 1 shows the distribution of respondents by age.

Table 1
Distribution of Respondents by Age
Age Bracket Frequency Percentage
27 years old and above
22-26 years old
17-21 years old
16 years old and below
Total

Sex. Table 2 shows the distribution of respondents by sex.

Table 1
Distribution of Respondents by Age
Sex Frequency Percentage
Male
Female
Total

Research Instrument
 The questionnaire was the main data-gathering instrument used in the

study. It consisted of four parts. Part one dealt with the demographic profile of

the respondents. Part two is the questionnaire proper focused on the learning

styles used by the students, part three dealt with the problems encountered

by the students in using learning styles, part four dealt with how the types of

learning styles do affects the academic performance of the students.

Preparation and Validation of Questionnaire. The researchers

sought the opinion of the thesis adviser as regards to the survey

questionnaires’ quality of structure, content and suitability of language,

receptiveness to the aims and purposes of the academic undertaking. The

researchers referred to journals and books, unpublished thesis, and internet

as basis and resources. After a careful examination of the purpose of this study

and the specific problems presented, the researchers were able to determine

the type of responses in the questionnaires. The items in the questionnaires

have been carefully reconstructed to eliminate vagueness and confusion in the

part of the respondents. The survey instrument was then submitted to the

adviser for comments, suggestions, and corrections. These were all considered

in the preparation of the second draft of the questionnaires. Finally, the

revised questionnaire was administered to the target respondents of the

study

Data – Gathering Procedure. The researchers sought the approval to

the Dean of Education to conduct this study. After the request was granted,

the researchers personally administered the questionnaire to the target

respondents so that the researchers will have the opportunity to explain how

to accomplish the questionnaire, hence 100 percent was fully accomplished

and retrieved.

Scoring of Responses. After the retrieval of the questionnaires, the

data were collated, tallied and tabulated for analysis and interpretation. The

following scales and verbal interpretations were utilized. For evaluation of the

preferred learning styles and its implication to the academic, the following

was used:

Weight Range Verbal Symbol

Interpretation
5 4.50- 5.00 Strongly Agree SA
4 3.50-4.49 Agree A
3 2.50-3.49
2 1.50-2.49 Disagree D
1 1.00-1.49 Strongly Disagree SD

Statistical Treatment of the Data

 The following statistics were used in the analysis and interpretation of

the data.

Percentage. To give clearer meaning to the data gathered, the number

of responses attained in each item in the questionnaire was transformed in to

percentage. The formula used was:

f
P= X 100
n

Where:

P = Percentage

F= Frequency

N= Number of Respondents

100= Constant

Weighted Mean. This was used to determine the extent to which the

teaching approaches were utilized by the teachers in teaching science using

the formula:

∑ fx
WM=
N

Where:
WM = Weighted Mean

f = frequency in each option

x = weight point of each option

∑fx = the sum of the product of f and x

N = number of respondents

Coefficient of Correlation. This was applied to determine the problems

encountered by the students significantly affected the utilization of

approaches in teaching Science using the formula below:

∑ xy
r=
∑ x2 X ∑ y ²

Where:

r= coefficient of correlation

x= variable for the problems encountered

y= variable for the preferred learning styles