Chapter 1

THE PROBLEM AND ITS SCOPE

Rationale

Humans have adapted to their environments throughout history. These

adaptive patterns have allowed us to survive these environments. Although man

evolved as part of the adaptation process, there are still differences. The concept

of one size fits all is inadequate, especially the way man learns. The concept of

learning styles is one such example.

Determining students’ learning styles could offer insight to instructors to

help facilitate a more favorable learning environment for all students and

potentially improve academic performance. It is claimed that individuals learn

better when they are learning in different ways and that they have different

learning styles that work best for them.Cuaresma, (2008).

Recognizing students’ learning styles is not only advantageto students but

the teachers as well. It is believed that it can help the teachers in developing an

educational program that offers the most effective activities for the students.

Therefore, it would be wise to understand what learning style preferences are,

and how to address them when preparing instructional materials and the entire

lesson as well. Learning style or skills used in study defined as how student deal

with their study approaches through perception towards their surrounding and

1
how they can adapt to the task given into producing good end result (Richardson,

2011).

A study by Carbonel (2013) about learning styles, study habits, and

academic performance of college students at Kalinga-Apayao State

College,Philippineshave demonstrated the importance determining students’

preferred style of learning. The study showed that forty-six percent (46%) of the

students have desirable learning through visual style of learning, thirty-six

percent(36%) prefer auditory learning and only eighteen percent(18%) of them

prefer tactile style of learning. On the other hand, it is observed that the students

had an average status on their study habit.

Learning style has its insightful impact on the particular dimensions of

teaching and learning processes. This study will explore on the student’s

preferred learning styles in relation to their academic achievements. Utilizing

awareness of learning style within the educational background promotes more

effective learning. In addition, lifting the consciousness of educators regarding

the diverse learning approaches will facilitate them to be resourceful and flexible

in their teaching schemes.

Given the aforementioned scenarios, the researchers prompted to

formulate the following objectives: describe the learning style preferences of the

students; determine the relationship between the learning style preferences,

gender and the students’ academic performance.

2
Literature Background

Students learn in diverse ways, each of them has his own different styles

or preferences in the way he recognizes and processes information. The manner

by which each student learns will create a landscape by which the students will

either maintain or restrain their intentional cognition. Therefore, the educators’

knowledge about the students’ learning style is significant.

Recognizing the students’ learning style may aid teachers in becoming

more sensitive to students’ differences in the classroom, thus promoting

enhancement to teaching practices that best suit the students’ learning styles. As

stated by Cuthbert (2005), awareness of the learning styles is vital for allowing

adjustment in the educators’ pedagogic approaches.

A study made by Hassanbeigi, A., Askari, J., Nakhjavani, M., Shirkhoda,

S., Barzegar, K.R.M., and Fallahzadeh, H., (2011) the relationship between study

skills and academic performance of university students found that style of

learning help the students to perform better in their academic performance.

Therefore, learning style is a great help for students to excel academically in their

specific fields.

There are factors affecting the learning style of the students. One of those

is gender. As Norsida, H., MohdBakri, A., Norwati, M., Habshah, M., (2010) in

their study ‘’ Statistical fact of students’ background and academic achievement

in higher educational institution’’, examined the academic performance of the

mathematics students according to their gender. The result showed that women

3
achieve better academic performance compared to the men in their Cumulative

Grade Point Average(CGPA)where 0.5 percent of first class degree receivers

were 88% female and another 12% men.

A study made by Amini et al. (2010) at Isfahan University showed a

significant relationship between gender and learning styles. Furthermore, Lau

and Yuen (2010) who used the ‘Gregorc Style Delineator’ found that gender

factor does affect the learning style preferences of students. However, the

studies made by Israa(2009) and Javadinia et al. (2011), showed that there is no

significant relationship between gender and students’ learning styles. In addition,

Ahmad (2011) and Yusof(2012) reported that gender did not seem to influence

the learning style preferences among students.

A study made byGhaffari, et. al., (2013) that there is no significant

relationship between students’ academic achievement and their learning styles.

Similarly, Montemayor, Aplaten, and Perey (2009) revealed that there is no

significant relationship that exists in the learning styles between the low

achieving and high achieving students. Meanwhile, the findings demonstrated by

Al-Hebaishi (2012) also supports that there is lack of significant relationship

between learning styles and academic performance.

On the other hand, a study conducted by Vaishnav (2013) resulted that

the three learning styles namely: visual, auditory and kinesthetic are significant

on academic achievement.

4
 However, Lehman (2011) studied the relationships of learning styles,

course grades, and instructional preferences, as well as gender differences

related to learning styles in an introductory biology course taught at Longwood

University. No significant differences were noted between gender, grades, or

instructional preferences based on learning style.

In The Praeger Handbook of Learning and the Brain, Feinstein (2006)

suggested that although humans use their senses to assimilate environmental

stimuli, each sense doesn’t contribute the same amount of information to their

brain. Individuals appear to learn differently or have different learning

preferences or styles.Based on the descriptions of each of the learning style

preferences, Feinstein (2006) offered that auditory learners prefer to discuss

what they are learning. This act helps them process the information. The

auditory learner tends to be analytical, logical, and a sequential thinker. In

addition, according to Reif and Heimburge (2006), auditory learners are able to

understand information well if reinforced through melodies, beats, and rhythms.

They like that directions and questions be given orally and are required to repeat

them and tend to prefer speaking than writingMills et al., (2010). . In

addition,Urval et al. (2014) have previously shown that for medical students in

India, the auditory style was dominant too.

Visual learners assimilate information most effectively by reading or

seeing something. They tend to be more holistic thinkers and need to see the

“big picture” before they are given the bits and pieces that contribute to the big

5
picture. According to Saadi (2014) on his study in Saudi Arabia, female students

demonstrate stronger preferences for visual and auditory style. This result is

consistent with Slater et. al. (2007) said that female students in their first year of

medical studies had greater preferences for visual learning style.

The tactile learner depends on drawings, games, experiments, models

and writing to provide the connection between the brain and the hand. The

kinesthetic learner needs to be actively (bodily) engaged in the learning process

with real world activities and with activities that have meaning to the learner.

According to Boiser (2004), tactile learners learn by associating feelings with

concepts and information. Tactile learners favor subjects that allow them with

their hands and learn best by handling the texture and shapes of objects Vega

and Prieto (2006).

This learning process is considered one of the most important learning

styles since the learned information is stored in one of the strongest memory

procedural systems of the brain. This procedural memory storage allows people

to remember how to drive cars, ride bicycles, and swim once they have learned

or mastered the skill. Therefore, identifying and enhancing learning style can aid

to mastery, learning, developing student’s skills which can be able to apply in real

life situation.

There are three types of learning style; visual, auditory and

kinesthetic/tactile. Studies have conducted to determine the preferred learning

styles of students. It is found out that students are more on visual and

6
kinesthetic/tactile form of learning as compared to the auditory. In contrary,

Javadinia et al. (2011) investigated students from the Brigand University of

Medical Sciences, studying at various years of basic sciences, pathophysiology,

preclinical and clinical found that the preferred learning style was auditory. In

addition,Urval et al. (2014) have shown that for medical students in India, the

auditory style was dominant too in contrary Fleming (2011) stated that visual

learners needs quiet study time.

Two theories can be drawn in learning style. First is Howard Gardner’s

Theory of Multiple Intelligence states that ‘’ we are all able to know the world

through language, logical- mathematical analysis, spatial representation, musical

thinking, the use of body to solve problems or to make things, an understanding

of ourselves and that the brain has evolved separate systems for different

abilities that he calls as intelligence.’’ Just as each individual learns differently,

each person has different learning styles as well. Individual learners used

different learning styles that will suit to the kind of intelligences they possessed.

Second is Bandura’s Social Cognitive Learning Theory in which he

highlighted the idea that much of human learning occurs through observing

others. It focuses on how student acquire from others by observing their

attitudes. Students can also learn the usefulness and appropriateness of

behaviour and its consequences they act in accordance with their beliefs

concerning the expected outcomes of actions. Learners can acquire different

learning styles by observing the behaviors, knowledge of rules, skills, strategies,

beliefs, and attitudes of others.

7
 As cited in Chapter II of the Education Act of 1982, Section 15, Duties and

Responsibilities of Students, states that every student shall exert his utmost to

develop his potentialities for service, particularly by undergoing an education

suited to his abilities, in order that he may become an asset to his family and to

society.

As a student, they should do everything to acquire knowledge and ideas

through their preferred learning styles so that they will become a useful citizen

which can help in the development of the society. With this, students must study

very well and excel not only academically but in all aspects.

Article XIV, Section 1 of the Philippine Constitution states that the state

shall promote the right of all citizens to quality education at all levels, and shall

take appropriate steps to make such education accessible to all.

As students, acquiring quality education is attainable through preferred

learning style because long-term knowledge will be there acquired. The

government is also trying its best to supply the needs and facilities of the schools

to have quality education thus improving students’ academic performance.

8
Theory ofMultiple Intelligence Chapter II of the Education Act of 1982,
Section 15, Duties and Responsibilities of
 Stated that the brain has Students, states that every student shall
evolved separate systems exert his utmost to develop his potentialities
for different abilities that he for service, particularly by undergoing an
calls as intelligence. education suited to his abilities, in order that
(Gardner, 1983) he may become an asset to his family and
to society.

Social Cognitive Learning Theory Article XIV, Section 1 of the Philippine

Constitution stated that the state shall
 Stated that much of human promote the right of all citizens to quality
learning occurs in a social education at all levels, and shall take
environment through appropriate steps to make such education
observing others. accessible to all.
(Bandura, 1986)

Bachelor in Secondary Education Major in Physical Science students of

Bohol Island State University
Candijay Campus S. Y. 2015-2016

Academic Performance in Science

Demographic Profile of the respondents
 Age;
 Gender;
 General Weighted Average Grade in
Science.

Learning Styles ofthe Respondents:

 Visual Modality
 Auditory Modality
 Kinesthetic/Tactile Modality

Learning Styles in Relation to Academic Performance in Science

Figure 1. Theoretical and Conceptual Framework

9
 THE PROBLEM

Statement of the Problem

The main purpose of the study was to assess the learning styles of the

BSEd-Physical Science in relation to their academic performance; Bohol Island

State University- Candijay Campus (BISU-CC) academic year 2015-2016.

Specifically, it sought to answer the following questions:

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

1.1 Age;

1.2 Gender;

1.3 General Weighted Average Grade in Science?

2. What are the learning styles of the respondents in terms of:

2.1 Visual Modality;

2.2 Auditory; and

2.3 Kinesthetic/Tactile Modality?

3. Is there a significant relationship between the learning styles of the

respondents and their profile as to:

3.1 Gender;and

3.2 Academic Performance in Science?

10
Hypothesis

There is no significant relationship between the learning styles of the

respondents as to gender and academic performance in Science.

Significance of the Study

This study was conducted to determine whether students’ learning style can

affect to his performance in Science. Furthermore, this study would benefit to the

following:

Students. The researchers believed that students particularly from Bohol

Island State University would be benefited from the findings of the study since it

provides awareness and better understanding on how learning styles would

affect academic performance and improve their study habits in science subject.

Teachers. On the other hand, teachers will also be guided on how to

understand students more based on the principle of individual differences.

Recognizing the student’s learning style will help the teachers in becoming more

aware to student’s differences in the classroom, thus promoting enhancement to

teaching practices that best suit the students’ learning style.

Future Researchers. It may serve as basis for further research parallel to this

study.

11
 RESEARCH METHODOLOGY

Design

The study used the descriptive survey and correlational method which

used a questionnaire as a research tool and techniques to determine the ideal

number of respondents in the study. Documentary analysis was also done since

academic grades in Science were gathered from the Registrar’s Office which was

then correlated to get the relationship or differences of the variables presented in

the study.

Instrument

The questionnairewas used as a tool in gathering of information and data.

The questionnaire was divided into two parts: The first part was the demographic

profile of the students; the second part is a standardized questionnaire on

Learning Style (Kolb,1976), which is composed of three sections namely: Visual

Modality, Auditory Modality and Kinesthetic/Tactile Modality. And it assessed the

students’ preferred way of learning.

Environment and Participants

This study was conducted at Bohol Island State University - Candijay

Campus. The campus is particularly located in Barangay Cogtong and five (5)

kilometres away from Poblacion.

12
 The respondents of the study were the fifty-one(51) students from the

BSEd- Physical Science in the College of Teacher Education, Academic Year

2015-2016.

25

20
No. of Respondents

15

10

0
PhySci 1 PhySci 2 PhySci 3 PhySci 4
Respondents

Figure 2. The Distribution of Respondents

N=51

Procedure

The Kolb’s Learning Style Inventory questionnaire was administered to 1 st

year, 2nd year, 3rd year and 4th year students enrolled in a Physical Science

course at Bohol Island State University – Candijay Campus. The administration

of the instrument was untimed, thus the respondents were able to complete

answering without time pressure. Based from the results given by the

respondents, the researchers collected, analyzed and interpreted the data.

13
Statistical Treatment

The gathered data were tabulated and interpreted and serve as bases in

analyzing the data.

The following formulas were used in the study:

1. To obtain the respondents’ profile in terms of age, sex and year

level percentage was used:

F x 100
P=
N

Where:

P = percentage

F = frequency

N = number of respondents

2. To obtain the respondents’ learning style weighted mean was used:

x¿
∑ f (x )
N

Where:

x = mean

∑ f (x ) = Total scores of students

N = No. of respondents

14
3. To determine the significant relationship between the respondents’

learning style and their gender Chi – square test of independence

was used:

(O−E)2
X 2 =∑
E

Where:

X 2 = Chi - Square obtained

∑ ¿the sum of
O=¿Observed score

E=¿expected score

4. To determine the significant relationship between the students’

learning style and their academic performance in Science Chi-

square of independence was used:

(O−E)2
X 2 =∑
E

Where:

X 2 = Chi - Square obtained

∑ ¿the sum of
O=¿Observed score

E=¿expected score

15
 DEFINITION OF TERMS

The following operational terms are defined in order to facilitate

understanding and interpretation to clarify the content of this study:

Academic Performance.It refers to the general weighted average grade in

all science subjects.

Auditory Learners. Refers to those who learn best through verbal lectures,

discussion and talking things through and listening to what others have to say.

Learning Style.It refers to as how respondents deal with their study

approaches through perception towards the surrounding and how they used it to

improve their academic performance in Science.

Kinesthetic/Tactile Learners.It refers to those respondents that learn

through a hands- on approach and actively exploring the physical world around

them.

Visual Learners.It refers to those respondents that can learn and excel

through seeing.

Learners. It refers to the students of Bohol Island State University (BISU)

Candijay Campus enrolled in Physical Science course (1 st year to 4th year),

academic year (2015-2016).

16
 Chapter 2

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter covers the presentation of the gathered data on

respondents’learning styles and academic performance in science. These were

analyzed and interpreted in accordance to the specific problems of the present

study. Finally, the findings became the bases in drawing conclusions and

recommendations.

Table 1.1

Respondents’ Profile in terms of Age

N=51

Frequenc Percentage
Range
y (F) (%)
16-17 20 39.23
18-19 19 37.25
20-21 6 11.76
22-23 5 9.80
24-25 1 1.96
Total 51 100

Table 1.1 reveals that the respondents’ age ranging from sixteen-

seventeen(16-17) years old got the highest frequency of twenty(20) or 39.23% of

the total population while the age ranging from twenty-four to twenty- five(24-25)

got the lowest frequency of one(1) or 1.96%. It shows that majority of the

respondents were first year students with the age range of 16-17 years old.

17
 Table 1.2

Respondents’ Profile in terms of Gender

N=51

Gender Frequency (F) Percentage (%)

Male 13 25.49
Female 38 74.51
Total 51 100

As shown in table 1.2, female students with a frequency of thirty-eight (38)

or 74.51% outnumbered the male ones with a frequency of thirteen (13) or

25.49%. This gender trend is also true to the student population in the College of

Teacher Education (CTE) and to the actual dominance of female students in the

university.

Table 1.3

Respondents’ Profile in terms of General Weighted Average Grade in Science

N=51

Frequenc Percentage
Range Description
y (F) (%)
1.0-1.2 Excellent 0 0
1.3-1.5 Very Good 1 1.96
1.6-2.5 Good 49 96.08
2.6-3.0 Fair 1 1.96
Total 51 100

Table 1.3 exhibits that most of the respondents’ general weighted average

grade (GWA) is “Good” with a frequency of forty-nine (49) or 96.08%. However,

least of the respondents’ (GWA) is Very Good (1.3-1.5) and Fair (2.6-3.0) with a

18
frequency of one (1) or 1.96%. This means that majority of the students were in

the average level as to their academic performance in science subjects.

Table 2.1

Respondents’Learning Style as to Visual Modality

N=51

Statements WM DV Interpretation

1. I remember information better if I write it down. 2.55 O Low

2. Looking at the person helps keep me focused. 2.22 O Low
3. I need a quiet place to get my work done. 2.59 O Low
4. When I take a test, I can see the textbook page 1.88 S Average
in my head.
5. I need to write down directions, not just take them 1.94 S Average
verbally.
6. Music or background noise distracts my attention 2.35 O Low
from the task at hand.
7.I don’t always get the meaning of a joke. 1.82 S Average
8. I doodle and draw pictures on the margins of 1.69 S Average
my notebook pages.
9. I have trouble following lectures. 1.67 S/N High
10.I react very strongly to colors. 1.59 S/N High

Composite Mean 2.03 S Average

Description Interpretation

Legend:Often (O) - (2.35 – 3.00) Low

Sometimes (S) - (1.68 – 2.34) Average
Seldom/Never (S/N) - (1.00 – 1.67)High

Table 2.1 shows that item no. 3 “I need a quiet place to get my work done”

obtained the highest weighted mean of 2.59 with a descriptive value “Often” while

item no. 10 “I react very strongly to colors” got the lowest weighted mean of 1.59

with a descriptive value “Seldom/Never”.This means that most of the

respondentsprefer to study and learn in the absence of sounds. However, they

cannot focus well to see very strong colors and got easily tend to distract on it

based on their weighted mean.

19
 In general, the respondents’ visual modality were rated with a composite

mean of 2.03 with a descriptive value “S” or sometimes. It signifies that the

respondentsused their visual learning abilitysometimes and that they prefer to

learn in a place without any noise interventions.The result was supported by

Fleming (2011) who stated that visual learners need quiet study time.

Table 2.2

Respondents’Learning Style as to Auditory Modality

N=51

Statements WM DV Interpretation

1. My papers and notebooks always seem messy. 1.88 S Average

2. When I read, I need to use my index finger to
track my place on the line. 1.51 S/N High
3. I do not follow written directions well.
4. If I hear something, I will remember it. 1.43 S/N High
5. Writing has always been difficult for me. 2.31 S Average
6. I often misread words from the text-(i.e., “them” 1.37 S/N High
for “then”). 1.53 S/N High
7. I would rather listen and learn than read and learn.
8. I’m not very good at interpreting an individual’s 2.14 S Average
body language.
9. Pages with small print or poor quality copies are 1.92 S Average
difficult for me to read.
10.My eyes tire quickly, even though my vision 2.16 S Average
check-up is always fine.
1.88 S Average
Composite Mean 1.81 S Average

Description Interpretation

Legend: Often (O) - (2.35 – 3.00) Low

Sometimes (S) - (1.68 – 2.34) Average

Seldom/Never (S/N) - (1.00 – 1.67) High

20
 On the table 2.2, revealed that item no. 4 “If I hear something, I will

remember it” obtained the highest weighted mean of 2.31 with a descriptive value

“S” apparently, they believe that they learn best by listening. It is important that

information should be presented orally for them to be able to remember, grasp

and understand the meaning of the information. According to Reif and

Heimburge (2006), auditory learners are able to understand information well if

reinforced through melodies, beats, and rhythms. They like that directions and

questions be given orally and are required to repeat themwhereas item no. 5

“Writing has always been difficult for me” got the lowest weighted mean of 1.37

and has a descriptive value “S/N”. It implies that the respondents use mist of their

hearing senses to take information and recalls it when necessary. According to

Mills et al., (2010) auditory learners learn through hearing and tend to prefer

speakingthan writing.

Overall, the total composite mean is 1.81 described as“S” sometimes. This

mean value indicates that generally, the respondents’ “frequently” adopt the

auditory learning style.

21
 Table 2.3

Respondents’Learning Style as to Kinesthetic/Tactile Modality

N=51

Statements WM DV Interpretation

1. I start a project before reading the directions. 1.41 S/N High

2. I hate to sit at a desk for long periods of time. 1.92 S/N High
3. I prefer first to see something done and then to 2.06 S/N High
do it myself.
4. I use the trial and error approach to problem- 2.61 O Low
solving.
5. I like to read my textbook while riding an 1.16 S/N High
exercise bike.
6. I take frequent study breaks. 2.00 S Average
7. I have a difficult time giving step-by-step 1.75 S Average
instructions.
8.I enjoy sports and do well at several different 2.12 S Average
types of sports.
9.I use my hands when describing things. 2.22 S Average
10.I have to rewrite or type my class notes to 1.94 S Average
reinforce the material
Composite Mean 1.92 S Average

Description Interpretation

Legend: Often (O) - (2.35 – 3.00) Low

Sometimes (S) - (1.68 – 2.34) Average

Seldom/Never (S/N) - (1.00 – 1.67) High

As seen in table 2.3, most of the respondents chose item no. 4 as to

learning style in kinesthetic/tactile “I use the trial and error approach to problem-

solving”. It obtained the highest weighted mean and a descriptive value “O”,

However item no. 5 “I like to read my textbook while riding an exercise bike” got

the lowest weighted mean with a descriptive value “S/N”. Generally, it indicates

that the respondents occasionally practice the kinesthetic/tactile learning style as

evidenced by a composite mean value of 1.92.This means that they sometimes

22
resort to learning by touching or sensing the learning material. According to

Boiser (2004), tactile learners learn by associating feelings with concepts and

information. Tactile learners favor subjects that allow them with their hands and

learn best by handling the texture and shapes of objects, Vega and Prieto (2006).

Table 3.1

Relationship between Respondents’ Learning Styles

andGender

Visual Auditory Kinesthetic/Tactile

Gender Total
F % F % F %
Male 8 21.62 1 20 8 40 17
Female 29 78.38 4 80 12 60 45
Total 37   5   20   62
2
X = 2.361407; Critical value = 5.991; α = 0.05; df = 2
Interpretation: not significant

*Note: The grand total exceeds the sample size since there are respondents who
have more than one learning style.

According to Saadi (2014) on his study in Saudi Arabia, female students

demonstrate stronger preferences for visual and auditory style. This result is

consistent with Slater et. al. (2007) said that female students in their first year of

medical studies had greater preferences for visual learning style. According to

Slater, female students most likely to learn visualize such as diagram, graph or

figure. But for male students, most of them like the hearing style (voice) method.

For male students, they assume voice medium can be stored in long term rather

than visualize. In addition, Khatib S., Ghosheh S. (2013) said that males were

more auditory and tactile learners, whereas female students were more

kinesthetic learners.

23
 As to gender, table 3.1 demonstrates that the computed chi-square test

value for the learning style is 2.361407 lesser than its critical value 5.991. This

signifies that there is no significant relationship between gender and their

respective learning styles. Thus, the null hypothesis stating that there is no

significant relationship between gender and learning style is accepted at 5% level

of significance with degrees of freedom = 2.This finding is consistent with the

results in the study of Israa(2009) and Javadinia et al. (2011) stating that there is

no significant relationship between gender and students’ learning styles. In

addition, Ahmad (2011) and Yusof(2012) reported that gender did not seem to

influence the learning style preferences among students.

However, Amini et al.,(2010) in a study at Isfahan University showed a

significant relationship between gender and learning styles. Furthermore, Lau

and Yuen (2010) who used the ‘Gregorc Style Delineator’ found that gender

factor does affect the learning style preferences of students.

24
 Table 3.2

Relationship betweenRespondents’ Learning Styles

and Academic Performance in Science

Visual Auditory Kinesthetic/Tactile

Range Total
F % F % F %
1.0-2.0 25 67.57 2 40 11 55 38
2.1-3.0 12 32.43 3 60 9 45 24
Total 37 5 20 62
X2 = 1.894161; Critical value = 5.991; α = 0.05; df = 2
Interpretation: not significant

*Note: The grand total exceeds the sample size since there are students who
have more than one learning style.

Table 3.2revealed that students are then described to be more on visual

and kinesthetic form of learning as compared to the auditory. In contrary,

Javadinia et al. (2011) investigated students from the Brigand University of

Medical Sciences, studying at various years of basic sciences, pathophysiology,

preclinical and clinical found that the preferred learning style was auditory. In

addition,Urval et al. (2014) have previously shown that for medical students in

India, the auditory style was dominant too.

Furthermore, the tableabovepresents that there is no significant

relationship between the respondents’ learning style and their academic

performance in Science. Since the Chi-square test value 1.894161 is lesser than

the critical value 5.991 at 0.05 level of significance with the degrees of

freedom=2 the null hypothesis is accepted. This implies that the learning styles of

the students in Science are not related to their performance in the said subject. It

is further supported by the study of Ghaffari, et. al., (2013) that there is no

25
significant relationship between students’ academic achievement and their

learning styles. Similarly, Montemayor, Aplaten, and Perey (2009) revealedthat

there is no significant relationship that exists in the learning styles between the

low achieving and high achieving students. Meanwhile, the findings

demonstrated by Al-Hebaishi (2012) also supports that there is lack of significant

relationship between learning styles and academic performance.

On the other hand, a study conducted by Vaishnav (2013) resulted that

the three learning styles, namely: visual, auditory and kinesthetic are significant

on academic achievement.

26
 Chapter 3

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This section summarizes the findings of the study which were discussed

and interpreted in the previous chapter. The results served as the basis in

formulating conclusions and recommendations of the study.

Summary of Findings

The main purpose of the study was to determine the relationship between

learning style and academic performance in science of all the regular Physical

Science students of the College of Teacher Education (CTE) at Bohol Island

State University (BISU) – Candijay Campus during the academic year 2015-

2016.

To support the general statement, the following specific questions were

raised: What is the profile of the respondents in terms of age and gender? What

are the learning styles of the students-respondents in terms of visual, auditory

and kinesthetic/tactile modalities?

There is no sufficient evidence to reject the null hypothesis between the

relationship of the students’ learning style and academic performance in Science.

After a thorough analysis of the study, the researchers came up with the

following findings:

Most of the respondents are between the ages from 16-17 years old.

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 Regarding gender, female students dominated the male ones.

As to general weighted average grade in science, most of the respondents

were average achievers.

As to respondents’ learning style (visual modality), majority of them

preferred to need a quiet place to get their work done.

In auditory modality learning style, most of them chose that it is easier for

them to remember something if they hear it.

For learning style (kinesthetic/tactile), they preferred to use the trial and

error approach to problem-solving.

The result of the study showed an insignificant relationship between

gender and learning style. It was also found out that there is no significant

relationship in terms of the learning style of the students on their academic

performance in Science.

Conclusions

Based on the research findings, it is concluded that, learning style does

not influence academic performance. A student, whether high achieving or low

achieving, does not have a clearly defined learning style preference.

Furthermore, it is also concluded that gender of the student has nothing to do

with their performance in school.

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Recommendations

Based on the findings, the researchers have formulated the following

recommendations for enhancement:

1. Teachers should assess the learning styles of their students by applying

differentiated instruction to cater students’ individual style of learning.

2. In designing teaching plans and strategies, the teacher should consider

how the different learning styles can be incorporated in the teaching-

learning process.

3. Students should explore the other learning styles for them to become

holistic individuals able to learn in differentiated ways of teaching done by

their teachers.

4. The respondents of the study are only fifty-one Physical Science students.

Due to the research limitation, andfor a more reliable result it would be

advisable for the future researchers who will conduct the parallel study to

increase the number of respondents and consider other variables like the

course enrolled, economic status and other factors affecting student’s

academic performance not just merely focusing on their learning style and

gender.

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