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"The Journey to Learning: Through the Learning Styles of the Senior High School
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Research · March 2020

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 University of the East-Caloocan
105 Samson Road, Caloocan City

“The Journey to Learning: Through the Learning Styles of the Senior High School
Academic Strand Students A.Y. 2019-2020”

A Research Study presented to

Philosophy Humanities and Social Sciences Strand

UE Senior High School, Caloocan

In partial fulfillment

Of the requirements for the subject

Research Project

By

Leader:

Syguia, Jose Noel G.

Members:

Aventijado, Karl Angelo H.

Ignacio, Alessandra Nerisse

Ramos, Tjay A.

Tenerife, Marc Apollo

Ms. Mary Bernadeth Buhay-Borja, LPT

Teacher

March 2020
In partial fulfillment of the requirements for the Senior High School Diploma of
PHILOSOPHY, HUMANITIES, AND SOCIAL SCIENCES STRAND SENIOR
HIGH SCHOOL. This research entitled: “The Journey to Learning: Through the
Learning Styles of the Senior High School Academic Strand Students A.Y. 2019-
2020” has been prepared and submitted by Karl Angelo H. Aventijado, Alessandra
Nerisse Ignacio, Tjay A. Ramos, Jose Noel G. Syguia, and Marc Apollo Tenerife.
“The Journey to Learning: Through the Learning Styles of the Senior High School
Academic Strand Students A.Y. 2019-2020”

By

Leader:

Syguia, Jose Noel G.

Members:

Aventijado, Karl Angelo H.

Ignacio, Alessandra Nerisse

Ramos, Tjay A.

Tenerife, Marc Apollo

After having been presented is hereby approved

By the following members of the panel

 Dedication

This research paper is dedicated to our parents, who became our support system in

doing our study; to our research advisers: Mrs. Mary Bernadeth Buhay-Borja, Mr. Ralph

Louis Quejada, and Mr. Macrin Macky Abril, for helping us throughout the research. We

couldn’t have done this research without their guidance. We dedicate this research to the

academe in education. We hope that all of our efforts will not go to waste for the

continuing pursuit of knowledge and providing solutions/improvements for the

betterment of society. We also dedicate this research to the students, themselves, for they

are the main focus of this study. We hope that understanding their subjective learning

experiences and considering their preferred learning styles will help them be encouraged

in studying. And lastly, we dedicate our study to the Supreme Being that has been our

greatest source of strength.

Acknowledgment

There are a lot of people that we, the researchers, offer our gratitude to.

First of all, we would like to thank the Supreme Being for granting us wisdom that

greatly helped us in completing this research.

We would also like to extend our gratitude to our Research Project teacher, Mrs.

Bernadeth Buhay-Borja, for imparting her knowledge with us and properly guiding us

towards the success of our thesis. For Ms. Pauline Jirah Suyat, for a diligent effort in

validating our interview questions and also for giving meaningful insights on what points

to ponder or revise and clarifying the major weakness of our interview questionnaires.

And to Mr. Ralph Louis Quejada, for guiding and giving us an advice on how we should

do correctly our parts in the research paper; and to our current teacher in Quantitative

Research, Mr. Macrin Macky Abril, who taught us the importance of each of every

details that we imparted in our research paper. Also included in our expression of thanks

are the panel members who have helped us to the best of our abilities, making the

research more credible. And to Mx. Agapito G. Mercades, who imparted his knowledge

that helped us make our research more accurate and free from grammatical errors. Our

gratitude is also for the respondents who have patiently and enthusiastically answered our

online survey and interview that provided us the rightful and useful data. This would not

be possible without their time and effort. Lastly, we give our heartfelt gratitude to our

parents who have sincerely supported us all the way and provided us with mental strength

and inspiration.

ii
 With humble hearts, we would like to thank once again the persons stated and

mentioned above, for this research would not be possible and successful without their

guidance.

iii
Abstract

For the past few years, the focus of the education system in the Philippines is to

cultivate students in becoming globally competitive and knowledgeable in all aspects.

The thought of this aim is to produce young Filipinos that will become the future success

of the nation. Because of this, the researchers aim to know and understand the

perceptions of the UE (University of the East) Caloocan Senior High School Academic

Strand Students in terms of determining their learning styles through utilizing the

narrative research method. At the end of the study, the researchers found out that students

enjoy learning when their preferred type of activities are performed – hence, having the

attributes of an active learner. Learning styles is an important factor to consider for the

students to learn well in school. Being able to recognize their type of learning will

motivate and help them achieve the aim of producing globally competitive students.
 TABLE OF CONTENTS

PRELIMINARY PAPERS

Cover Page……………………………..……………..……………………………...…..

Approval/Acceptance Sheet…………………………………...……………….……….

Panel’s Approval Sheet……………………………………….………………………...

Dedication………………………………………………………...……………………..

Acknowledgement………………………………………………..…………………….. ii

Abstract………………………………….………..……………………………………..

CHAPTER 1

Introduction……………………………………………….….………………………… 1

Background of the Study………………………………….…….……………….…….. 3

Statement of the Problem……………………………….……….………..………….... 6

Scope and Delimitation ………………….…….…….….……….………..…………… 7

Significance of the Study……………………………………………….....……………. 9

CHAPTER 2

Review of Related Literature……………………….………………………………… 11

Theoretical Framework……………………….…….………….….…………….……. 26

Conceptual Framework………………….…………..…….…………….…….……… 28

Definition of Terms………...…………………………….……………………………. 30

CHAPTER 3

Research Design………….……………………………………………………………. 31

Research Locale ………………………………………………….…………………… 31

Sources of Data ………….…….…..…………..…..…..….….…...……….………….. 33

Nature of the Participants………….………….…………….….…...………………... 34

Sampling Technique…………….……………….……….………………………….... 34
Research Instrument……………………………….…………………………………. 35

Data Gathering Procedure…………………………….……………...……………… 36

CHAPTER 4

Analysis and Interpretation of Data…………………….…………………………… 37

CHAPTER 5

Summary of Findings………………………….……………………………………… 48

Conclusion……………………………………………….…………………………….. 49

Recommendation……………………………………………………………………… 50

LIST OF APPENDICES

1. Index of Learning Styles……………..…………………………………………… 51

2. Chapter Codes…………………………………………………………………….. 63

3. Consent Form………………………..……………………………………………. 69

4. Instrument Validation Template………………………………………………… 70

5. Grammarian’s Certificate.…………..……………….…………………………... 72

6. References……………………………..……………….………………………….. 73

7. Curriculum Vitae………………………………………………………………….. 79

LIST OF FIGURES

1. Theoretical Framework……………………………………….….……………….... 27

2. Conceptual Framework……………………….……………...….……….…….…... 29

3. University of the East Caloocan Campus Map………………………………… 33

 1

Chapter I

INTRODUCTION

As Dr. Seuss’ says, “The more that you read, the more things you will know; the

more that you learn, the more places you will go.” The journey to learning is never

constant – it is ever changing and there is always room for improvement. Learning is a

process that can be achieved in different ways. Each student has their own subjective

learning experiences that helped them in choosing their preferred learning styles.

According to 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 (Pashler, et.al., 2009, p.105). In recent

years, the education system of the Philippines aims to cultivate globally competitive

Filipinos for the future success of the nation. The researchers believe that by giving an in-

depth perspective as to how students react in relation to learning, they will help identify

research gaps to work on and may overall improve the quality of education in the

Philippines.

Limited studies were conducted about this topic that is why this circumstance

gave the researchers an idea on what research gaps they need to focus and to fill. While

Carbonel (2013) and Almigbal (2015) used questionnaire to gather numerical results, the

1
 2

study did not cover the personal experiences of the population about the topic. As a

result, the study did not cover the reasons behind the choices and behavior of the

population about their learning styles and preferences. Balakrishnan & Gan (2015) on the

other hand, gave focus on the possible effectiveness and benefits of using social media as

a learning platform. The study did not include the views and opinions of the population

regarding the topic and/or idea. As an effect, the insights of the population served as a

research gap which is rarely discussed and/or focused on.

Hence, the purpose of this qualitative research is to serve as an outline as to how

the students, the parents of the students, the teachers, and the UE (University of the East)

management will benefit after the research was done. The quality of education in the

Philippines may also improve by the result of determining and understanding the in-depth

experiences of the students in choosing their preferred learning style. Overall, the

intention of the study is to look through the lens of the UE Caloocan SHS (Senior High

School) Academic Strand Students with regards to their experiences in learning.

 3

BACKGROUND OF THE STUDY

As Nelson Mandela says, “Education is the most powerful weapon which you can

use to change the world” (Mandela, quoted in Duncan, 2013). In recent years, the

education system of the Philippines aims to cultivate “globally competitive” Filipinos for

the future success of the nation. As an effect, both private and public educational

institutions strive to achieve that goal through revamping the structure of their

curriculums; the Senior High School Program (Montemayor, 2018). Multiple criticisms

arose from the changes brought forth by the Philippine government but that is not the

concern of the study. Instead, the study focuses on the subjective learning experiences of

the senior high school students who are part of the academic strands: Science Technology

and Mathematics (STEM), Accounting and Business Management (ABM), General

Academic Strand (GAS) and Humanities and Social Sciences (HUMSS). The researchers

believe that by giving an in-depth perspective as to how students react in relation to

learning, will help identify research gaps to work on and may improve the quality of

education overall.

A study conducted in the state college of Kalinga-Apayao, Philippines regarding

the preferred learning styles of the students showed that 46% percent of the students

prefer learning through visual style, 36% percent prefer auditory learning and only 18%

of them prefer tactile style of learning (Carbonel, 2013). The researchers will take note of

the result of the study as a possible outcome of the preferred learning style of the

researchers’ population. According to Almigbal (2015), learning style preferences are not

related to a student’s academic achievements, marital status, residency, or study resources

(for example, teachers’ PowerPoint slides, textbooks, and journals). In otherwords,

 4

suiting a student’s learning style preference does not mean that it equates to the

attainment or increase of academic achievements which will be noted by the researchers.

Based on the study conducted by Balakrishnan & Gan (2015), the rise of social media

technologies explores the factors affecting students’ intention to use social media for

learning based on their learning styles using the “social media acceptance model”. In a

nutshell, the study proposed that social media could be used in the field of learning

following a set of guidelines and principles provided by the study which can improve the

quality of learning and education. With this in mind, the researchers will also take note

about the digital platforms that have a significant influence as to how the population may

think and behave when it comes to learning.

From all the studies referenced earlier, all of which are quantitative studies. Most

of the studies conducted about this topic used a cross-sectional study approach, a

quantitative approach. There are only little to no studies that took a qualitative approach

about the students’ learning styles. While Carbonel (2013) and Almigbal (2015) garnered

a numerical result using a questionnaire, the study did not take account their personal

experiences about the topic. As a result, the study did not cover the reasons behind the

choices and behavior of the population about their learning styles and preferences.

Balakrishnan & Gan (2015) on the other hand, shed light on the possibility and benefits

of using social media as a learning platform. The study did not include the views and

opinions of the population regarding the topic and/or idea. As an effect, the insights of

the population serve as a research gap which is rarely discussed and/or focused on.

Hence, the purpose of this qualitative study is to account for such research gaps

mentioned earlier combining the features of quantitative and qualitative approaches to

 5

research. Through this, the researchers will address the said gaps to provide an in-depth

study about how the population formulates their opinions and why. In conclusion, this

study will serve as a vantage point to further researchers down the line about the

perceptions of the population about learning styles and their journey to learning.
 6

STATEMENT OF THE PROBLEM

This study aimed to explore and describe the lived experiences of senior high school

academic strand students in terms of their learning styles within the context of the current

curriculum of UE Caloocan.

Specifically, the study sought to answer the following research questions:

1. What are the learning styles? How do students engage, participate, and learn well

in school?

2. What are the attributes of an active learner in terms of the current curriculum of

the K-12 Program of the Basic Education Department?

3. Based on the population’s learning experiences, what makes learning enjoyable in

their own perspectives?

4. What are the different experiences of the population about the different learning

styles and what particular learning style/s are they most comfortable with?

5. What is the population’s preferred learning style and the reasons as to why?
 7

SCOPE AND DELIMITATION

The study is focused on the perspectives of the University of the East (UE)

Caloocan Senior High School (SHS) students in relation to their varying subjective

learning experiences. The study will utilize the narrative research method in gathering

and analyzing the population’s answers. The researchers will conduct an interview and

give 5 open-ended questions to the participants of the study about the said topic. In

choosing the population, a multi-stage sampling shall be observed. The first stage is

utilizing a volunteer sampling technique where the population will take an Index of

Learning Styles (ILS) test to properly select the sample to be interviewed and to measure

the inclination of the population in terms of their suited learning styles. The second stage

is utilizing the proportionate stratified random sampling method to in order to get the

equal and proportionate representation of the population of the study in accordance with

their respective learning styles. There will be a total of 10 participants representing the all

the academic strands. The students that are qualified to participate in this study are those

who are currently taking any Grade 11 or 12 academic strands of SHS in UE Caloocan.

Each participant will be given a maximum of 30 minutes to answer all 5 questions. The

interview will be conducted at the convenience of the participants: the time and place in

school grounds. The objective of this is to get an overview of the perspectives of all SHS

students about their learning experiences and to possibly identifyhidden problem or

inquiry that will become a topic of interest for future researches.

The study does not cover the external factors that influence the answers of the

population, such as: attitude and personality, aptitude or academic grades, family

background, etc. The researchers did not note the sex, gender, race, and ethnicity in
 8

gathering the population of the study. The study utilized the narrative research method

because the whole study is centered at the research questions and the responses of the

population. Through the interviews to be conducted, it is a form of experiment because of

the unknown and possibly varying answers of the population and it is also a form of

storytelling. If proven that there is a common ground to the responses of the population

and there is an identified problem or inquiry that is answer/solved, the situation of the

population may improve in terms of the quality of learning and education in general.
 9

SIGNIFICANCE OF THE STUDY

This study is deemed significant to the following:

UE Caloocan Management, the study, when finished, may serve as an outline or

suggestion as to how the management of UE Caloocan may improve their quality of

education. The educational institution will also benefit from the study because the

improved learning experiences of the population may have a positive correlation to their

aptitude which will improve the efficiency of the said institution in terms of education.

Students, the former and the latter, will be the main beneficiaries of the study

because they are the first to be affected; in terms of their subjective learning experiences

to reach their overall satisfaction. Enhancing such learning experiences will lead to an

improved learning environment where the population will enjoy their journey to learning.

Parents of the Students, the parents of the students will be affected by this

positive change because producing such excellent students and make learning more

satisfying will cultivate better individuals for the larger community: the Philippines.

UE Caloocan SHS Teachers, this study seeks to know and understand the

preferred learning styles of the students which can help the teachers on which method to

apply in teaching. The use of the preferred learning styles of the students may develop an

interactive relationship between the students and the teachers.

Researchers of the Study, as students themselves, will benefit from the study

because they are part of the process, or the journey, to learning in UE Caloocan as SHS

students. The study will also serve as an opportunity to further enhance and improve the

researchers’ skills in research, in terms of their professional and individual development.

 10

Future Researchers, additionally, it will also help the future researchers to fill in

the gap that was not discussed and covered in the study: the background, race, gender,

sex, etc. of the students. Studies, when finished, are like photographs; it freezes time.

Research is continuous and the study may serve as a vantage point for further researches

to be conducted in the future in relation to the topic.

 11

Chapter II

REVIEW OF RELATED LITERATURE

This chapter includes the review of related literature and studies which the

researchers have used to give an insightful background on the topic under study.

Discovering the Students’ Learning Styles

A journal article written by Aysyad (2018), focused on describing the learning

styles of the SHS students in Bangkulu Province and their perception on local-oriented

and learning style-based English learning materials. In this article, it was concluded that

the students prefer these local-oriented and learning-style based English learning

materials. This article is connected to the researchers’ current study about the subjective

learning experiences of the students in choosing their preferred learning styles for it is

also a study conducted within the senior high school students. The mentioned article

leaned to a quantitative approach which discussed the effectiveness of the local-oriented

learning style-based English learning materials; meaning, it has a gap regarding the

reason behind the choices of the SHS students. The researchers will aim to fill in these

gaps and understand the root as to why SHS students of UE Caloocan prefer a topic of

study or classroom activity.

In a newspaper article with the title “We all learn differently, and that's OK:

Learning preferences can help students create a unique educational experience”

Sutherland (2017) wrote, that the author read the text of her required reading material,

11
 12

becoming weary and frustrated that had conflict in comprehending it. She also had a

difficult time focusing and listening to lectures in class. However, once she discovered

she was a visual learner, she changed her study habits to be more visual by watching

videos or creating pictures to outline complex concepts. This example relates to the

researchers’ current study because every student has a different learning style, and it is

important for students to embrace their individuality and the unique way they learn. In

addition, the fact that there are students experiencing difficulty in absorbing information

from lectures should not be ignored. Understanding what type of learner you are is

important because bringing this information to a student’s awareness can be used to his or

her advantage in class or when studying. From the given example by the author, adopting

studying practices that lean towards a student’s learning style, thus having better

information retention, will be noted by the researchers.

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. It correlates to the researchers’ current study because it gives

information about different type of learning styles in each child or student. This is
 13

beneficial to the researchers because it emphasizes the need to recognize the different

types of learning styles each student posseses in a classroom. Through this, if this concept

were to be utilized, it would be valuable to the teachers in determining how he/she will

handle his/her students. In other words, the researchers will take note of the concept ofa

child that is able to explore and seek information in their own unique ways – therefore,

unmolding.

St. Loius (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. The researchers took note of the lesser probability of conflict

between an educator and a student when an educator makes adjustments for the learning

style of his/her student.

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

preerred 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 aboutthe results oflearning 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 classrom more effective.

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. The study stated above is connected to the

researchers’study since it also gives emphasis on the importance of the recognition of

learning styles of the students. Furthermore, the researchers took note of the study’s

emphasis on the significant effect of whether or not an educator knows the learning styles

of his/her students.

A study by Mohamad (2013), with the title “Learning Styles and Academic

Achievement Among Building Construction Students”, was conducted for the reason of

how the identified learning styles affect the academic performance of the students. The

study utilized descriptive case study as its research design with quantitative and semi-

structured interview as supporting components. This study also utilized Felder- Soloman
 15

Index of Learning Styles (ILS) as part of its research instruments. The study

“…concluded the need for a framework based on the dominant students’ learning style

through the cognitive mastery and vocational elements”.The researchers’ current study is

related to this study because it also stressed the imprtance of learning style towards

learning effectively. With the output of the mentioned research, the researchers will take

note of the correlation stated by the study, and the result will be used to further justify or

strengthen the importance of the recognition of the different learning styles of the

population.

Quinn (2015), conducted a study with the title “Learning Styles of Undergraduate

Students and Its Influence on the Preference of Lecture Delivery Methodin a Large

Enrollment Undergraduate Gross Anatomy Course”. This studyaims to gather

information about the learning styles of the students and to help them know their

weaknesses and strengths in terms of learning.It stated that when a student knows his/her

preferred learning style,that studentcan help develop study strategiesto compensate for

weaknesses, capitalize on strengths, and can be a helpful assist in reaching success. In

addition, the utilization of Felder- Soloman Index of Learning Styles (ILS) is present.

The findings of this study about the profound effect of knowing one’s learning style and

using it to one’s advantage will be noted by the researchers.

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.

A study conducted by Castolo (2006), with the title “Learning Styles of

Sophomore Students of PUP Laboratory High School (SY 2006-2007)” included the

income, gender, and socio-economic status as factors that affect the culimination of the

learning styles of the students.It stated that the awareness of one's learning stylewill help

a person maximize their potential in accumulating learning to the best of their ability with

the use of their preferred learning styles. The study also emphasized the teacher’s role in

maximizing students potential – that is, to select teaching strategies that is ideal for the

students.The study stated above is connected to the researchers’ study since it further

valued the role of the teachers in helping students maximize their potential. The

reserachers wil take note of the findings of the study as further evidence to highlight the

importance of recognizing a student’s learning style.

 17

Ways of Learning

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 effectivelywhich they willrecall 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. That is

why the researchers of this study took note of the book’s claim and content. This will be

one of the main points to ponder on whether the same case will be observed in UE

Caloocan.

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. This

study can help the researchers to identify if reflective and experiential learnings are

applicable to the population of UE Caloocan as an effective learning style that will satisfy

the students’ subjective perspectives in learning.

In a book Allan (2017), wrote titled “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. The researchers can use the output stated in the book to know the if the sameis

applicable to the students of UE Caloocan, and how it would be handled to provide

effective learning.

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. This relates to the researchers’s

current study because it lets the reader know that every child has their own ways of

learningwith or without the instructions of the teacher. UE Caloocan has already adopted

the activity-based learning approach and this will be noted by the researchers.
 19

Relationship of Learning Styles with Others

A book written by Ahmet & Güzel (2006) titled “The Relationship between

Learning Styles and Problem Solving Skills among College Students” assessedthe

relationship between learning styles and problem solving skills of students of Atatürk

Faculty of Education. This book contained a research where it was conducted on 330

senior students during the semesters of A.Y. 2002-2003. To collect the data, the Learning

Style Inventory (LSI) and the Problem Solving Inventory (PSI) were used. The findings

indicate that learning styles differed with respect to the students' subject matters in high

school and the types of university entrance exam scores.In relation of this to the

researchers’ current study,the usage of the LSI will be noted by the researchers as an

alternative for the Index of Learning Styles (ILS) test. The LSI will be classified by the

researchers as an effective medium and possibly be utilized in this study to further give a

richer understanding about the sample’s perception about such learning styles. This study

however will not relate learning styles to problem solving skills.

Balakrishnan & Gan (2015), wrote a journal with the title “Student’s Learning

Styles and Their Effects on the Use of Social Media Technology for Learning” where it

focused on the rise of social media technologies and it explored the factors affecting

students’ intention to use social media for learning based on their respective learning

styles using the social media acceptance model.This approachwill help the researchers of

this current study in relation to learning styles because the source explains how social

media technologies influence the students’ everyday life and, especially, to their studies.

Thus, the researchers will take note of the social media acceptance model utilized by the
 20

stated source as a possible model to refer to when using media as a source for effective

learning.

Rezaeinejad & Gowhary (2016), wrote a journal with the title “The Study of

Learning Styles and its Relationship with Educational Achievement Among Iranian High

School Students”. The main purpose of this journal was to study the learning styles

among high school students and correlate it with their educational achievement.The

journal stated above is connected to the researcher’s study since the focus of both studies

is the learning styles of high school students. According to correlation coefficients,

among students in experiential field, there is a positive significant relationship between

students learning styles who use visual-verbal learning style and their score means and

among students in mathematics field, there is a positive significant relationship between

students learning styles who use active-reflective and visual-verbal learning style and

their score mean. In humanities field, there is no significant relationship between the

students learning styles that use sequential-global, visual-verbal and sensing-intuitive

learning styles and their score means. The Kruskal-Wallis test shown that there is a

significant difference between humanities students score means with mathematics

andexperiential students that have active-reflective learning style. There is a significant

difference between score means of grade two students in all fields in active-reflective and

visual-verbal learning styles and similarly in grade three students in all fields in active-

reflective and sequential-global learning styles. In relation to this current study, the

researchers will take note of the insightful output given by the stated journal. The

different cases given to each learning style and its effect to educational achievement will

be noted as one of the possible reasons why students adopt or neglect a specific learning
 21

style. This correlational approach will not be conducted by the study, rather it will be

used as a guideline or as a basis to interpret the answers of the sample of this study to

give a deeper and more detailed understanding as to why the sample thinks the way they

do.

According to Julieta B. Tendero, there are connections between language

proficiency and their learning styles. The respondents are six-hundred (600) first-fourth

year college students. The instruments used were Hemispheric Dominance Test from

Brown (2000), Listening Comprehension Test (LCT) adapted from the standardized Test

of English as a Foreign Language (TOEFL) (Sulivan & Zhong, 1990) and the

ReadingComprehension Test (RCT) adopted from Sicat (1992).The researcher conducted

this study to prove that the potential of the students are connected between these two

intelligences (Tendero, 2019). The researchers will take note of the comparison made

between language and learning. The mode of instruction to be used in classroom

activities may have a significant effect to theoverall subjective learning experiences of

the population.

A study made by Gilbert C. Magulod Jr. entitled "Learning Styles, Study Habits

and Academic Performance of Filipino University Students in Applied Science Courses:

Implications for Instruction." explains that strategies and activities fit for the students

make them a better learner. The research design used here was descriptive correlational

research. The respondents were 75 in total. Two standardized instruments were used by

the researcher.Other factors affect their learning like their past school achievements and

standing(Magulod, 2019). The researchers of this study will take note of the descriptive

correlational approach that was used. The academic achievements will not be the focus of
 22

this study but the reserachers will take note of its presence and its possible influence on

the answers or stories of the participants.

Neuromyth

Schraer (2018), wrote a newspaper article with the title “Exams 2018: The 'myth'

of the visual learner book”. According to the newspaper,there are almost three decades of

academic literature and hundreds of studies which have been unable to find little robust

evidence to suggest matching teaching to people's preferred style helps them to learn

better. Scientists have described this as a "neuromyth", up there with the idea that we

only use 10% of our brains. Learning styles (how you do something) shouldn't be

confused with ability (how well you do something), however, it relates to the researchers’

study because it seems being taught in our preferred learning style may affect the

subjective elements of education - how well we think we've learned something - but not

the objective elements - how well we actually score when tested on the information. The

researchers will take note of this claim about such “neuromyth” and will be addressed

further in this research.

 23

Teaching Styles and Learning Styles

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 classrooms 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.

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.

K-12 Context

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.
 26

Theoretical Framework

Felder & Silverman Learning Style Model (1988, 1993) was proposed by

Richard M. Felder and Linda K. Silverman. In this model, there are said four areas of

personality – which are the active or reflective, sensing or intuitive, visual or verbal, and

sequential or global, that contributes to the personality of a human person. This theory is

connected to the researchers’ study since it will help determine the learning style that

makes up an individual (Konig, 2005).

Another theory that will help the study is the Kolb’s Theory of Learning

Styles (1984) which is a theory proposed by David Kolb. His theory has a huge part in

the inner cognitive processes of a person’s mind. His four-stage experiential cycling

theory involves the concrete experience, reflective observation, abstract

conceptualization, and active experimentation. According to Kolb, the learning

preference of a person is a product of two variables namely processing continuum and the

perception continuum. The Processing Continuum was defined as the way of tackling a

task and the Perception Continuum was defined as the emotional response to the task. By

mixing the two variables, four learning styles are produced – converging,

accommodating, diverging, and assimilating (Rumson, 2018). This theory will help the

researchers’ study in terms of considering the variables affecting and forming the

preferred learning styles of the Senior High School Academic Strand Students.
 27

LEARNING
STYLES

Felder &
Silverman
Kolb’s Theory of
Learning Style
Learning Styles
Model

Figure 1 Theoretical Framework

 28

Conceptual Framework

In this study’s conceptual framework, there are two (2) independent variables that

affect the single (1) dependent variable. The 2 independent variables are LEARNING

STYLES and UE CALOOCAN EDUCATION CURRICULUM which are presumed

causes. The learning styles and UE Caloocan education curriculum directly affects the

dependent variable because the researchers believe that these are the main factors that

influence the population’s subjective learning experiences. On the other hand, multiple

intelligences indirectly affect the dependent variable because the ways people think and

behave are different from one another that is why it is a variable that may or may not

have an influence when it comes to the dependent variable. The dependent variable is the

subjective learning experiences of the population because that is the whole point of this

study. The influences leading to the development of such experiences is one of the points

this study aims to highlight and achieve. Below the dependent variable is the

TEACHING STYLES which is the confounding variable. Teaching styles are an external

factor in our research which will not be highlighted or discussed to make a significant

relevance to this study but, as the nature of a confounding variable, it may interfere with

the results because it is closely tied to the population’s subjective learning experiences.

And lastly, the K-12 program is the context of the framework because that is where the

population is located, and it is the main environment the study is going to focus on.
 29

Presumed Causes

Directly affects
LEARNING
STYLES

SUBJECTIVE
LEARNING
EXPERIENCES

UE CALOOCAN
EDUCATION
(Dependent Variable)
CURRICULUM
Directly affects

TEACHING STYLES
“Confounding Variable”

K-12 Program
Context

Figure 2 Conceptual Framework

 30

DEFINITION OF TERMS

The following represents an initial definition of some terms and concepts:

• Active Learner – This is a term used to define a student who engages in studying

and learning in class voluntarily and willingly.

• Confounding Variable – It is an outside influence that changes the effect of a

dependent and independent variable.

• Enjoy – to get pleasure from something. In this context, to enjoy means to receive

educational fulfillment. To develop the positive perception of students towards

learning inside the classroom.

• Excellent Students – The basis for excellence in this study is the active

participation of students and their positive perception towards learning.

• Experiential Learning – A process through which students develop knowledge,

skills, and values from direct experiences outside a traditional academic setting.

Encompasses a variety of activities including internships, service learning,

undergraduate research, study abroad, and other creative and professional work

experiences.

• Index of Learning Styles (ILS) – This is a survey instrument formulated by

Richard M. Felder and Linda K. Silverman which assesses the students’

preferences based on four dimensions: active/reflective, sensing/intuitive,

visual/verbal, and sequential/global (Felder, R., 2019).

• Learning Styles – This is a term used to explain how people gather, analyze, and

utilize information for future use (Chick, 2016).The term learning styles speaks to

the understanding that every student learns differently. Technically, an

 31

individual's learning style refers to the preferential way in which the student

absorbs, processes, comprehends and retains information. For this study, only 3

learning styles shall be focused on, namely: auditory, tactile, and visual.

• Multiple Intelligences - A theory first posited by Harvard developmental

psychologist Howard Gardner in 1983 that suggests human intelligence can be

differentiated into eight modalities: visual-spatial, verbal-linguistic, musical-

rhythmic, logical-mathematical, interpersonal, intrapersonal, naturalistic and

bodily-kinesthetic. Eschewing previously narrow, preconceived notions of

learning capabilities (for example, the concept of a single IQ), the idea behind the

theory of multiple intelligences is that people learn in a variety of different ways.

• Neuromyth – These are the beliefs and misconceptions of some people about how

the human brain works. These are also loosely based on scientific facts which

may have adverse effects on educational practice.

• Satisfy – to gratify to the full. The basis of this is solely on the subjective

experiences of the participants.

• Subjective Learning Experiences – As used in the study, this is defined as the

students’ own learning experiences which helped them form their preferred

learning style.

• Teaching Styles - Teaching styles, also called teaching methods, are considered to

be the general principles, educational, and management strategies for classroom

instruction (Bohren, 2019).

 32

Chapter III

RESEARCH DESIGN

This chapter presents the discussion on the research locale, source of data,

research design, research instruments, and procedure of data gathering that will be used

for accurate data analysis and interpretation.

Research Design

The researchers will use the narrative research method in which the sample will

tell their own stories and/or experiences regarding their subjective learning experiences.

In selecting the participants, the researchers will use the purposive sampling technique

first and then the proportional stratified sampling for selecting the participants from all

the academic strands in Grade 11 and 12 in order to get the equal and proportionate

representation of the population. In line with this, the researchers will use the Index of

Learning Styles (ILS) as an instrument to properly select the sample to be interviewed

and to measure the inclination of the population in terms of their suited learning styles

(Felder & Soloman, 1996).

Research Locale

For the research locale, the interview will be conducted in the University of the

East Caloocan Campus. The senior high school students, both grade 11 and grade 12,

who are currently taking the academic strand; Humanities and Social Science (HUMSS),

Science, Technology, Engineering and Mathematics (STEM), General Academic Strand

32
 33

(GAS) and Accountancy and Business Management (ABM) will be the population of the

study. This will be conducted on the second semester of school year 2019-2020.

Figure 3. University of the East Caloocan Campus Map

Sources of Data

The sources of data for this research are from primary types of data which will be

conducted via ILS Questionnaire and Interviews. These data will come directly from the

participants therefore making the researchers the first ones to use them. The first data that

will be gathered is from the Index of Learning Styles (ILS) which will be answered by

the participants of the study. The data from that will determine which type of learner the

participant is. The next source of data will be the interview itself. The researchers will get

the answers of the interviewees, and the answers gathered will determine the success of

the research.
 34

The privacy and protection of the participants shall be protected through a consent

form made by the researchers of this study and noted by their research adviser. It is

utilized to ensure that their answers shall be used for research purposes only. The consent

form shall be attached at the appendix section of this study.

Nature of the Participants

The participants were purposely chosen to gather accurate data for the study.

Since the subjective learning experiences of the students are the focus or subject of the

study, the students of UE Caloocan will be the participants of the study.

Sampling Technique

In choosing the population, a multi-stage sampling shall be observed. The first

stage is utilizing a volunteer sampling technique where the interested participants will

take an Index of Learning Styles (ILS) test to properly select the sample to be

interviewed and to measure the inclination of the population in terms of their suited

learning styles. The second stage is utilizing the proportionate stratified random sampling

method for the scheduling of the interview. There will be a total of 10 participants from

all the academic strands of grade 11 and 12. The students that are qualified to participate

in this study are those who are currently taking any Grade 11 or 12 academic strands of

SHS in UE Caloocan. Each participant will be given a maximum of 30 minutes to answer

all 5 questions.
 35

Research Instruments

The following instruments will be used in the conduct of the research:

• Index of Learning Styles - The researchers will use ILS to identify what type of

learning styles students prefer. ILS is a survey in which the respondents will answer

based on the leaning style: either auditory, visual, verbal or tactile (Felder & Soloman,

1996)

• Interview - The researchers will interview the senior high school students of UE

Caloocan so they will know they will know the experiences of these students when

learning. The researchers will conduct a 30-minute semi-structured interview with the

following questions:

1. After being oriented about the different learning styles, what type of style

would you classify yourself with? Why?

2. Would you please narrate an experience when you were actively participating

and/or enjoying the classroom discussion/activity?

3. What method/s do you utilize when studying for exams, quizzes, etc.? Why?

4. If suppose your utilized learning methods are patterned to your future

classroom activities, would you be more inclined to participate and/or learn?

Why?

5. What style do you think is ineffective for you? Why? Could you please

narrate an event as to why?

• Pen and Paper – The researchers will use this instrument in order to jot down and

take note of the answers of the participants.

 36

• Cellphone Voice Recorder – The researchers will use this instrument in order to

make sure that every detail of the participants’ answers is noted and kept.

Data Gathering Procedure

Before the actual interview, the researchers will provide an ILS or Index of

Learning Styles to be answered by the participants. It will determine which learning

styles they prefer the most. The participants will be chosen with the use of the stratified

random sampling technique which will be conducted among the senior high school

academic strand students. After which, the researchers will conduct a semi-structured

interview where the participants will be provided a list of questions prior to the interview.

However, the researchers will not solely focus on these questions, but they will also

depend on the answers of the participants. They will ask the participant questions from

the list they prepared, and they will let them tell their own story. The follow-up questions

to be asked in the interview will depend on the answers of the participant.

 37

Chapter IV

ANALYSIS AND INTERPRETATION OF DATA

This chapter discusses the themes found in the interview of the lived experiences

of senior high school academic strand students (A.Y. 2019-2020) as they relate back their

experiences and perspectives as presented in the previous chapters and other parts of this

document. The topic below highlights the importance and value of understanding the

subjective learning experiences of students in creating a better environment for learning,

so as to offer insights into what made students enjoy learning. In addition, the findings

from the series of interviews were reviewed and analyzed through the utilization of

narrative analysis. In this chapter, the data is presented to answer the research questions

raised in this study. A synthesis of key findings is outlined in narratives and matrixes of

the participants’ answers.

Presentation of Key Themes and Sub-themes

Utilizing the narrative analysis approach as detailed in the study of(Figgou &

Pavlopoulos, 2015), the data analysis is conducted to a cluster of analytic methods for

interpreting texts or visual data that have a storied form. Different approaches to

narrative analysis are categorized on the basis of whether they focus on the narrative

content or structure, with the thematic version interrogating what a story is about, while

the structural version asks how a story is composed to achieve particular communicative

aims. Each transcript is analyzed individually, therefore, the researchers of this study

37
 38

worked through to transcribe the population’s answers accurately from the conducted

interviews.

In this method of analysis, the thematic approach is utilized for an organized and

smooth flow of the population’s answers. In addition, the themes used are conveniently

grouped with the research question of this study to ensure that the interview questions

match the questions that the study aims to answer.

Stages of Analysis:

1. Encoding

The answers of the population were given a preliminary read by the researchers,

immediately following each interview – even though there is already a voice

recorder present. This method is utilized to guarantee the accuracy and precision of

the answers given. Hence, to avoid errors in encoding the transcripts. During the

second reading, comments, and first impressions of the content were captured in the

researcher’s field notes. This is aided with reviewing the recorded audio from the

interview.

2. Identifying, determining, and labelling themes

The words, phrases, sentences, statements, and passages lifted were highlighted

and included in the level of descriptive comments. This aids in the identification of

words, phrases, sentences, statements, and passages that stood out in the text due to

frequency, emphasis, connotation, or perceived importance to either the participant

 39

or towards the researchers – these are highlighted for the convenience of both the

readers and researchers. The next level of coding, linguistic comments include a

deeper examination of the previous highlighted sections. This level of analysis

focuses on specific word choice within and outside the context of the sentence.

Through this, the data gathered from the interview will be scrutinized in a deeper

level which will produce a deeper meaning and an in-depth analysis of the

population’s answers. This also enabled the identification of emergent themes that

helped to capture the essence of the participants’ experiences.

3. Linking and grouping themes

As soon as the coding is done, the researchers established connections between

the themes and the transcript to properly answer the research questions stated in the

study. A table is provided for each theme and quotes from the transcripts from the

interview. The themes are made to properly organize the data analyzed by the

researchers. While the quotes on the other hand, promotes interpretative thinking to

help formulate and identify key moments in the data.

There are five themes identified in this study: (a) preferred classroom activities of

senior high school students for a better learning experience, (b),the culmination of

learning effectively of the senior high school students subjectively, (c) learning

styles, its relation to improving the K-12 curriculum and understanding what makes

of an active learner, (d) effectivity of the senior high school student’s utilized

learning methods and (e) the stratification and classification of the senior high

students preferred learning styles.

 40

THEME 1: Preferred Classroom Activities of Senior High School Students for a

Better Learning Experience

When the participants were asked about their preferred learning style and the

reasons as to why, they cited preferred classroom activities which provide a better

learning experience. Here are the sub-themes:

1.1 Hands-on Activities

Most of the participants mentioned that they prefer hands-on

activities because they enjoy learning in that way. As Student 1 said, “Play

or hands-on lalo na kapag nagbibigay ng way ang teacher kung paano i-

entertain yung mga estudyante kaya mas naca-caught yung attention

kopag nagtuturo siya.” Subjective learning experiences of such students

are positive. This is reinforced by the response of Student 5, “Mas prefer

ko yung reportings na ikaw mismo gagawa ng presentation, nandun na

yung summary sa mismong board at kami na mismo yung mag e-explain.”

1.2 Visual Aids

The use of visual aids is a key to a better learning experience for

the students who participated in this study. As said by Student 8, “Mas

gusto ko yung mga pinapakita sa board kasi mas madali makabisado for

example reporting na ang gamit ay powerpoint.” Even writing scribbles

on the classroom whiteboard helps students to retain information. As

stated by Student 5, “Mas prefer ko yung reportings na ikaw mismo

gagawa ng presentation, nandun na yung summary sa mismong board at

kami na mismo yung mage-explain.”

 41

According to the participants, they enjoy learning inside the classroom when the

activities given to them are group-based, utilize visual aids, and are hands-on. Studies

show that students learn best when learning is active, when they are engaged in hands-

on classroom games and activities and involved in what they are learning (Arnholz,

2019). Scientists believe that when children use all of their senses it helps the brain

create pathways that make it easier and quicker to retain information. This is further

solidified by an article from ‘ThinkFun’ where it claims that being hands-on is

especially important in the classroom because it allows students to engage in kinesthetic

learning (Longenecker, 2017). It allows students to experiment with trial and error, learn

from their mistakes, and understand the potential gaps between theory and practice.

THEME 2: The Culmination of Learning Effectively of the Senior High School

Students Subjectively

When the participants were asked to describe what made them learn effectively in

class, they cited different classroom activities such as games and performance task

activities. Here are the sub-themes:

2.1 Attention-getter (Games)

The participants attest that conducting games as classroom activities has a role to

the behavior of activeness of the students. Student 1 said that “For example is kapag

may pa game yung teacher syempre matutuwa kami ng mga kaklase ko kaya lahat

kami naka focus dun sa papagawa nya like yung sa UCSP may pa powerpoint yung

teacher namin may mga questions tapos kapag di nasagot may consequence.” They

said games gets their attention, and in doing so, makes them enjoy learning. One of
 42

such comments is: “Nag-eenjoy ako sa mga pa-games ng mga teacher, statement

from Student 7. Student 6 adds “…dahil nagiging creative ako at mas nae-

engganyo na matuto yung mga kaklase ko kasi nga may halong creativity at hindi

boring.”

2.2 Performance Task Activities (Group Dynamics)

The participants agreed that performance-based activities make them engage and

participate well in school. Student 9 said, “Ah, ung time na gumagawa kami ng mga

PETAs (Performance Tasks) na kung saan na-iinvolve yung sarili naming sa isang

activity like groupings, and reporting which is more helpful for us, para matandaan

yung mga lessons na nakapaloob sa activity na ‘yun. Kapag kasi active na active

ako sa pagpa-participate sa isang activity, yun yung mas pinakatumatatak sakin

madalas na lessons.” This is supported by Student 2's statement: “Last semester may

pinaggawa yung teacher namin na gagawa ng model based dun sa book and then

gumawa kami ng sarili naming model kasi yun daw yung required and then nag

brainstorm kami kung paano naming maa-act out yun as an explanation. May iba-

iba po kaming role na hindi naman po sakto pero atleast nakakabuild-up ng

confidence nakakadagdag ng opinion at marami pong mapag-aaralan.”

The participants attested that games, performance activities, and like such,

contribute to the engagement, participation, and learning well in school. The answers of

the participants made emphasis on the importance of getting their attention and enjoying

the classroom activity so that they learn effectively, in comparison to classroom

discussion or lectures. A study conducted by Kiley Stasch titled “The Effect of Focused
 43

Attention Span on Overall Academic Achievement” concluded that class-led exercise

prior to a lesson did significantly reduce students’ observed offtask behaviors. With this

in mind, a focused attention span has a significant positive effect on the students’

learning experiences inside the classroom.

THEME 3: Learning Styles, its Relation to Improving the K-12 Curriculum, and

Understanding What Makes of an Active Learner

When the participants were asked to describe the attributes of an active learner,

the answers varied on perspective. Here are the sub-themes:

3.1.The Value of Learning Styles

On a personal note, the participants do view that learning styles are

important for their personal benefit. As Student 2 said: “Yes, kasi may times na

kung ano yung nakikita mong learning style hindi applicable sayo kaya gagawin

mo yung learning style kung saan confident ka.” This is also supported by the

statement of Student 3 where “Yes, kasi mas gusto ko na may nakikita akong

visual nahihirapan akong intindihin yung topic kapag walang visual. In the end,

‘di ako nakakasunod sa lesson. Kapag may mga visual mas lalo kong

maiintindihan at mataas ang makukuhang score sa quizzes or activities.”

3.2. Confounding Variables

In the context of how the teacher teaches, the participants emphasized the

importance that teachers should be aware of the learning styles of the students so

that they can learn effectively. As Student 8 says: “Importante para malaman ng
 44

mga teacher yung learning style ng mga estudyante at kung paano sya magtuturo

para magka interest yung mga estudyante sa pakikinig.”

3.3. Context of the Study

In terms of improving the educational curriculum, Student 9 said: “Oo, yes

yan, learning styles kasi dapat meron tayong mga classification kung saan ba

mas better natututo yung mga estudyante, kailangan naaanalyze din natin kung

ano ba yung mga klase ng learning styles kung saan mas lalo silang

nagkakaroon ng higher scores, higher grades ganyan. Tapos nakakaapekto siya

sa school, sa educational curriculum kasi ayun nga, kapag yung learning styles

mo ineffective, there is a big chance na pati yung grades mo mahahatak.”

The participants unanimously agreed that the recognition of learning styles is

important in improving their overall learning experience – in both short and long term.

This is supported by a research titled “Learning Style and It’s Importance in Education”

claimed that knowing and understanding the use of specific learning styles such as

visual, auditory, and kinesthetic modes of learning can help the teacher give the best to

their students (Ellington & Benders, 2012). Hence, people in educational authority have

a significant role to give their best to the students for their educational well-being.
 45

THEME 4: Effectivity of the Senior High School Student’s Utilized Learning

Methods

When the participants are asked if their preferred learning style will be patterned

in everyday school setting, their answers varied on the situation. Here is the sub-theme:

4.1.The Importance of Practicing Learning Styles Inside the Room

Almost all of the participants agreed that making use of the learning styles

would really help them enjoy the class. As student 1 stated, “Siyempre mae-

engganyo ako kasi yun yung gusto kong gawin.” Having the students’ learning

styles really helps them to focus at school. They are enjoying while learning. As

per student 2, “Yes, kasi yun yung choice ko and I think na mas lalo kong mai-

include yung sarili ko sa activities.”

Based on an article written by (What Makes a Good Learning Environment,

2018), a good learning environment offers a safe platform for learners. Safety in a

learning environment goes beyond physical well-being. In order to maintain a safe

learning environment, learners must feel supported, welcomed, and respected. The

researchers see a connection between adapting classroom activities based on the

students’ learning styles and promoting a good learning environment.

 46

THEME 5: The Stratification and Classification of the Senior High Students

Preferred Learning Styles

When the participants have been questioned about their comfortability at their

learning styles, they answered based on their vision in becoming a better student. Here

are the sub-themes:

5.1.Improvements in Performances

The students answered the questions positively because they knew that

their learning style will help them in studying. Referring to student 3, “Mas

nagging komportable ako nung nalaman ko na visual learner ako dahil alam ko

na kung ano ang gagawin ko sa mga susunod na lesson or school activities.” The

learning styles could help the students grow and perform efficiently in the

classroom because they know how to adapt.

5.2. Comfortability

When they answered the questions, most of them said that they are

comfortable with their current styles because they know when to perform

competitively and when to use their innate skills. For example, student 1 –

His/her answer was, “Mas nagging komportable ako kasi napansin ko na mas

nag-iimprove ako sa mga lessons.”

A study conducted by (Kiener, Green, & Ahuna, 2014) titled “Using the

Comfortability-in-Learning Scale to Enhance Positive Classroom Learning

Environments”, comfortability was assessed multiple times during one semester with

undergraduate students andfound student comfortability significantly increased across the

 47

course of these semester and significantly predicted affective learning. These findings

suggest the importance of the classroom environment in the learning process and support

theneed for faculty to consider “non-academic” factors in addition to course content. This

study fortifies the idea that comfortability is a necessary factor in forming positive

subjective learning experiences. This is further strengthened by an article made by (The

Room 241 Team, 2012) titled “How Comfortable Classrooms Lead to a Better Student

Community” stated that the evidence appears to show that even the smallest of changes

can make a big difference in classroom environments. Teachers who create something as

simple as a space to display students’ art can help students feel empowered to learn. It all

boils down on what the student feels to assess his/her learning experiences inside the

classroom.
 48

Chapter V

SUMMARY OF FINDINGS, CONCLUSION, AND

RECOMMENDATION

SUMMARY OF FINDINGS

Based on the findings, the following summarizations are drawn:

1. Students enjoy learning inside the classroom when the activities given to them are

group-based, utilize visual aids, and are hands-on. They are said to be provided with a

better learning experience if these types of activities were applied to them.

2. Students value the importance of getting their attention and enjoying the classroom

activity so that they can learn effectively, in comparison to classroom discussion or

lectures. For them, when a certain activity gets their attention, they become more

interested and participative.

3. Students have their own choice in choosing where to be more inclined since it solely

depends on the learning style, they are active at. However, they don’t have a say in the

activities the teachers prepare since learning styles and teaching styles doesn’t always

match.

48
 49

CONCLUSION

In the light of summaries, the following conclusions arrived at:

1. Students have their own learning styles which help them digest information the best.

Students will most likely improve their performances if their studies match their preferred

learning style. However, since one student may differ in learning style from one another,

it may cause confusion as to which strategy/activity the teacher may apply.

2. Learning Styles are effective variables in improving the Education Curriculum of

schools since it helps produce globally competitive students. As students know their

preferred learning style, they tend to improve it more and become more participative in

classroom activities.

3. Students’ learning styles can’t dictate the activities the teachers prepare since not all

students have the same learning styles. However, the learning styles of the majority of the

class can influence the teacher’s learning styles by showing interest to the activities they

are inclined at.

 50

RECOMMENDATION

The following recommendations are being offered:

1. Students must all know their preferred learning style to help them become more

focused, engaged, and interested in class. It is important to take the Index of Learning

Styles (ILS) to assist them and make them aware that there is such thing as ‘learning

style’.

2. The teachers must take note of the class participation of the students for it may also

indicate their learning style. Since there are certain activities that catch the interest of the

students, the teachers must take time to know which learning style the students are most

inclined at.

3. The basic education curriculum must take note of the benefits of learning styles to the

students. They must give focus and importance to the chosen learning style of the

students in order to produce globally competitive students. They must produce programs

that catch the interest of the students based on their specific learning style.

4. The future researchers may fill-in the gaps that were not covered in this study such as

the external factors that influence the answers of the population, such as attitude and

personality, aptitude or academic grades, family background, etc.

 51

Appendix A

Index of Learning Styles

52
53
54
55
56
57
58
59
60
61
62
 63

Appendix B

Chapter Codes
64
65
66
67
68
 69

Appendix C

Consent Form
 70

Appendix D

Instrument Validation Template

71
 72

University of the East-Caloocan

105 Samson Road, Caloocan City

Basic Education Department

GRAMMARIAN’S CERTIFICATE

This is to certify that the undersigned has reviewed and went through all the pages

of the research paper entitled “The Journey to Learning: Through the Learning Styles of the

Senior High School Academic Strand Students A.Y. 2019-2020” by Aventijado, Karl

Angelo H., Ignacio, Alessandra Nerisse, Ramos, Tjay A., Syguia, Jose Noel G., Tenerife,

Marc Apollo aligned with the set of structural rules that given the composition of

sentences, phrases, and words in English Language.

Signed this 23rd of January in the year of our Lord, 2020 at the University of the

East – Caloocan

Signed:

Mx. Agapito G. Mercades, LPT

Grammarian
 73

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 79

CURRICULUM VITAE

Name: Alessandra Nerisse Ignacio

Address: Barangay 165, Bagbaguin, Caloocan City
Contact Number: 09985839465
Email Address: alessandraignacio19@gmail.com

PERSONAL BACKGROUND
Age: 18
Birthday: November 19, 2001
Birthplace: Quezon City
Nationality: Filipino
Religion: Iglesia Ni Cristo
Height: 5’1
Weight: 52 kg
Civil Status: Single
Father’s Name: Alex S. Opida
Mother’s Name: Noemi A. Ignacio

SCHOLASTIC RECORDS
Elementary – Junior High School
International Christian School
Senior High School
University of the East – Caloocan
 80

CURRICULUM VITAE

Name: Tjay Atienza Ramos

Address: 536 Int. 11 4th Ave. Caloocan City
Contact Number: 09062601145
Email Address: tjayramos18@gmail.com

PERSONAL BACKGROUND
Age: 18
Birthday: November 18, 2001
Birthplace: Caloocan City
Nationality: Filipino
Religion: Roman Catholic
Height: 5’8
Weight: 69 kg
Civil Status: Single
Father’s Name: Geronimo E. Ramos
Mother’s Name: Marites A. Ramos

SCHOLASTIC RECORDS
Elementary – Junior High School
Caloocan High School
Senior High School
University of the East – Caloocan Campus
 81

CURRICULUM VITAE

Name: Marc Apollo Tenerife

Address: Barangay UgongSulok, Valenzuela City
Contact Number: 09272335560
Email Address: marc.apollo.tenerife@gmail.com

PERSONAL BACKGROUND
Age: 18
Birthday: November 04, 2001
Birthplace: Biñan, Laguna City
Nationality: Filipino
Religion: Roman Catholic
Height: 175 cm.
Weight: 65 kg
Civil Status: Single
Father’s Name: Apollo M. Tenerife
Mother’s Name: Reah Delos Santos

SCHOLASTIC RECORDS
Elementary
- St. Faustina School of Quezon City (S.Y. 2006-2009)
- Blessed Sacrament Catholic School (S.Y. 2009-2014)
Junior High School
- College of St. Catherine School of Quezon City (S.Y. 2014- 2015)
- St. Faustina School of Quezon City (S.Y. 2015-2018)
Senior High School
- University of the East - Caloocan
 82

CURRICULUM VITAE

Name: Karl Angelo H. Aventijado

Address: 2449-B Oroquieta St. Blumentritr Sta. Cruz
Manila
Contact Number: 09771954900
Email Address: karlaventijado@gmail.com

PERSONAL BACKGROUND
Age: 18
Birthday: October 24, 2001
Birthplace: Manila City
Nationality: Filipino
Religion: Roman Catholic
Height: 5’3
Weight: 73 kg
Civil Status: Single
Father’s Name: Roberto M. Aventijado
Mother’s Name: Karen H. Aventijado

SCHOLASTIC RECORDS
Elementary
Balucuc Elem Shool
Junior High School
Balucuc National Highschool
Senior High School
University of the East – Caloocan
 83

CURRICULUM VITAE

Name: Jose Noel G. Syguia

Address:166 Samson Road, Barangay 73, Caloocan City
Contact Number: 09272761855
Email Address: imperialrebel69@gmail.com

PERSONAL BACKGROUND
Age: 17
Birthday: July 20, 2002
Birthplace: Manila City
Nationality: Filipino
Religion: Roman Catholic
Height: 5’8
Weight: 69 kg
Civil Status: Single
Father’s Name: Noel M. Syguia
Mother’s Name: Mary Catherine G. Syguia

SCHOLASTIC RECORDS
Elementary – Junior High School – Senior High School
University of the East – Caloocan Campus

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