CHAPTER IV

RESULTS AND DISCUSSION

This chapter presents analysis and interprets the data gathered from the instruments used in the Study

presented according to the specific problem.

Problem 1: What is the academic performance demographic profile of the respondents?

As to academic performance:

Table 1

Respondents’ Academic Performance

Academic Verbal Rank

Description F %
Performance

1.0-1.5 Excellent 50 38.46 2

1.6-2.0 Superior 59 45.39 1

2.1-2.5 Very Good 12 9.23 3

2.6-3.0 Good 9 6.92 4

Total 130 100

Table 1 shows the Academic Performance of Bachelor of Physical Education students of Saint Michael College

of Caraga. In 1.6 - 2.0 or Superior has a frequency of 59 with an equivalent of 45.39%, which is ranked 1. 1.0-

1.5 or Excellent has a frequency of 50 with an equivalent of 38.46%, which is ranked 2. 2.1 - 2.5 or Very Good

has a frequency of 12 with an equivalent of 9.23% which is ranked 3. 2.6 - 3.0 or Good has a frequency of

9 with an equivalent of 6.92% which is ranked as 4. The majority of the respondents belong to Superior

with 45.39%.
 In a research of Magulod (2019), he found a significant relationship between learning styles and

academic performance of students. The characteristics, strengths and preferences in the form which an

individual recieve and process information is termed learning styles (Hsieh et al., 2011). Ghaedi and Jam

(2014) defines learning styles as the changes among learners in using one or more senses to understand,

organize, and, retain experiences. Fatemeh and Camellia (2018) study revealed that students prefer learning

with divergent learning styles, as it enhance students' academic achievement.

Problem 1: What is the academic performance demographic profile of the

respondents? As to Gender;

Table 2

Gender of the Respondents

Gender F % Rank

Male 48 36.92 2

Female 82 63.08 1

Total 130 100

Table 2 Shows the gender distributions of the respondents where male has total frequency of 48 with 36.92%.

Female has total frequency of 82 with 63.08. Therefore, female populations have the highest numbers of

respondents and consider as the rank 1, while male has total frequency of 48 with 36.92% ranked as 2.

According to Hamidon, (2015) Learning style is defined as the manner and condition

under which learners most efficiently and effectively perceive, process, store and recall what they

attempt to learn. Each student or learner has a dominant learning style. This gender-based differences

could affect their learning styles as well. One of the important criteria for academic achievement is to

consider the
students' differences and to identify their learning style and provide learning programs based on their

needs.

It shows gender factor has different learning style of preferences and there is a difference

between learning style preferences in terms of gender. This statement supported by Halawaty (2008),

on his study on German students he said “male and female students demonstrated significantly

different preferences for their learning styles”.

Problem 1: What is the academic performance demographic profile of the

respondents? As to Year Level;

Table 3

Year Level of the Respondents

Year Level F % Rank

BPED 1 46 35.38 1

BPED 2 28 21.54 3

BPED 3 38 29.23 2

BPED 4 18 13.85 4

Total 130 100

Table 3 Shows the distribution of year level of the respondents where the first year BPED has the total

frequency of 46 with 35.38%. Third year BPED has the total frequency of 38 with 29.23%. Second year BPED

has the total frequency of 28 with 21.54%, and the fourth year has the total frequency of 18 with 13.85%.

Therefore, the first year has the highest number of respondents considered as rank 1 followed by the third-year

rank 2, second year 3, and fourth year is rank 4.

 In a study of Nahiln M. Aljaberi of University of Petra (2015). Distribution according to academic year

level; for first-year students, the Accommodating and "3 or more styles" are the most frequent styles. For

second-year students; the Assimilating is the most frequent styles. For third-year and fourth-year students, the

Diverging "3 or more style" is the most frequent. However, the type of activity should play a major role

on choosing or designing teaching and learning materials. This means that for certain levels and some

learning styles should be used more than others.

Problem 1: What is the academic performance demographic profile of the

respondents? As to Socio-economic status;

Table 4

Socio-Economic Status of the Respondents

Socio-Economic Status F % Rank

P5,000.00 and below 46 35.38 2

P5,001.00 - P10,000.00 63 48.46 1

P10,001.00- P30,000.00 19 14.62 3

P30,001.00 and above 2 1.54 4

Total 130 100

Table 4 This table shows the Socio-economic Status that Php 5,001-10,000, respondents have a frequency of

63 with a constant of 48.46% hierarchical as one. Whereas respondents between Php 5,000 and below have a

frequency of 46 with a constant of 35.38% hierarchical as pair. Moreover, respondents between Php 10,

001 and Php 30,000 have a frequency of with a constant of 14.62% hierarchical as three. Php 30,001 and

above have a frequency of 2 with 1.54% hierarchical as four. Moreover, on 100 percent of the 130 students,

1.54 solely
place at social class. Therefore, most of the Bachelor of Education Students of Saint archangel faculty of

Caraga belong to the socio-economic class.

According to Jeynes (2012), the socioeconomic status of a child is usually determined by

parental occupation status and income level, and the environment in which the child is brought up. It is

also affected by parents‟ involvement in learning activities and effective parent-teacher relationship. It is

understood that low socioeconomic status negatively and depressingly affects students‟ academic achievement

due to high additional stress and tension at home.

Sewell and Hauser (2014) showed that parents’ educational expectations have significant effects on

junior students’ academic performances. Social capital theory emphasizes the participation of parents in

education and children’s learning behaviors and achievement; parents with higher social economic status

usually participate in their children’s learning activities more intensively, pay more attention to communication

with teachers, manage the children’s school absence and other risky behaviors, and improve the children’

academic performance (Coleman, 2010).

Problem 2: To what extent are the learning styles of Bachelor of Physical Education students at Saint

Michael College of Caraga in terms of;

Diverging;

Table 5
 Learning Styles of Bachelor of Physical Education Students in terms of Diverging

Diverging Weighted Mean Verbal Description Rank

1. I progress on the challenge of tackling something 3.25 Agree 4

new and different.

2. I enjoy fun-loving simple people. 3.32 Agree 1

3. I believe in coming to the point immediately. 3.20 Agree 6

4. I become irritated to talkative, meaningless people 2.99 Agree 11

who do not take things seriously.

5. In discussions, I enjoy watching the plans of the 3.07 Agree 8

other participants

6. I tend to be attracted to techniques such as flow 3.08 Agree 7

charts, contingency plans and, etc.

7. I worry if I have to rush work to meet a tight 3.24 Agree 5

deadline.

8. I think that my decisions based on a careful 3.26 Agree 3

analysis of all the information are better than those

based on intuition

9. I follow rules more than often. 3.27 Agree 2

10. I prefer to stand back from a situation and 3.03 Agree 9.5

consider all the perspectives.

11. On balance, I talk more than I listen. 2.84 Agree 15

12. I often see better and more practical ways to get 2.98 Agree 12

things done.

13. I like to consider many alternatives before making 3.03 Agree 9.5

up my mind.
 14. I like to be able to relate current actions to the 2.97 Agree 13

longer-term bigger picture.

15. I often see inconsistencies and weaknesses in other 2.96 Agree 14

people’s arguments.

Average Weighted Mean 3.10 Agree

Table 5 shows that " I enjoy fun-loving simple people." whose weighted mean is 3.32 with the verbal

description of agree ranked as 1; " I follow rules more than often" whose weighted mean is 3.27 with the verbal

description of agree ranked as 2; " I think that my decisions based on a careful analysis of all the

information are better than those based on intuition " whose weighted mean is 3.26 with the verbal

description of agree ranked as 3; " I progress on the challenge of tackling something new and different" whose

weighted mean is 3. 25 with the verbal description of agree ranked as 4; " I worry if I have to rush work to meet

a tight deadline" whose weighted mean is 3.24 with the verbal description of agree ranked as 5; " I believe in

coming to the point immediately." whose weighted mean is 3.20 with the verbal description of agree ranked

as 6; " I tend to be attracted to techniques such as flow charts, contingency plans and, etc. " whose

weighted mean is 3.08 with the verbal description of agree ranked as 7; " In discussions, I enjoy watching the

plans of the other participants " whose weighted mean is 3.07 with the verbal description of agree ranked as

8; I "like to consider many alternatives before making up my mind." whose weighted mean is 3.03 with the

verbal description of agree ranked as 9.5; " I prefer to stand back from a situation and consider all the

perspectives." whose weighted mean is also 3.03 with the verbal description of agree ranked as 9.5. " I

become irritated to talkative, meaningless people who do not take things seriously” whose weighted mean is

2.99 with the verbal description of agree ranked as 11; “I often see better and more practical ways to get

things done." whose weighted mean is also 2.98 with the verbal description of agree ranked as 12; “I like to be

able to relate current actions to the longer-term bigger picture.” whose weighted mean is 2.97 with the verbal

description of agree ranked as 13; “ I often see inconsistencies and weaknesses in other people’s arguments

whose weighted mean is 2.96 with the verbal description of agree ranked as 14; “On balance, I talk more

than I listen” whose weighted mean is also 2.84 with the verbal description of agree ranked as 15.
 To sum up, the gathered data regarding the learning styles among bachelor of physical education

students in terms of diverging learning style garnered an average weighted mean of 3.10 with over 3.10 percent

with a verbal description of agree that means the statement is sometimes true to the students.

Thus, the result shows that the majority of the respondents belong to “I enjoy fun-loving simple

people” ranked 1. The majority of the respondents have this Diverging learning style because, most likely, they

are delicate.

Kolb (1984) labeled this personality type as 'diverging,' since these individuals do better in

circumstances that involve idea production, such as brainstorming. People with Diverging styles have a wide

range of cultural interests and like gathering knowledge. They are people-oriented, imaginative, and e motive

and have a great interest in the arts. Diverging personalities love to work in groups where they feel belong and

to the people that listen with an open mind (Alan, 2017).

Problem 2: To what extent are the learning styles of Bachelor of Physical Education students at Saint

Michael College of Caraga in terms of;

Assimilating;

Table 6

Learning Styles of Bachelor of Physical Education Students in terms of Assimilating

Assimilating Weighted Verbal Description Rank

Mean

1. I am attracted more to new and unusual ideas than to 2.99 Agree 4

practical ones.

2. I like to get straight to the point in discussions, 2.98 Agree 5

3. I tend to have distant, rather formal relationships 2.77 Agree 15

with people at work.

4. I prefer to respond to events in a simple, flexible way 2.93 Agree 9

rather than plan things out in advance.

5. I enjoy the present moment than to think about the 2.96 Agree 6

past or future.

6. In discussions, I usually produce lots of simple ideas. 3.10 Agree 2

7. In meetings, I put forward practical and realistic 2.82 Agree 12

ideas.

8. I think written reports should be short and to the 2.95 Agree 7.5
 point.

9. I believe that rational and logical thinking should win 2.92 Agree 10

the day.

10. I tend to produce lots of drafts before settling on the 3.18 Agree 1

final version, If I have a report to write,

11. I am keen to try things out to see if they work in 3.05 Agree 3

practice.

12. I like people who approach things realistically rather 2.95 Agree 7.5

than theoretically.

13. I am interested to reach answers in a logical 2.90 Agree 11

approach.

14. I often find I am a realist, keeping people to the 2.78 Agree 14

point and avoiding wild speculations in discussions,

15. I tend to reject wild and simple ideas as being 2.79 Agree 13

impractical.

Average Weighted Mean 2.94 Agree

Table 6 shows that " I tend to produce lots of drafts before settling on the final version, If I have a report

to write " whose weighted mean is 3.18 with the verbal description of agree ranked as 1; In discussions, I

usually produce lots of simple ideas." whose weighted mean is 3.10 with the verbal description of agree

ranked as 2; " I am keen to try things out to see if they work in practice." whose weighted mean is 3.05

with the verbal description of agree ranked as 3; " I am attracted more to new and unusual ideas than to

practical ones. " whose weighted mean is 2.99 with the verbal description of agree ranked as 4; " I like to

get straight to the point in discussions, " whose weighted mean is 2.98 with the verbal description of agree

ranked as 5; " I enjoy the present moment than to think about the past or future’’ whose weighted mean is 2.96

with the verbal description

of agree ranked as 6; I think written reports should be short and to the point." whose weighted mean is

2.95 with the verbal description of agree ranked as 7.5; I like people who approach things realistically

rather than theoretically." whose weighted mean is 2.95 with the verbal description of agree ranked as 7.5;

“I prefer to respond to events in a simple, flexible way rather than plan things out in advance." whose

weighted mean is

2.93 with the verbal description of agree ranked as 9; " I believe that rational and logical thinking should

win the day." whose weighted mean is 2.92 with the verbal description of agree ranked as 10; " I am

interested to reach answers in a logical approach" whose weighted mean is 2.90 with the verbal description of

agree ranked as 11; " In meetings, I put forward practical and realistic ideas. " whose weighted mean is 2.82

with the verbal description of agree ranked as 12; " I tend to reject wild and simple ideas as being impractical."

whose weighted mean is 2.79 with the verbal description of agree ranked as 13;" I often find I am a realist,

keeping people to the point and avoiding wild speculations in discussions," whose weighted mean is 2.78

with the verbal description of agree ranked as 14; I tend to have distant, rather formal relationships with

people at work.," whose weighted mean is 2.77 with the verbal description of agree ranked as 15.

The majority of the respondents belong to sometimes which is " I tend to produce lots of drafts before

settling on the final version if I have a report to write, " ranked 1. The majority of the respondents use this style

to make sure of the things they are doing.

Assimilating Learners preferred a simple, logical approach. These folks demand a solid clear

explanation. They excel in comprehending complex material and organizing it in a straightforward, logical

manner. People with an Assimilating learning style are more interested in ideas and abstract concepts than in

people. These learning styles people are essential for effectiveness in information and science careers. People

with this learning style appreciate books, lectures, investigating analytical models, and having time to consider

things through in informal learning circumstances, (Allan, 2017).

Problem 2: To what extent are the learning styles of Bachelor of Physical Education students at Saint

Michael College of Caraga in terms of;

Converging and;

Table 7

Learning Styles of Bachelor of Physical Education Students in terms of

Converging

Converging Weighted Verbal Rank

Mean Description

1. I actively seek out new experiences. 3.09 Agree 1

2. When I hear about a new idea or approach, I immediately start 3.05 Agree 3.5

working out how to apply it in practice.

 3. I am keen on self-discipline such as watching my diet, taking regular 2.91 Agree 7.5

exercise, sticking to a fixed routine, etc.

4. I get on best with logical, analytical people and less well with 2.93 Agree 6

spontaneous, ‘irrational’ people.

5. I take care over how I interpret data and avoid jumping to 2.99 Agree 5

conclusions.

6. I like the sort of work where I have time for thorough 2.91 Agree 7.5
preparation

and implementation.
7. I pay careful attention to detail before coming to a conclusion. 3.06 Agree 2

8. I am careful not to jump to conclusions too quickly. 3.05 Agree 3.5

9. I tend to judge people’s ideas on their practical merits. 2.71 Agree 13.5

10. I tend to be a perfectionist. 2.61 Agree 15

11. I get impatient with irrelevant issues and avoiding discussions. 2.83 Agree 11

12. I often find I am the most dispassionate and objective when I am 2.80 Agree 12

in discussions with people

13. I am more likely to adopt a ‘low profile’ than to take the lead 2.85 Agree 9.5
and

do most of the talking in discussions

14. I tend to reject wild, simple ideas as being impractical. 2.71 Agree 13.5

15. I guide clear of subjective (biased) and ambiguous (unclear) topics. 2.85 Agree 9.5

Average Weighted Mean 2.89 Agree

Table 7 shows that " I actively seek out new experiences." whose weighted mean is 3.09 with the verbal

description of agree ranked as 1; I pay careful attention to detail before coming to a conclusion." whose

weighted mean is 3.06 with the verbal description of agree ranked as 2; " When I hear about a new idea or

approach, I immediately start working out how to apply it in practice." whose weighted mean is 3.05 with the

verbal description of agree ranked as 3.5; I am careful not to jump to conclusions too quickly." whose weighted
mean is 3.05 with the verbal description of agree ranked as 3.5 ; I take care over how I interpret data and avoid

jumping to conclusions." whose weighted mean is 2.99 with the verbal description of agree ranked as 5; I get

on best with logical, analytical people and less well with spontaneous, ‘irrational’ people.’’ whose weighted mean

is 2.93 with the verbal description of agree ranked as 6; I am keen on self-discipline such as watching my diet,

taking regular exercise, sticking to a fixed routine, etc." whose weighted mean is 2.91 with the verbal

description of agree ranked as 7.5; I like the sort of work where I have time for thorough preparation and

implementation " whose weighted mean is 2.91 with the verbal description of agree ranked as 7.5; “I am more

likely to adopt a ‘low profile’ than to take the lead and do most of the talking in discussions." whose weighted

mean is 2.85 with the verbal description of agree ranked as 9.5; I guide clear of subjective (biased) and

ambiguous (unclear) topics." whose weighted mean is 2.85 with the verbal description of agree ranked as

9.5; I get impatient with irrelevant issues and avoiding discussions." whose weighted mean is 2.83 with the

verbal description of agree ranked as 11; " I often find I am the most dispassionate and objective when I am in

discussions with people " whose weighted mean is 2.80 with the verbal description of agree ranked as 12; I tend

to judge people’s ideas on their practical merits." whose weighted mean is 2.71 with the verbal description

of agree ranked as 13.5 I tend to reject wild, simple ideas as being impractical.," whose weighted mean is 2.1

with the verbal description of agree ranked as 13.5; “I tend to be a perfectionist." whose weighted mean is 2.61

with the verbal description of agree ranked as 15.

Thus, the result shows that the majority of the respondents belong to “I actively seek out new

experiences.” ranked 1. The majority of the respondents use this learning style because these learners excel at

identifying practical applications for concepts and theories.

People with a Converging learning style may solve challenges and apply their knowledge to practical

concerns. They favor technical activities and are unconcerned about people and interpersonal

relationships. They can make judgments and solve difficulties by seeking answers to questions and concerns.

People with a Converging learning style may solve challenges and apply their knowledge to practical concerns.

They favor technical activities and are unconcerned about people and interpersonal relationships. Converging

learners excel
at identifying practical applications for concepts and theories. They can make judgments and solve difficulties

by seeking answers to questions and concerns, (Alan, 2017).

Problem 2: To what extent are the learning styles of Bachelor of Physical Education students at Saint

Michael College of Caraga in terms of;

Accommodating;

Table 9

Learning Styles of Bachelor of Physical Education Students in terms of

Accommodating

Accommodating Weighted Verbal Description Rank

Mean

1. I take pride in doing a thorough job. 2.79 Agree 14

2. I like to reach a decision carefully after weighing up many 2.92 Agree 4

alternatives.

3. I do not like disorganized things and prefer to fit things into 2.86 Agree 9

a coherent pattern.

4. I regularly question people about their basic assumptions. 2.78 Agree 15

5. I accept and stick to laid down procedures and policies so 2.89 Agree 5.5

long as I regard them as an efficient way of getting the job

done.

6. I like to relate my actions to a general principle, standard or 2.89 Agree 5.5

belief.

7. I find it difficult to produce ideas on impulse. 2.87 Agree 8

8. I am careful not to jump to conclusions too quickly. 3.00 Agree 3

9. I listen to other people’s points of view before putting my 3.02 Agree 2

own view forward.

 10. I tend to be open about how I am feeling 2.81 Agree 12.5

11. I feel uneasy towards quiet, thoughtful people. 2.82 Agree 11

12. I often get irritated by people who want to rush things. 2.88 Agree 7

13. I tend to discuss specific things with people rather than 2.81 Agree 12.5

engaging in social discussion

14. When things go wrong, I am happy to shrug it off and ‘put it 2.84 Agree 10

down to experience’.

15. I am always interested to find out what people think. 3.03 Agree 1

Average Weighted Mean 2.88 Agree

Table 9 shows that " I am always interested to find out what people think." whose weighted mean is 3.03 with

the verbal description of agree ranked as 1; I listen to other people’s points of view before putting my own view

forward" whose weighted mean is 3.02 with the verbal description of agree ranked as 2; " I am careful not

to jump to conclusions too quickly." whose weighted mean is 3.00 with the verbal description of agree ranked

as 3; “I like to reach a decision carefully after weighing up many alternatives. " whose weighted mean is 2.92

with the verbal description of agree ranked as 4; I accept and stick to laid down procedures and policies so long

as I regard them as an efficient way of getting the job done.." whose weighted mean is 2.89 with the

verbal description of agree ranked as 5.5; “I like to relate my actions to a general principle, standard or belief.’’

whose weighted mean is 2.89 with the verbal description of agree ranked as 5.5; “I often get irritated by people

who want to rush things" whose weighted mean is 2.88 with the verbal description of agree ranked as 7; “I

find it difficult to produce ideas on impulse. " whose weighted mean is 2.87 with the verbal description of

agree ranked as 8; “I do not like disorganized things and prefer to fit things into a coherent pattern." whose

weighted mean is 2.86 with the verbal description of agree ranked as 9; “ When things go wrong, I am

happy to shrug it off and ‘put it down to experience’." whose weighted mean is 2.84 with the verbal

description of agree ranked as 10; “ I feel uneasy towards quiet, thoughtful people” whose weighted mean is

2.82 with the verbal description

of agree ranked as 11; “I tend to be open about how I am feeling." whose weighted mean is 2.81 with the verbal

description of agree ranked as 12.5; " I tend to discuss specific things with people rather than engaging in

social discussion " whose weighted mean is 2.81 with the verbal description of agree ranked as 12.5; “ I take

pride in doing a thorough job." whose weighted mean is 2.79 with the verbal description of agree ranked

as 14; “ I regularly question people about their basic assumptions," whose weighted mean is 2.78 with the

verbal description of agree ranked as 15.

Thus, the result shows that the majority of the respondents belong to “I am always interested to

find out what people think.” ranked 1. The majority of the respondents use this learning style because this

kind of learners rely on other people’s analyses.

The accommodating learning approach is "hands-on," relying on intuition rather than

reasoning. These folks rely on other people's analyses and prefer a hands-on, experienced approach. They are

drawn to new challenges and experiences, as well as the execution of plans. They frequently make

decisions based on gut feeling rather than rational reasoning. People with an Accommodating learning style

will rely on others for knowledge rather than conducting their own investigation. This learning method is

common and beneficial in professions that require action and initiative. They define goals and actively

work in the area, experimenting with various methods to reach those goals, Chick, (2016).

Table 10

Summary on the Learning Styles of Bachelor of Physical Education Students

Indicators Weighted Mean Verbal Description Verbal Interpretation Rank

Diverging 3.10 Agree The learning style sometimes 1

true to the respondents.

Assimilating 2.94 Agree The learning style sometimes 2

true to the respondents.

 Converging 2.89 Agree The learning style sometimes 3

true to the respondents.

Accommodating 2.88 Agree The learning style sometimes 4

true to the respondents.

Average Weighted 2.95 Agree The learning style

Mean sometimes true to the

respondents.

The table 10 illustrates that Diverging has a total weighted mean of 3.10 that has a verbal description of agree

which means the learning style sometimes true to the respondents. Assimilating has a total weighted mean of

2.94 that has a verbal description of agree which means the learning style sometimes true to the
respondents.

Converging has a total weighted mean of 2.89 that has a verbal description of agree which means the learning

style sometimes true to the respondents. Accommodating have a total weighted mean 2.88 that has a

verbal description of agree which also means the learning style sometimes true to the respondents.

The overall average weighted mean is 2.95, and the overall verbal description of agree, which means

that the learning style of Bachelor of Physical Education Students in Saint Michael College of Caraga has

assimilating, converging, accommodating and diverging as the top rank. This result applies to the probe of

Kendra (2017), that ideally (and by inference not always) this process represents a learning cycle or spiral

where the learner 'touches all the bases', ie., a cycle of experiencing, reflecting, thinking, and acting.

Immediate or concrete experiences lead to observations and reflections. These reflections are then assimilated

(absorbed and translated) into abstract concepts with implications for action, which the person can actively test

and experiment with, which in turn enable the creation of new experiences for which Kolb used the terms:

Diverging, Assimilating, Converging, Accommodating.

 Table 11

Test on Relationship between the Respondents' Profile and their Learning Styles

Variable 1 Variable 2 Correlatio p-value Decision Interpretation

Coefficient

Academic -.118 .180 Accept 𝐻0 There is no significant

relationship between the

performance
respondent’s profile as to
Learning
academic performance and their
Styles
learning styles.

Gender .110 .213 Accept 𝐻0 There is no significant

relationship between the

respondent’s profile as to gender

and their learning styles.

 Socio- .250 .004 Reject 𝐻0 There is a significant

relationship between the

economic
respondent’s profile as to socio-
status
economic status and their

learning styles.

Year level -.108 .221 Accept 𝐻0 There is no significant

relationship between the

respondent’s profile as to year

level and their learning styles.

The table 11 shows the correlation between the respondent’s profile and the learning styles used

by the Bachelor of Physical Education Students of Saint Michael College of Caraga. The correlation

between Academic performance and learning styles has a correlational coefficient of -.118 (negligible

association) with a significance of .180 (p-value > 0.05), whereas gender and learning styles has a correlational

coefficient of .110 (negligible association) with a significance of .213 (p-value >0.05), Socio-economic status

and learning styles has a correlational coefficient of .250 (low positive association) with a significance of .004

(p-value < 0.05), and Year level and learning styles has a correlational coefficient of -.108 (negligible

association) with a significance of .221 (p-value >0.05).

Among all of the correlations of their profile and learning styles, only the correlation between Socio-

economic status and learning styles have a p-value lesser than the significance of 𝖺= 0.05 which reject the null

hypothesis. Therefore, there is a significant relationship between the respondent’s Socio-economic status and

the learning styles used by the Bachelor of Physical Education Students of Saint Michael College of Caraga.
 CHAPTER V
CONCLUSION AND RECOMMENDATIONS

This chapter shows the conclusion and recommendations from the results of this study.

Conclusion

Based on the given and findings of the study, the following conclusions are drawn:

The learning styles among Bachelor of Physical Education Students show the most of the respondents

have a learning style of Diverging, Assimilating, Converging and Accommodating.

The researchers focused on the four types of learning styles and rank according to the

data gathered. Based on our probe, having these learning styles as a Bachelor of Physical Education

Student does not affect their chosen field of endeavors; instead, it could help them on identifying

what kind of learners they are and what preferred learning style they are belong.

Based on the findings, the Kolb’s Experiential Learning Theory will support this study who believed

that Learning styles relate to an individual's experience and learning preferences. The impact with the concept

of learning styles. Gardner explains that not only they are vaguely defined, but research has also found

little evidence that teaching to a student's preferred style has an effect on learning outcomes, (Kendra, 2020).

Smith (2018) states that your learning style defines how you learn and apply knowledge.

People have different types of learners based on how their brain develops when they are learning.

Each has advantages and disadvantages that may help you choose the best learning style for

individual courses or settings. Some topics or issues may also need a learning style that varies from

your basic learning style. Smith (2018), Everyone has different learning styles. People process

information in many ways. A learning style is a strategy that a person employs. A teacher can

employ teaching approaches that optimize student learning by understanding a student's learning

type. Students may utilize individual

learning styles recognition to determine which study techniques, environment, and activities help them

learn best.

Recommendations

From the conclusions drawn in the study, the researchers would like to recommend this Study to

the following:

Primary Recommendations
The finding shows the respondent’s response to the Learning Styles among Bachelor of

Physical Education Students in Saint Michael College of Caraga. Based on the result, the researchers

recommend to the school that teachers consider a student evaluation on their preferred styles so that

learning can be accessible to each and everyone. In the study, students have different styles on

how they learn and apply knowledge. Individuals have varying methods of learning and no single

strategy or approach can generate optimal learning environments for anyone. This could be due to

the variety of students' origins, skills, limitations, interests, objectives, academic motivation, and

research skills. The researchers also recommend that Educators should become more aware of

these various approaches to improve education. Learning styles may enable both students and

faculty to enhance their learning and teaching techniques.

In recent years, the Philippines' education system has aimed at producing globally competitive

Filipinos for the nation's future success. The researchers hope that by presenting an in-depth

perspective on how students react to learning, they will be able to determine research gaps to work on

and, as a result, may improve the total quality of education in the Philippines, (Syguia et al.,

2020). 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." (Syguia et al., 2020).

Teachers, on the other hand, may recognize that the objective of teaching is to help students learn. As

a result, it is proposed that teachers respond to the distinctions and variety within the classroom in order

to establish a constructive learning environment.

SECONDARY RECOMMENDATION

To the Teachers

• Broadly speaking, teachers should help students learn by imparting knowledge to them and by setting

up a situation in which students can and will learn effectively. But teachers fill a complex set of roles,

which vary from one society to another and from one educational level to another.

• In a research of R. Sison (2011), One of the challenges for the teachers is to find an effective

ways of teaching strategies and methodologies that can enhance the learning activities and

improve the students’ academic performance. A good teacher must change his/her behavior

towards or the development of skills and good character that help obtain their purpose for

themselves and the community as well. The students will obtain more information, retain more

knowledge and perform better when students’ learning styles are aligned with teachers’ teaching

styles. Felder (as cited in Damavandi) stated that students understand and recall better when the

teachers’ teaching styles match the learning styles of the students. To do this, the faculty members

need to review continuously their teaching styles based on learning styles of the students to ensure that

students are actively participating in class to further improve their students’ academic performance.
To the BPED students

• Students should be aware of their learning styles and act consistently with what college demands to

be prim and correct because it depends on its vision and mission.

• According to Felder and Brent (2010), Understanding learning styles can make it easier to create,

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

students' participation in these programs and motivate them to gain professional knowledge. Knowing

your learning style is not meant to limit you, rather help you grow into a more effective learner.

You

can start using these learning styles in your day-to-day life to grasp concepts faster and with ease. As

we mentioned earlier, there is no wrong way to learn so play to your strengths when trying to

learn a new concept. If you are hungry to learn new things and continuously improve yourself, take a

look at some of our training courses to get you started

To the Parents

•Parents should know their child: their preferences, their dislikes, their habits, their desires

• According to S. Wolf (2020), Gaining understanding of their specific learning style can enhance the

way in which we teach them throughout their life, and help them master their school work and succeed

in life. Gaining insight into how our son or daughter processes information and learns can help us help

them be their very best and do their very best both inside and outside the classroom. Although

many people have a combination of learning styles, most people have a preferred method of

learning. And while each learning method has its strengths and weaknesses, we can easily see there

are multiple ways to learn and grow.

Future Researchers

• This Study may be replicated or tailored to different researchers to seek out the many

variations within the learning styles of Bachelor of education Students in the Saint
Michael faculty of Caraga.

• This Study is going to be used as a guide for those that wish to conduct an analogous

Study or improve this Study to see the various learning styles of the scholars. The

Study is a reference for the succeeding generation of students' researchers to induce

the learning styles of Bachelor of education Students in the Saint Michael faculty of Caraga.