1

CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Introduction

Learning styles speaks to the understanding that every student learns differently.

Technically, an individual’s learning style refers to the preferential way in which the students

absorbs, processes, comprehends and retains information. Learning styles has gained

widespread recognition in education theory and classroom management strategy. Learning

styles depend on cognitive, emotional and environmental factors, as well as one’s prior

experience. In other words everyone’s different. It is important for educators to understand in

their student’s learning styles, so that they can implement best practice strategies into their

daily activities, curriculum, specifically higher level ones like a doctorate of education,

integrate different learning styles and education obstacles directly into program curriculum.

It is commonly believed that learning styles are not really concerned with “what” learners

learn and it is also important factor for student’s academic achievements. Students have

different strength and preference in the way how they take in and process information which

is to say, they have different learning styles such as visual, auditory and kinesthetic.

Learning styles can be defined classified and identified in many different ways. It can

also be described as a set of factors, behaviors and attitude that enhance any learning

situation. How the students learn and how the teachers teach and how the two interact with

each other are influenced by different factors such as culture personal experiences and

developments.
 2

In the light of these situations, the researchers would like to find out if the learning

styles of the Senior High School Students and to determine its impact on their academic

achievement.

Statement of the Problem

This study aimed to determine the impact of learning styles on the academic achievements of

the Senior High School students of San Ildefonso National High School during the school

year 2018-2019.

Specifically, the study answered the following questions:

1. How may the learning styles of the students as perceived by the teachers and

students themselves be described in terms of:

1.1.Visual; 1.2.Kinesthetic;

and

1.3.Auditory?

2. How may the academic achievement of the respondents be described in terms

of their average during the first semester of school year 2018-2019?

3. Is there a significant difference between the perceptions of the teachers and

students themselves as students learning styles in terms of:

3.1.Visual; 3.2.Kinesthetic;

and

3.3.Auditory?

4. Is there a significant relationship on the learning style and academic

achievement of the senior high school students?

 3

Hypotheses

This study was guided by the following hypotheses:

1. There is no significant difference between the perceptions of the teachers and students

themselves as to the students’ learning styles.

2. There is no significant relationship between the students’ learning style and their

academic achievement.

Conceptual Framework

Although its origins have been traced back much further, research in the area of

learning style has been active for at a conservative estimate around four decades. During that

period the intensity of activity has varied, with recent years seeing a particularly marked

upturn in the number of researchers working in the area. Also of note is the variety of

disciplines from which the research is emerging. Increasingly, research in the area of learning

style is being conducted in domains outside psychology the discipline from which many of

the central concepts and theories originate. These domains include medical and health care

training, management, industry, vocational training and a vast range of settings and levels in

the field of education. It is of little wonder that applications of these concepts are so wide

ranging given the centrality of learning and how best to do it to almost every aspect of life.

As a consequence of the quantity of research, the diversity of the disciplines and domains in

which the research is conducted, and the varied aims of the research, the topic has become

fragmented and disparate. This is almost certainly how it must appear to practitioners and

researchers new to the area, with its complexities and convolutions difficult to comprehend

and assimilate. As such, it is perhaps timely to present an account of the central themes and

issues surrounding learning style and to consider the instruments available for the
 4

measurement of style. This paper aims to provide such an account, attempting to clarify

common areas of ambiguity and in particular issues surrounding measurement and

appropriate instruments. It aims to bring together necessary components of the area in such a

way as to allow for a broader appreciation of learning style and to inform regarding possible

tools for measurement. It is anticipated that such an account will promote research in the

field by presenting it as more accessible and by developing a greater appreciation for the area

across disciplines and in researchers and practitioners new to the area (Cassidy, 2010).

Independent Variable Dependent Variable

LEARNING ACADEMIC
STYLES ACHIEVEMENT

Figure 1. Paradigm of the Study

 5

Figure 1 exhibits the paradigm of the study. It is shown in the figure that the independent

variable is learning styles. It is measured in terms of auditory, visual and kinesthetic. On the

other hand, the independent variable is the academic achievement of the students which is the

general average during the first semester of school year 2018-2019. It is hypothesized that the

learning styles affect the academic achievement of the students.

Scope and Delimitation of the Study

This study focused on the impact of learning styles on academic achievements of

among the Senior High School students of San Ildefonso National High School. This study

will be conducted during the second semester of the school year 2018-2019. Respondents

involved the Grade 11 and Grade 12 students and teachers of San Ildefonso National High

School.

Significance of the Study

The result of this study will be beneficial to the following:

Students. The study will also be significant to the students to be more competent on

their academic achievements. This may also help them with their future study as a form of

reference material.

Teachers. This may help them to motivate their students and to be more productive

and efficient. This will also help the educators to know the effective strategy or style and

appropriate materials in teaching.

 6

Researchers. This study will be significant to the researchers, for it will help them

increase satisfaction for knowing some insights about the given problem and research skills

to be more productive in this field that they had chosen.

Future Researchers. This may help them to have a source or reference in their study

which tackles the same field of interest.

Location of the study

This study was carried out in San Ildefonso National High School. It was established year

2000. The conversation of Bulacan Agricultural School (BuNAS) into a Chartered

College now known as Bulacan National Agricultural State College (BNASC) by virtue of

Republic Act 8548 paved way for the establishment of a secondary public high school in the

municipality. This was the answer of the local government unit to the clamor of the parents

and their children for an equal right to education.

The major query then in the establishment of the school is its proper site or location. To give

light to the problem, the municipal government coordinate with BASC

administration to ask for a parcel of land where the first building and the first school will be

established. And on the 11th day of May 2000, the decision was made and agreed for the

donation of 15,000 sq. m. As an initial area for the establishment of the municipal high

school. Other local government officials also played a big part and extended their outmost

support for the establishment of the school.

The first building was constructed and inaugurated on June 03 2000. The first day of classes

started on June 05 2000 which coincided with the opening of classes throughout the country.

Six pioneer teachers lent their service into this newly established high school as municipal

contractual teacher.
 7

Figure 2. Location map of the Study

Definition of terms

To help readers in understanding this study, the following terms are defined

operationally:
 8

Academic Achievement- is the extent to which a student, teacher or institution has

achieved their short or long-term educational goals.

Auditory- is a learning style in which a person learns through listening. An auditory

learner depends on listening and speaking as a main way of learning.

Kinesthetic- or tactile learning is a learning style in which learning takes place by the

students carrying out physical activities, rather than listening to a lecture or watching

demonstration.

Learning styles- refers to a range of competing and contested theories that aim to

account for differences in individuals learning. A way of learning to which an individual is

particularly suited allegedly enabling them to learn more effectively.

Visual- is a style in which a learner utilizes graphs, charts, maps and diagrams.

CHAPTER II
 9

REVIEW OF RELATED LITERATURE

Each individual is a unique learner. Scholar have identified that some learners learn toward

specific techniques strategies for learning. These techniques are referred as learning styles or

teaching preferences. Studies showed that students preferred learning styles include active,

reflective, sensory and intuitive (John, Shahzadi & Khan, 2016).

One of the most significant issues in learning to learn is for individuals to take responsibility

for their own learning. When learner take the responsibility of their own learning, they

attribute meaning to the process of learning, leading to effective learning (Nzesei, 2015).

According to (Jones, Reichard & Mokhtari, 2003), learning styles are subject area sensitive

that a majority of the students perceive different discipline require different learning

strategies and that they are able to adapt or style-flex to meet the requirements of the learning

task. Many students may have some intuition regarding how they learn, many simply not be

consciously aware of their learning preferences in general, let alone learning in different

disciplines. Increasing student awareness of their own learning styles may be quite helpful in

acquiring different learning task that was given by their teachers. These are also students who

are not aware how they learn or many students do not know what is their learning preference

in common. Let them explore and know his/her learning styles because it helps the students

to perform well or get highest scores in exam or quizzes. Understanding the different learning

styles of students can also help the teachers not only the students because they can implement

better strategies in teaching and for the students they can used better strategies in studying.

The controversy over learning styles (the unique way of thinking and reasoning that

characterizes an individual learner) as to whether or not it is a stable cognitive factor is one

 10

which has regarded on for a number of years has been reinvigorated recently with the advent

of easy to use courseware development of virtual learning environments (Gordon, 2004).

Kolb & Kolb (2017) I introduced the concept of learning space as a framework for

understanding the interface between students learning styles and the institutional learning

development. They presented principles for the element of experimental learning in higher

education and suggested how experiential learning can be applied throughout the educational

environment by institutional development programs including longitudinal outcome

assessment, curriculum development, students development, and faculty development.

According to (Swanson, 1995) in light of recent research suggesting links between learning

style and culture, this review of the literature looked at the various definitions of learning

style, reviewed a framework for categorizing the types of instruments used to assess learning

style and explored the literature on learning style research among diverse groups. The study

reviewed definition of learning style versus cognitive style and explored learning style

theories including personality models, an information processing model and the social

interaction model.

Furthermore, Learning styles should be a guide for diversified teaching methods catering to

the needs of the students. Further studies should be conducted among the colleges and state

universities to develop a diversified learning compendium addressing the needs of the

students (Lumanog, 2013).

In the study conducted by (Karalliyadda, 2017), results revealed that no substantial

association between learning styles and academic performance. Availability of multimodal

learning styles are suitable to use blended teaching aids such as letters, video and illustrations
 11

as well as to encourage students to take self-notes etc. moreover facilitating each student to

gain hands on experience can be used to enhance the learning.

Moreover, Gappi (2003) concluded that there was no significant effect of gender, age and

academic program on the learning style preferences of students. Based on the result, of his

there was no statistical significant correlation between the academic achievement and the

learning style preferences of the students.

Likewise, (Dominguez, 2014), revealed in his research that there is correlation between the

specific features of a group of active learners and their academic achievement.

CHAPTER III

METHODOLOGY

This chapter presents the research design, data gathering techniques, sampling

procedures and data analysis scheme that will be employed in the study.
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Research Design

This study used descriptive correlation design of research utilizing questionnaires to

determine the learning style impact on students’ academic achievement among the senior

high school students of San Ildefonso National High School.

Correlation research is a type of non-experimental research method, in which a

researcher measures two variables, understands and assess statistical relationship between

them with no influence from any extraneous variable (Adi, 2012).

Data Gathering Technique

The researchers asked permission from the School Principal in San Ildefonso

National High School to conduct the research through a letter. Upon the approval of the

School Principal, the researchers personally distributed the questionnaires to the respondents.

The questionnaire which is composed of two parts was adapted from O’Brien (1985).

It is composed of the Learning styles of the students which is measured in terms of Auditory,

Visual and Kinesthetic.

Sampling Procedure

To determine the sample from the population of the senior high school students, the

researchers employed the method of Gay (1978) which stated that 20% for a smaller

population as small as 500 and below and 10% of the population for a larger population as

large as 1,000 will be enough as a sample for descriptive research.

 13

Upon getting the 20% of the population of the students, lottery method and random numbers

were used to determine the respondents. The researchers assigned the students in the different

sections then those numbers who were picked served as the respondents.

As to the teacher-respondents, eight were from grade 11 and another eight from grade 12 for

a total of sixteen (16) teachers.

Table 1. Distribution of the respondents

Students
Grade Level Teachers n
N (20%)
Grade 11 8 372 84

Grade 12 8 343 70

Total 16 712 154

Grand Total 170

Data Analysis Scheme

After collecting all the data needed in the study, these were analyzed using some

statistical tools.

The researchers used frequency counts and percentage to describe the academic performance

of the students. Weighted mean was employed to describe the learning styles of the students.

T-test analysis was utilized to determine the significant difference between the perceptions of

the teachers and students themselves as to the students’ learning styles. To determine the

significant relationship between the learning style and academic achievement of the senior

high school students, Pearson Correlation was employed.

 14

Table 2. Scoring Range for the respondents in the learning style

Scoring Range Rating Scale Verbal Description
4.20-5.00 5 Always
3.40-4.19 4 Often
2.60-3.39 3 Sometimes
1.80-2.59 2 Rarely
1.00-1.79 1 Never

Table 3. Scoring Range for the respondents in the academic achievements

Grading Scale Descriptors
90-100 Outstanding
85-89 Very Satisfactory
80-84 Satisfactory
75-79 Fairly Satisfactory
Below 75 Did Not Meet Expectation

CHAPTER IV

RESULTS AND DISCUSSION

This chapter deals with the interpretation, analysis and presentation of the data collected

from the responses of the respondents.

Students’ Learning Styles

Visual

Table 4 presents the descriptive measures on the learning styles in terms of visual.

Results revealed that the grand mean of the responses is 3.83 which can be verbally described

as “often”.
 15

In addition based on the general result, in statement number one which is “I enjoy

doodling and even my notes have lots of pictures and arrows in the” with the total mean score

of 4.12 was the highest mean recorded among all the statements.

On the other hand, statement in item number ten, which is “It is better for me to get

work done in a quiet place” with the total mean score of 3.50 was the lowest mean recorded

among all the statements. This would imply that the students learned more on images or

pictures because they think it will be easy for them to remember the past lesson that discuss.

And also the students is comfortable to study when they alone to avoid destruction from other

classmates.

Table 4. Descriptive measures on the Learning Styles of the Students in terms of Visual

Verbal
Item statements Mean Description
1. I enjoy doodling and even my notes have lots of pictures 4.12 Often
and arrows in the.
2. I remember something better if I write it down. 3.98 Often
3. I get lost or am late if someone tells me how to get to a new 3.88 Often
place, and I don’t write down the directions.
4. When trying to remember someone's telephone number, or 3.89 Often
something new like that, it helps me to get a picture of it in
my mind.
5. If I am taking a test, I can "see" the textbook page and 3.90 Often
where the answer is located.
6. It helps me to look at the person while listening; it keeps me 3.81 Often
focused.
7. Using flashcards helps me to retain material for tests. 3.78 Often
8. It's hard for me to understand what a person is saying when 3.70 Often
they are people talking or music playing.
9. It's hard for me to understand a joke when someone tells 3.78 Often
me.
10. It is better for me to get work done in a quiet place. 3.50 Often
Over all Mean 3.83 Often
LEGEND:
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Range Description
4.20-5.00 Always
3.40-4.19 Often
2.60-3.39 Sometimes
1.80-2.59 Rarely
1.00-1.79 Never

Auditory

Table 5 presents the descriptive measures of the students’ learning styles in terms of

visual. Results revealed that the grand mean of the responses is 3.72 which can be verbally

described as “often”.

In addition based on the statement in item number nine which is “It’s hard for me to

read other peoples handwriting” with the mean score of 3.81 got the highest mean rating

among all the statements.

On the other hand, statement in item number three which is “Papers with very small

print, blotchy dittos or poor copies are tough on me” with the mean score of 3.53 got the

lowest mean score among all the statements. Results would imply that the students is being

choosy when it’s comes on the print paper.

Table 5. Descriptive measures on the Learning Styles of the Students in terms of Auditory

Verbal
Item statements Mean Description
1. My written work doesn't look neat me. My papers have 3.75 Often
crossed-out words and erasures.
2. It helps to use my finger as a pointer when reading to 3.80 Often
keep my place.
3. Papers with very small print, blotchy dittos or poor 3.53 Often
copies are tough on me.
4. I understand how to do something if someone tells me, 3.63 Often
rather than having to read the same thing to myself.
5. I remember things that I hear rather than things that I see 3.74 Often
or read.
6. Writing is tiring I press down too hard with my pen or 3.79 Often
 17

pencil.
7. My eyes get tired fast, even though the eye doctor says 3.71 Often
that my eyes are ok.
8. When I read, I mix up words that look alike, such as 3.73 Often
"them" and "then", "bad" and "dad".
9. It's hard for me to read other people's handwriting. 3.81 Often
10. If I had the choice to learn new information through a 3.74 Often
lecture or textbook, I would choose to hear it rather than
read it.
Over all Mean 3.72 Often
LEGEND:
Range Description
4.20-5.00 Always
3.40-4.19 Often
2.60-3.39 Sometimes
1.80-2.59 Rarely
1.00-1.79 Never

Kinesthetic

Table 8 presents the descriptive measures of the learning styles in terms of kinesthetic.

Results revealed that the grand mean of the responses is 3.01 which can be verbally described

as “sometimes”.

Table 6. Descriptive measures on the Learning Styles of the Students in terms of Kinesthetic

Verbal
Item Statements Mean Description
1. I don't like to read directions; I'd rather just start doing. 3.45 Often
2. I learn best when I am shown how to do something, and I 3.26 Sometimes
have the opportunity to do it.
3. Studying at a desk is not for me. 2.86 Sometimes
4. I tend to solve problems through a more trial-and-error 2.89 Sometimes
approach, rather than from a step-by-step method.
5. Before I follow directions, it helps me to see someone else 3.04 Sometimes
do it first.
6. I find myself needing frequent breaks while studying. 2.98 Sometimes
7. I am not skilled in giving verbal explanations or 2.93 Sometimes
directions.
 18

8. I do not become easily lost, even in strange surroundings. 2.99 Sometimes

9. I think better when I have the freedom to move around. 2.77 Sometimes
10. When I can't think of specific word, I'll use my hands a 2.94 Sometimes
lot and call something a "what-cha-ma-call-it" or a "thing-
ama-jig".
Over all Mean 3.01 Sometimes
LEGEND:
Range Description
4.20-5.00 Always
3.40-4.19 Often
2.60-3.39 Sometimes
1.80-2.59 Rarely
1.00-1.79 Never

In addition based on the statement in item number one which is “I don’t like to read

directions; I’d rather just start doing” with the total mean score of 3.45 was the highest mean

recorded among all the statements.

On the other hand, statement in item number nine which is “I think better when I have

freedom to move around” with the total mean score of 2.77 was the lowest mean recorded

among all the statements. This would imply that the students are not comfortable in one

place. They want to move around to be feel better.

T-test Analysis for the differences on the perceptions of teachers and students in terms of
the Students’ Learning Styles

Table 7 exhibits the result of the t-test. As can be seen from the table, the significant

difference was found between learning style in terms of visual (p= .022). This significant

difference was brought about by the fact that the computed probability values for these

variables is less than the 0.05 level of significance.

Table 7. T-test Analysis for the differences on the perceptions of teachers and students in
terms of the Students’ Learning Styles
Learning Teachers students Mean t-test p-value
 19

styles difference
Visual 3.627 3.8572 -0.2302 -3.524 0.002
Auditory 3.7443 3.7208 0.0235 0.402 0.692
kinesthetic 2.9563 3.0156 -0.0593 -0.537 0.599

Correlation Analysis between Learning Styles and Students’ Academic Achievement

Table 8 exhibits the results of the correlation analysis between learning styles in terms of

visual, auditory and kinesthetic and the senior high school students’ academic achievement.

Correlation was found significant between learning styles in terms of visual and the

respondents’ academic achievement (p=.022).

On the other hand, no significant correlation was found between learning styles in terms of

auditory and the respondents’ academic achievement (p=.265) and learning styles in terms of

kinesthetic and the respondents’ academic achievement (p=.154).

These no correlations were brought about by the fact that the computed probability value of

the aforementioned variables are greater than the 0.05 significant level.

Result of the study was found consistent with the results of the study conducted by Warn

(2009) that no significant association was observed between the learning style and the

academic performance of the students. He further concluded that there could be other

possible predictors of academic performance. It may be attributed to the study strategy

(surface or deep), which has been proven to have significant relationship between the two

constructs.
 20

Likewise, Pellon, Nome & Aran (___) also found in their study that learning styles students

do not affect their academic performance and that these variables act independently of each

other.

In contrast to these findings, Wilkinson, Boohan & Stevenson (___) concluded in their study

that correlations between learning style do not influence the academic performance of the

students.

These results would imply that the academic performance of the students may be influenced

by various factors and learning styles may be just one of these.

Table 8. Correlation Analysis between Learning Styles and Students’ Academic Achievement
Learning style Academic Achievement
Visual Pearson Correlation .185*
Sig. (2-tailed) .022

N 154
Auditory Pearson Correlation .090

Sig. (2-tailed) .265

N 154
Kinesthetic Pearson Correlation -.007

Sig. (2-tailed) .931

N 154
*. Correlation is significant at the 0.05 level (2-tailed).
 21

CHAPTER V CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary of findings based on the data gathered, conclusions and

recommendations.

Conclusions

Based on the findings of the study, the following conclusions were drawn:

1. There is no significant correlation between the learning styles in terms of

auditory and kinesthetic and the students’ academic achievement.

2. The correlation was found significant between learning style in terms in visual

and students’ academic achievement.

3. As a whole, there is no correlation found between the students’ learning style

and academic achievement.

Recommendations

Based on the findings of the study, the following recommendations are suggested:

1. For the students, they should study the way they learn from discussion of their teacher

for them to become productive and efficient.

2. For the teachers, let their students learn on their own way.

3. For the future researchers, they might as well consider other variables in case they

want to study the same field of interest.

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REFERENCES

Alice, K. (2017). correlational research. Retrieved from books.lardbucket.org:

https://2012books.lardbucket.org/books/psychology-research-methods-cre-skills-

andconcepts/sii-02-correlational-research.html

Brien, O. (1985). A Generalised Model of Learning Style. Retrieved from

researchgate.net:

https://www.resesrchgate.net/publication/252107415_The_Nexus_Explore_A_Generalised_

Model_Of_Learning_Styles

Damian, G. (2004, march 06). Students Preferred Learning Styles Academic

Performance. Retrieved from researchgate.net:

https://www.researchgate.net/publication/313694036

David, A. (2012). Learning Styles. Retrieved from scribd.com:

https://www.scribd.com/document/360370194/foreign-literature-docx

Dominguez, S. (2014). Learning Style and Academic Performance of First Year

Agricultural Undergraduates . Retrieved from researchgate.net:

https://www.researchgate.net/publication/312013732

Gappi, I. (2013). Students learning styles and preffered teaching styles of college

freshmen. Retrieved from doi.org: https://doi.org/10.1348/00070990360626976

Joann, L. (2013, May 31). A correlation study between learning styles and academic

achievement among secondary school students in kenya. Retrieved from bitstream:

http://erepository.uonbi.ac.ke/bitstream/handle/11295/93142/Mutua_A+correlation+study+be

tween+learning+styles+and+academic+achievement+among+secondary+school.pdf?sequenc

e=1

Linda, S. (1995, January). Learning Styles. Retrieved from researchgate.net:

 23

https://www.researchgate.net/publication/252107415

Mutua, N. (2015). A correlation study between learning style and academic achievement

among secondary school students in kenya. Retrieved from bitstream;

http//erepository.uonbi.ac.ke/bistream/handle/11295/93142/mutua_A+correlation+study+bet

ween+1earning+styles+and+academic+achievement+among+secondary+school.pdf?sequenc

e=1

Reichard, J. (2003). Learning Styles. Retrieved from

scribd.com:http://www.scribd.com/document/360370194/foreign-literature-docx

Shahzadi, J. (2016, january). Students preferred learning style academic

performance. Retrived from

researchgate.net:https://www.researchgate.net/publication/313694036
 24

APPENDICES

Appendix A
 25

Letter to the Principal

Appendix B
 26

Survey Questionnaire for Students

Republic of the Philippines

San Ildefonso, Bulacan
San Ildefonso National High
School Poblacion, San Ildefonso,
Bulacan

LEARNING STYLES: IMPACT ON STUDENTS’ ACADEMIC ACHIEVEMENT

Survey Questionnaire for Students

Name (Optional):_________________________________________ Age:_______

Grade & Sections:______________

Sex: Male Female

Average during the first semester:________

I. LEARNING STYLE
Direction: Answer each question in most accurate and honest manner by putting a check in the
column that best corresponds to your answer.

5-Always 4-Often 3-Rarely 2-Sometimes 1-Never

A. Visual 5 4 3 2 1
1. I enjoy doodling and even my notes have lots of pictures and
arrows in them.
2. I remember something better if I write it down.
3. I get lost or am late if someone tells me how to get to a new
place, and I don’t write down the directions.
4. When trying to remember someone’s telephone number, or
something new like that, it helps me to get a picture of it in
my mind.
5. If I am taking a test, I can “see” the textbook page and where
the answer is located.
6. It helps me to look at the person while listening; it keeps me
focused.
7. Using flashcards helps me to retain material for tests

8. It’s hard for me to understand what a person is saying when

there are people talking or music playing.
9. It’s hard for me to understand a joke when someone tells me.

10. It is better for me to get work done in a quiet place.

B. Auditory 5 4 3 2 1
1. My written work doesn’t look neat me. My
 27

papers have crossed-out words and

erasures.
2. It helps to use my finger as a pointer when
reading to keep my place.
3. Papers with very small print, blotchy dittos or
poor copies are tough on me.
4. I understand how to do something if someone
tells me, rather than having to read the same
thing to myself.
5. I remember things that I hear, rather than
things that I see or read.
6. Writing is tiring. I press down too hard with
my pen or pencil.
7. My eyes get tired fast, even though the eye
doctor says that my eyes are ok.
8. When I read, I mix up words that look alike,
such as “them” and “then”, “bad” and
“dad”.
9. It’s hard for me to read other people’s
handwriting.
10. If I had the choice to learn new information
through a lecture or textbook, I would
choose to hear it rather than read it.

C. Kinesthetic 5 4 3 2 1
1. I don’t like to read directions; I’d rather just
start doing.
2. I learn best when I am shown how to do
something, and I have the opportunity to do
it.
3. Studying at a desk is not for me.
4. I tend to solve problems through a more trial-
and-error approach, rather than from a step-
by-step method.
5. Before I follow directions, it helps me to see
someone else do it first.
6. I find myself needing frequent breaks while
studying.
7. I am not skilled in giving verbal explanations
or directions.
8. I do not become easily lost, even in strange
 28

surroundings.

9. I think better when I have the freedom to

move around.
10. When I can’t think of specific word, I’ll use
my hands a lot and call something a
“whatcha-ma-call-it” or a “thing-a-ma-jig”.
 29

Appendix C

Survey Questionnaire for Teachers

Republic of the Philippines

San Ildefonso, Bulacan
San Ildefonso National High
School Poblacion, San Ildefonso,
Bulacan

LEARNIN G STYLES: IMPACT ON STUDENTS’ ACADEMIC ACHIEVEMENT

Survey Questionnaire for teachers

Name (Optional):________________________________________

I. LEARNING STYLES OF STUDENTS

Direction: Answer each question in most accurate and honest manner by putting a check in the column
that best corresponds to your answer.

5-Always 4-Often 3-Rarely 2-Sometimes 1-Never

A. Visual My 5 4 3 2 1
students…...
1. Enjoy doodling and even their notes have lots of pictures
and arrows in them.
2. Remember something better if they write it down.
3. Get lost or late if someone tells them how to get to a new
place, and they don’t write down the directions.
4. Are trying to remember someone’s telephone number, or
something new like that, it helps them to get a picture of
it in their mind.
5. Can see the textbook page and where the answer is located
when they are taking a test.
6. Are more focused when they look at the person while
listening.
7. Retain material for tests using flashcards.

8. Have difficulty to understand what a person is saying when

there are people talking or music playing.

9. Have difficulty to understand a joke when someone tells

them.
10. Can get work done in a quiet place.
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B. Auditory My 5 4 3 2 1
students…….
1. Written work doesn’t look neat. Their papers
have crossed-out words and erasures.
2. Helps to use their finger as a pointer when
reading to keep their place.
3. Papers with very small print, blotchy dittos or
poor copies are tough on them.
4. Understand how to do something if someone
tells them, rather than having to read the same
thing to themselves.
5. Remember things that they hear, rather than
things that they see or read.
6. Writing is tiring they press down too hard with
their pen or pencil.
7. Eyes get tired fast, even though the eye doctor
says that their eyes are ok.
8. When they read, they mix up words that look
alike, such as “them” and “then”, “bad” and
“dad”.
9. Have difficulty to read other people’s
handwriting.
10. Had the choice to learn new information
through a lecture or textbook, they would
choose to hear it rather than read it.

C. Kinesthetic 5 4 3 2 1
My students………
1. Don’t like to read directions; they’d rather just
start doing.
2. Learn best when they shown how to do
something, and they have the opportunity to
do it.
3. Studying at a desk is not for them.
4. Solve problems through a more trial-and-error
approach, rather than from a step-by-step
method.
5. Prefer to see someone else do it first before
following directions.
6. Find themselves needing frequent breaks while
studying.
7. Are skilled in giving verbal explanations or
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directions.
8. Do not become easily lost, even in strange
surroundings.
9. Think better when they have the freedom to
move around.
10. Can’t think of specific word, they will use
their hands a lot and call something a
“whatcha-ma-call-it” or a “thing-a-ma-jig”.

Appendix D

Sample completed Survey Questionnaires

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Appendix F
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Pictorials
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