LEARNING STYLE AND LEARNING ABILITY

OF THE STUDENTS AND THEIR ACADEMIC PERFORMANCE:

A CORRELATIONAL STUDY

An Undergraduate Research

Presented to

The Faculty of Education Department

Eastern Visayas State University

Ormoc City Campus

In Partial Fulfillment

of the Requirements for the Degree

Bachelor of Elementary Education

Researchers:

Ferlie Jane M. Boholst

Haide M. Luna

Nina Marie G. Matuguina

Flory Jane C. Montubig

Edelyn C. Redoble

2022
 APPROVAL SHEET

This study entitled “Learning Style and Learning Ability of the Students and
their Academic Performance: A Correlational Study” prepared and presented by
Ferlie Jane M. Boholst; Haide M. Luna; Nina Marie G. Matuguina; Flory Jane C.
Montubig; and Edelyn C. Redoble, as partial fulfillment of the requirements in Research
in Education 2 (Thesis Writing) for the degree of has been examined and is recommended
for acceptance and approval for ORAL EXAMINATION.

CHRISTIA BALTAR, Ed.D.

Research Adviser

Approved by the examining Tribunal at the Oral Examination conducted on 4th day of
June 2022 with the grade of _______.

MA. ERENITA V. BAHIAN, PhD

Chairman-Research Committee

DELICIA C. INGHUG, PhD GILBERT ANTHONY M. ABANO, RN, MAN

Examiner/ Member Examiner/ Member

Accepted and approved in Partial Fulfillment of Requirements for the degree of Bachelor
of Elementary Education.

DELICIA C. INGHUG, PhD

Head of Education Department
 ACKNOWLEDGEMENT

The researchers would like to express their deepest and sincerest gratitude to the

following that helped in making this research a reality.

First and foremost, praises and thanks to the Almighty Father who gave wisdom

to the researchers. For without His guidance this study would not be made possible.

To Christia Baltar, Ed.D, the researchers’ subject teacher, for giving the

researchers the opportunity to do research for providing guidance throughout this study.

Her sincerity and passion have deeply inspired the researchers. She taught the researchers

on how to present the research works as clearly as possible.

The researchers would like to thank Ms. Kristine Lovele E. Navarette, Prof.

Gilbert Anthony O. Abaño, and Dr. Delicia C. Inghug for their valuable comments

and opinions, for their rightful suggestions and professional criticism during the making

of this thesis.

They would also like to thank their parents for helping them a lot in being an

inspiration and for the support they give which became one of the reasons for them to

keep going throughout the research.

To all students who were involved, which are the 1st year Bachelor of

Elementary Education students, for their active participation, cooperation, time, and

effort during the conduct of the research.

Lastly, the researchers thank all the people who had supported in the study.
 ABSTRACT

This research paper examined the significant relationship between the learning

style and learning ability of the students to their academic performance toward the First

Year Bachelor of Elementary Education Students of Eastern Visayas State University-

Ormoc City Campus during this pandemic. The researchers utilized simple random

sampling procedure in obtaining a total of 51 participants from First Year Bachelor of

Elementary Education Students. The study was a correlational study for it was concerned

in gathering quantifiable information. Data was gathered through survey questionnaires

through the use of google forms. The study used a statistical treatment by calculating the

Percentages, Averages, Standard Deviation, and Spearman rho Correlation of the data

gathered and acquired. The study found that the learning style is significantly related with

students’ academic performance and students returned to be more of a visual learners. On

the other hand, academic performance of the students is not associated with their learning

ability as to schema, assimilation, and equilibration. Whereas, there is weak positive

relationship between the factor accommodation and the academic performance which

returned that students who has a good learning ability in terms of accommodation,

performs well. This implies that as the students often agree on the statements under

accommodation it tends to observe higher academic performance. Government and

schools should provide equipment, gadgets and wi-fi or allowance for load, as well as

considering time management for effective learning to happen.

Keywords: cognitive constructivism, learning ability, learning style, effective learning

 TABLE OF CONTENTS

Title .................................................................................................................... Page

Approval Sheet ....................................................................................................... i

Abstract .................................................................................................................. ii

Acknowledgement ................................................................................................. iii

Table of Contents .................................................................................................... iv-v

List of Figures .......................................................................................................... vi

List of Tables .......................................................................................................... vii

List of Appendices ................................................................................................. viii

Chapter I: Introduction

Background of the Study ........................................................................... 1-2

Theoretical Framework ............................................................................. 3

Conceptual Framework ............................................................................ 4

Statement of the Problem ........................................................................... 5

Significance of the Study ............................................................................ 5-6

Scope and Delimitation .............................................................................. 6

Definition of Terms .................................................................................... 7

Chapter II: Review of the Related Literature .................................................... 8-19

Chapter III: Methodology

Research Design ........................................................................................... 20

Research Environment ................................................................................. 20

Research Subjects ........................................................................................ 20

Research Instrument ..................................................................................... 21-

22

Data Gathering Procedure ............................................................................. 22

Statistical tool to be used .............................................................................. 23-

24

Chapter IV: Results and Discussions ................................................................... 25-35

Chapter V: Summary of findings, Conclusion, and Recommendation ............... 36-37

References .............................................................................................................. 38-43

Appendices:

Apendix A: Transmittal Letter ....................................................................... 44

Apendix B: Letter for Respondents ................................................................ 45

Apendix C: Survey Questionnaires ................................................................ 46-47

Apendix D: Plan of Activities ........................................................................ 48-49

Curriculum Vitae .................................................................................................... 50-55

LIST OF FIGURES

Figure 1: Conceptual Framework

 LIST OF TABLES

Table 1: Learning Style of the Students

Table 1.1: Preferred Learning Style

Table 2.1: Learning Ability of Students in terms - Schema

Table 2.2: Learning Ability of Students in terms - Assimilation

Table 2.3: Learning Ability of Students in terms - Accommodation

Table 2.4: Learning Ability of Students in terms – Equilibration

Table 3: Academic Performance of Students

Table 4: Relationship Between Learning Style and Learning Ability of the Students to

their Academic Performance

 LIST OF APPENDICES

Appendix A: Transmittal Letter

Appendix B: Letter for the Respondents

Appendix C: Survey Questionnaire

Appendix D: Plan of Activities

 CHAPTER I

INTRODUCTION

Background of the Study

Various students have different learning styles. A person's preferred method of

absorbing, processing, comprehending, and remembering knowledge is referred to as

their learning style. Visual, auditory, tactile, and kinesthetic are the four main learning

methods. In research by Marc Philippe Lafontaine (2020) defined Learning abilities as

present in infancy because adaptation requires them. Learning capabilities evolve during

time, starting with simple habituation and novelty reactions to stimuli. Learning abilities

become more flexible and integrated across sensory modalities as we grow older,

allowing us to encode more complicated knowledge in larger volumes. In turn, an

increasing knowledge base leads to adaptive changes in behavior, making responses and

actions more precise and effective.

According to Nancy Chick (2010), the term “Learning Style" is frequently used to

describe how students receive, sort through, analyze, organize, draw conclusions about,

and "store" information for later use. These styles are frequently classified by sensory

approaches: visual, aural, verbal [reading/writing], and kinesthetic, according to VARK

(one of the most prominent learning styles inventories). Many of the models that don't

have bear a resemblance to the VARK's sensory focus have a continuum of descriptions

for how learners receive and organize information, such Felder and Silverman's Index of

Learning Styles, which has active-reflective, sensing-intuitive, verbal-visual, and

sequential-global.
 The researchers hold a research study entitled: Learning Style and Learning

Ability of the Students and their Academic Performance: A Correlational Study, to be

able to know the relationship of the learning style and learning ability to the academic

performance of the students specifically now in the new normal.

This study’s major purpose is to see how a learning style and learning ability

influences students’ academic performance during the pandemic. This study looked at

how students in Eastern Visayas State University’s Bachelor of Elementary Education

program respond to the student-centered approach. This study employed a structured

research instrument to improve the objectivity and accuracy of outcomes. As a result, the

researchers got an appropriate outcome and accordingly determined the potential effects

or impact of this learning style and learning ability on the students’ academic

performance.
Theoretical Framework

The Cognitive Constructivism Theory of Jean Piaget states knowledge is

something that is actively constructed by learners based on their existing cognitive

structure. Therefore, learning is relative to their stage of cognitive development. Piaget

focused on how humans make meaning in relation to the interaction between their

experiences and their ideas. His views tended to focus on human development in relation

to what is occurring with an individual as distinct from development influenced by other

persons.

There are four (4) concepts of cognitive constructivism theory which are schemes,

assimilation, accommodation, and equilibration. Cognitive development is a complex

process comprising three principal concepts affecting the development process:

assimilation, accommodation, and equilibration. All three are associated with the

information of schemata and their modification in order to attain a balanced sense of

understanding of the external world.

The relation of this to our study is that this study will determine the ability of the

students through the four (4) concepts of the theory. This will provide experience with

the knowledge construction process (students determine how they will learn) and also

provide experience in and appreciation for multiple perspectives, to encourage awareness

of the knowledge construction process (reflection, metacognition). Constructivism is an

important learning theory that educators use to help their students to learn.
 This study utilized internet research for further reading. The participants were

selected through simple random sampling and data is obtained through a survey

questionnaire via google forms.

INPUT PROCESS OUTPUT

•Learning Style of • Prepare a letter of

• The researchers will
Students in the new permission to the
know the relationship
normal. office of the School
of Learning Style and
Registrar.
Learning Ability of the
•Using Cognitive
Students and their
Constructivism, we will • Conduct a survey
Academic Performance
determine if the students questionnaire through
in the new normal.
have experienced the the use of google
learning ability of Jean forms.
Piaget’s:
• Schema • Respondents will be
• Assimilation selected through
• Accommodation Simple Random
• Equilibration sampling.

•Students’ Academic • Data analysis and

Performance interpretation

Figure 1

Conceptual Framework
Statement of the Problem

This study aimed to investigate the relationship between Learning Style and

Learning Ability of the Students and their Academic Performance of First Year Bachelor

of Elementary Education Students of Eastern Visayas State University-Ormoc City

Campus during this pandemic.

Specifically, this research answered the following questions:

1. What is the learning style of the students?

2. What is the learning ability of the students based on Jean Piaget’s Cognitive

Constructivism Theory in terms of:

a. Schema

b. Assimilation

c. Accommodation

d. Equilibration

3. What is the academic performance of the students?

4. Is there a significant relationship between the learning style and learning ability of

the students to their academic performance?

Significance of the Study

This study is undertaken to find out the impact of a learning style and learning

ability of the students and their academic performance of students in this pandemic
rendered by the third-year Bachelor of Elementary education (BEED) section A students

in Eastern Visayas State University-Ormoc City Campus.

The findings of this study are Significant to the following:

Students. Students who are the direct consumers of this research's output recognizes the

importance of a student-centered approach in the academic process.

Teachers. Teachers are able to use this information to help their students improve their

academic performance.

Parents. Parents are able to see the significance of the strategies in improving their

children's academic achievement.

Researchers. This study assists the researchers because it will strengthen their data

gathering and analytical skills throughout the research process.

Scope and Delimitation of the Study

This study focuses on the impact of a Learning Style and Learning Ability of the

Students and their Academic Performance, especially during this pandemic. The

researchers limit the study to the First Year Bachelor of Elementary Education (BEED)

from Eastern Visayas State University-Ormoc City Campus only. The selection of

respondents is through the Simple Random sampling method and it is not exclusive to

other year levels, courses, and schools. The gathering of data was done with Survey
Questionnaire by the use of google forms. This study is also designed to have a thorough

understanding of the learning styles and learning abilities of students.

Definition of Terms

Academic performance. How well the student does in the class and the learnings they

exhibit before and after the instruction.

Accommodation. Adapting existing ideas, perception, and understanding to come up

with new information.

Assimilation. Merging the new information or ideas into the existing ones.

Equilibration. Balancing new information with existing knowledge.

Impact. The result of something in general.

Learning ability. It is the ability of the student to learn; his mental capacity or the ability

to understand things.

Learning process. The way of acquiring knowledge and skills.

Learning style. The style a student is using or the preferred ways they used in learning.

Schema. Organization of past experiences, prior knowledge, and information stored in a

student’s mind.
 CHAPTER II

REVIEW OF THE RELATED LITERATURE

LEARNING STYLES OF STUDENTS

A learning style is a preferred method of applying one's abilities, not an aptitude

in and of itself (Sternberg, 1994). Individuals differ in their 'natural, habitual, and

preferred mode (s) of acquiring, processing, and retaining new information and abilities,'

which is to say, they have distinct learning styles (Reid, 1995)

  The results showed that students entering the medical school had preferences

which were more similar to science students than arts students. The medical students had

high scores on reproducing orientation (surface approach) in all years tested. The first-

year students had low scores on meaning orientation (deep approach) but the scores from

students in later years showed a progressive rise. The implications of these results with

regard to selection, teaching and assessment are explored. However, this preliminary

study does not allow us to differentiate between the effect of student preference and that

of the context and the environment in which they study. (Newble & Gordon, 1985).
 The way in which the teaching and the policies of the department and school

influence the students' approach to learning are reviewed in some detail. A consideration

of these characteristics in medical schools suggested that many may hinder rather than

assist in the development of the desired approach. The work reviewed here suggests that

the remedy will require not only substantial changes in the teaching, curriculum and,

particularly, assessment, but also a new strategy based on identifying and assisting

individual students whose approaches to study are not those expected of a competent

university-educated doctor. (Newble & Entwintle 1986)

According to the study “The effect of student-centered instructional approaches

on student success” their goal was to see how student-centered training approaches

affected student achievement. At the conclusion of the study, it was discovered that the

success rate in the experimental group was much higher than in the control group. In

comparison to the teacher-centered group, the student-centered group used student-

centered strategies (Gelisli, 2009).

It was revealed that the Student-Centered method of teaching students in second

grade was successful and effective. According to the research, cooperative learning

through pupil achievement promotes social acceptance and self-confidence while also

improving cerebral ability (Asoodeh, Asoodeh, & Zarepour, 2012). The focus is to see

how student-centered learning affects academic achievement and social skills in second

grade.

Using topics relevant for students positively affect their interest and achievement

in science or in other subjects. It is indicated that Guided inquiry-based learning is a

strong and positive predictor for students’ achievement. Its effect was also positively

associated with students’ interests (Kang & Keinonen, 2018).

The student-centered digital technology approach creates a positive learning

environment which led to excellent values of intrinsic motivation and academic

achievement in physical education PSTs. In other words, learning was best supported

when students are engaged in active, collaborative, and relevant digital technology-based

learning activities. The transferability of such teaching and learning experiences to pre-

service teachers’ and physical education teachers’ practice would be especially

worthwhile. (Calderón, Meroño, & MacPhail, 2020).

The key finding shows that using an integrated STEM (iSTEM) strategy to boost

students' involvement in STEM learning environments is a beneficial practice since it

makes it easier for teachers to use a general student-centered approach. (Struyf, De Loof,

& Van Petegem, 2019).

Through tests, surveys, and student comments, this study compared traditional

teaching with multimedia learning and online learning in terms of their effects on learner

knowledge and motivation (Li, 2016). The validity of personality theories is done to help

students deepen their understanding of their own personalities. This Student-Centered

Approach organizes the field of personality psychology around basic questions relevant

to the reader’s past, present, and future selves (McMartin, 2016).

The student-centered approach allows students to freely test their own hypotheses

more, and easily reflect on their own cognitive conflicts even more before moving from

assimilatory to properly scientific explanations (Atwood, 1996). This student-centered

approach was more effective than the teacher-guided approach in altering students’

alternative conceptions of seasonal change in this technology-enhanced/ technology-

advanced environment we have.

In a study about “Explicit learning in the L2 classroom: A student-centered

approach”, the explicit Learning in the Language 2 (L2) Classroom offers a unique five-

prong which are the: theoretical, empirical, methodological, pedagogical, and model

building approaches to the issue of explicit learning in the L2 classroom from a student-

centered perspective. It also provides a detailed treatment of research techniques that

aims to prepare teachers to be critical readers of published empirical research by

identifying the major elements of performing comprehensive research designs with high

levels of internal validity (Leow, 2015).

In the study of “Student-centered teaching strategies features are students’

independence, instructor’s coaching role, and knowledge as a tool, not an aim”, it was

concluded that the instructor's idea of forming a learning community among the students

is the first step toward learning and is the foundation of the workshop. The key to the

workshop's success is managing the teacher and students' learning collaborative culture.

It takes time and effort to communicate the significance of a learning community to some

pupils, particularly those who believe in individualism and competitiveness (Dekeyser &

Baert, 1999).

The findings of the study of “In-service teachers' conceptions of mobile

technology-integrated instruction: Tendency towards student-centered learning,

Computers & Education” gives educators and teachers a thorough understanding of

advanced/technology-enhanced learning, which they can use to create student-centered

learning activities effectively (Chen, Chung, & Tsai., 2021)

In a South African Journal of Education about “Student teachers’ perceptions,

experiences, and challenges regarding learner-centered teaching”, it is revealed that

student teachers are currently experiencing three serious challenges with regards to

learner-centered teaching and have a limited understanding of it. To combat this,

involvement and guiding principles involving lecturers’ support, accountable

intervention, and reflection of mentor teachers are suggested (Du Plessis, 2020).

According to the study about “Student perspective of classroom and distance

learning during COVID-19 pandemic in the undergraduate dental study program

Universitas Indonesia”, the abrupt shutdown of universities around the world owing to

the COVID-19 pandemic gives a huge opportunity for educational cultural reform. It is

stated that Dental educators should incorporate blended learning into the curriculum as

more "tech-savvy" generations enroll in higher education. That is to design the best

features of classroom and distance learning to improve the overall learning environment

(Amir, Tanti, Maharani, & et.al., 2020).

COVID-19 residents talked about how their campus influenced their personal

lives, academics, and social interactions. Students need holistic measurements to be

successful outside of the classroom, according to this study. A sense of peace or safety, a

broad surface area, and a sense of tranquility are among these measures. By that, it has

been found that students appreciate localized spaces for collaboration, acknowledged
various influences, and value their communities that can inhibit or enhance their ability to

study (Maley, 2021).

The pandemic of COVID-19 has had a significant impact on schooling at all

levels and types. Teachers must think carefully, plan ahead, and provide support in order

to be successful when teaching online. Effective ways for adopting online theoretical

mechanics teaching are: using live-streaming as the primary teaching method; applying

electronic blackboard to online discussions; linking theory to practice for better

understanding of knowledge; integrating curriculum content in ideal and moral education,

and conducting a formative assessment to supervise and motivate online learning. (Sun

& Liu, 2021)

COGNITIVE CONSTRUCTIVISM (LEARNING ABILITIES OF STUDENTS)

In a research study entitled “Evaluation Methods: Ways of Identifying the

Learning Abilities and Academic Performance of Students” by Radhika Kapur (2020)

states that through the implementation of evaluation methods, the learning abilities and

academic performance of the students get identified. When instructors put the evaluation

methods into practice, they usually tell the students. They can better prepare themselves

in this way. When students perform well, instructors will recognize that they are fulfilling

their professional responsibilities of training pupils.

 The results of the first study show that a positive relationship exists between

engineering students’ self-directed learning abilities and online learning performances.

The results of the second study indicate that students’ self-directed learning abilities do

not influence their learning outcomes. The reasons for the resulting inconsistent findings

between two studies were reported. Several implications for current engineering

instruction in traditional learning contexts were proposed.

According to Md Rahim, Nasrudin ; Meon, Hasni (2013),study skills have a

significant impact on university students' academic achievement. These skills, which can

be improved, can be used to predict how well a student would succeed academically

during his studies. Study skills have a significant impact on university students' academic

achievement. These skills, which can be improved, can be used to predict how well a

student would succeed academically during his studies.

In the study about “The Effect of Student-Centered Approaches on Student’s

Creative Thinking Skills: A Meta-Analysis Study”, student-centered approaches (SCA)

become a meaningful variable that affects students' critical thinking skills positively.

Teachers should use teaching methods and techniques based on the social interaction of

the students in a cognitive sense in order to develop their creative thinking skills

(AYTAÇ & KULA, 2020).

The majority of teachers' perspectives on learning and teaching are based on

person-centered humanistic learning theories and cognitive constructivism. Learning is

seen as a dynamic process that revolves around the requirements of pupils. However,
there is a problem with the employment of the most active teaching strategies being used

so infrequently (Toka & Gioti, 2021).

In a study about “Realization of student-centered approach in learning

environmental knowledge”, The main advantages of the student-centered approach are: it

allows the student to develop an active personality, and it eliminates the need for deep

listening and discussion. It also encourages the student to improve their communication

skills and develops their personal satisfaction (Solovova, et al., 2018).

A progression from a teacher-centered to a student-centered approach may be

exceptional for learning new concepts. It is important to check and review the factors that

potentially influence the effectiveness of simulation-based or the process of the teaching

environments (Dervić, Glamočić, Gazibegović-Busuladžić, & Mešić, 2018).

(Zulkifli, 2019) also demonstrated in his study about “Student-centered approach

and alternative assessments to improve students’ learning domains during health

education sessions” that if we want to develop the learning and engage students with

contents and developing whole learning domains within the classroom, the student-

centered approach and alternative assessment of learning were the effective approaches to

implement.

In a study about “Enhancing learners’ academic performances using student-

centered approach”, Bloom’s learning approach was successful in boosting learners

‘retention and transfer of productive and wide vocabulary in language learning and

conducive for promoting proficiency in English vocabulary knowledge (Jaiswal & Al-

Hattami, 2020)
 Question-answer, brainstorming, case study, demonstration, educational games,

dramatization, station technique, contemplation technique, six thinking hats technique,

snowball technique, and poster preparation were used to increase student interest in

courses and contribute positively to their learning (Kiliç & Şahin, 2017).

The effect of student-centered training on students' graphical interpretation skills

and conceptual comprehension of kinematical motion was explored in this study.

Student-centered education was found to be more effective in developing students'

graphical interpretation skills and conceptual knowledge of kinematical motion,

according to the findings (Ambelu & Gebregziabher, 2011)

Using regression analysis, it was found that learner-centered teaching used to

have a highly significant impact on students' learning skills and methods. This means that

the more learner-centered the instructor is, the more the students will develop learning

abilities and techniques (Dano-Hinosolango & Vedua-Dinagsao, 2014). This leads to the

enhancement and reinforcement of some areas to be improved using Bekele and

Melesse’s framework on student-centered approach in teaching.

The state of Ohio in the United States has twenty public high schools. They are

motivated, externally controlled, balanced demotivated, moderately motivated,

identified/externally regulated, balanced motivated, and autonomously motivated profile

groups were discovered by latent profile analysis. Differences in cognitive and social

engagement, as well as academic achievement, were found among students with different

motivational profiles. Furthermore, multiple-group path analysis indicated varied patterns

of association between cognitive engagement, social engagement, and GPA, implying

that participation in a motivational profile affected the relationship between engagement

and academic achievement (Xie, Vongkulluksn, Lu, & Cheng, 2021).

In the Belgian educational system, the current study focused on the person-

centered approach and studied the feasibility of identifying important subgroups of

freshmen in the first week of the academic year. The outcomes revealed that various

profiles have varying chances of success. The implications of our approach to

understanding freshmen heterogeneity and the first-year achievement process are

highlighted (De Clercq, Galand, & Frenay, 2017).

In the study of “Teacher-Centered versus Student-Centered Teaching”, the

findings show that students prefer a mix of teacher-centered and student-centered

approaches across all academic fields, including lectures with student involvement,

demonstrations and practice, lecture with PowerPoint, free-flowing classroom debate,

guest speakers, and classroom games. Unscheduled tests, lectures without visuals,

lectures with handwritten notes, and viewing a long film were among the least preferred

teaching techniques, which were mostly teacher-centered. Between academic majors,

there were significant variances in favored teaching approaches (Murphy, Eduljee, &

Crotea, 2021).

In the Journal of Computers in Education about “College students’ cognitive

learning outcomes in flipped classroom instruction: a meta-analysis of the empirical

literature”, shows that flipped classroom instructions can positively influence college

students’ cognitive learning outcomes compared to traditional lectures. Moderator

variable analysis suggests that there was only a significant factor examined those
influences to achieve the effectiveness of flipped classroom instruction, and that is the

pedagogical approach (Shi, Ma, MacLeod, & Yang, 2020). These results indicate and

revealed that the flipped classroom instructional model helps college students to improve

their cognitive learning across a wide-reaching synthesis of currently available

interdisciplinary research reports. When instructors integrate individualized active and

collaborative pedagogical approaches, the flipped classroom was also found to be more

effective.

(Bara & Xhomara, 2020) revealed that there is a fair positive connection between

academic achievement and problem-based learning, although there are significant

differences between the control group and experimental. By problem-based learning and

the student-centered teaching approach, the total variance of academic achievement

levels is relatively high in percentage.

From the study of “Student Teachers’ perceptions about their experiences in a

student-centered course”, it is stated that via student’s affective skills through group work

activities and holding an active role emphasizing its effect on permanent learning and

learning how to learn, Student-Centered Experience (SCE) methodology improve

student-steachers’ cognitive skills. The complexity and difficulty of the roles expected

from the teacher and learners cooperatively and individually have also been pointed out.

One of the course’s flaws was the inefficiency of some of the physical characteristics of

the classroom setting, as well as the physical qualities of the classroom setting and the

length of time allotted for each exercise. (Zeki & Güneyli, 2014).
 In a study about “Evidence-Based Course Modification to Support Learner-

Centered and Student-Driven Teaching in A Pandemic: Leveraging Digital and Physical

Space for Accessible, Equitable, and Motivating Experiential Learning and Scientific

Inquiry in A First-Year Biology Course”, it is stated how teaching and learning were both

harmed by the COVID-19 pandemic, which continues to be a problem up until now. In

response to the need for instruction to take place in virtual space and time, the

instructional team of a first-year biology course chose an evidence-based approach and

provides a guiding principle for course modification which is the critical need for an

equitable, accessible, engaging, and motivating learning experience for students that

maintained the learning outcomes and objectives of the course in a fully virtual and

digitized format (Robertson, Porter, Smith, & Jacobs, 2021).

Based on the results demonstrated in a study about “The Effectiveness of Using

Teaching Module based on Radical Constructivism toward Students Learning Process”,

using the Geography Teaching Module CSAA can help students enhance their thinking

skills. The control and treatment groups of low cognitively impaired pupils had no

change in post-test results when compared to those with a high cognitive level, according

to the analysis of variance (ANOVA) (Matanluk, Mohammad, Kiflee, & Imbug, 2013).

In terms of pharmacology and the type of health professional learner, the social

pedagogy paradigm is agnostic. Self-directed assessment seeking and learner-centered

coaching became routines for both students and staff. The program taught students to

seek out credible and constructive input from classmates, instructors, and other outside

sources (McHugh, Yanik, & Mancini, 2021).

 From the study of “Enactment of Student-Centered Approach in Teaching

Mathematics and Natural Sciences: The Case of Selected General Secondary Schools in

Jimma Zone, Ethiopia”, it is stated that teachers must do a better job of exploiting

students' prior knowledge while beginning courses and creating a question-rich learning

environment. The classroom observation approach was used to accomplish this. The

study group made recommendations for actions based on these findings, including areas

for further investigation (Bekele & Melesse, 2010).

CHAPTER III

METHODOLOGY

This section includes the Methodology of the study which allows the readers to

critically evaluate the study’s overall validity and reliability. This also includes how the

researchers plan to tackle things like data gathering methods, data analysis, participant

observations, the locale of the study, and more. Having a methodology keeps the

researchers on track with the research’s original aims and objectives, and gives them a

suitable and sound plan to keep their study manageable, smooth, and effective.

Research Design

This study is quantitative research. The researchers decided to use a quantitative

approach to validate the observations in this study.

Research Environment

This study is conducted within the premises of Eastern Visayas State University-

Ormoc City Campus, located at Brgy. Don Felipe Larrazabal, Ormoc City, Leyte,

Philippines.

Research Subjects

The participants are the First Year Students of Bachelor of Elementary Education

(BEED). The participants will be chosen through Simple Random Sampling where the

researchers will randomly select a subset of at least 50% of participants per section.

Research Instrument

The researchers conducted a survey questionnaire through the use of Google

Forms for participants to answer, for us to acquire data and information’s regarding the

research's topic.

The research instrument of this study is adapted from University of Texas

Learning Center, 2006. Where:

I. Learning Style. Determine the different learning style a student is using in acquiring
knowledge.

Legend:

1.00 – 1.66 Seldom

1.67 – 2.33 Sometimes

2.34 – 3.00 Often

II. Learning Ability. Determine the learning ability a student has and his mental
capacity in acquiring knowledge.

Legend:

1.00 – 1.66 Seldom (poor)

1.67 – 2.33 Sometimes (good)

2.34 – 3.00 Often (very good)

III. Academic Performance. Determine students’ evaluation on their academic

performance during this pandemic.

Legend:

1.00 – 1.79 Very Poor

1.80 – 2.59 Poor

2.60 – 3.39 Fair

3.40 – 4.19 Good

4.20 – 5.00 Excellent

Data Gathering Procedure

The researchers secured a written permit to the administrators of Eastern

Visayas State University – Ormoc City Campus (EVSU-OCC) Registrar Office, for the

exact purpose of requesting the master list of 1 st year BEED students. After acquiring the
master list, the researchers made a letter of permission in conducting the study to the

respondents, explaining the purpose of the study. The researchers collected the data by

means of preparing survey questionnaires. They selected credible and potential

respondents through simple random sampling where 50% of respondents was selected per

section then provide a Google Form link and was conducted during vacant hours or after

class for the researchers must consider the convenience of the respondents. After then,

they analyzed the data and information gathered from the respondents and interpreted

them in an organized and understandable way. The researchers fulfilled this research

study with credible information about the study.

Statistical Tool to be used

In this study, the researchers calculated the Percentages, Averages, Standard

Deviation, Spearman rho, and Correlation of the data gathered and acquired.

Percentage is often helpful to present numbers as percentages of a total, as this

gives readers a sense of scale and proportion; for example, 50% of all service users. To

calculate a percentage, you need a fraction. Convert the fraction to decimal form by

dividing the numerator by the denominator, multiply by 100, and there’s your percentage.

When you compile a data set, each value (x) can be expressed as a percentage of the

entire set.

An average is also called the arithmetic mean. It gives you a general idea of where

most individuals in a data set fall so you know what kind of results are standard. For

quantities with changing values, the average is calculated and a unique value is used to
represent the values. To calculate the average, add up all the numbers in the set then

divide the result by the total number of members in the set.

The standard deviation is a statistic that measures the dispersion of a dataset

relative to its mean and is calculated as the square root of the variance. The standard

deviation is calculated as the square root of variance by determining each data point’s

deviation relative to the mean.

Correlation is the measure of relationship. It tells us whether and to what extent

two variables are related. This relationship can be: Positive: variables are related and

increase together; Negative: variables are related but one decreases as the other Increases;

and Non-existent (0).

A Spearman correlation coefficient is also referred to as Spearman rank

correlation or Spearman’s rho. It is typically denoted either with the Greek letter rho (ρ),

or rs. Like all correlation coefficients, Spearman’s rho measures the strength of

association between two variables.

 CHAPTER IV

RESULTS AND DISCUSSION

This chapter provides a detailed analysis of the research methods employed to better

understand the Impact of a Student-Centered Approach on the Academic Performance of

First Year Bachelor of Elementary Education Students of Eastern Visayas State

University-Ormoc City Campus during this pandemic.

This study included distributing comprehensive survey questionnaires through the use

of google forms at one school campus, only including the first students of the Bachelor of

Elementary Education. The participants included 51 students which were chosen through

Simple Random Sampling. Prompts aligned with the four primary research questions

were used to develop a deeper analysis and to encourage more discussion. The research

questions this study addresses were as follows:

Table 1.

Learning Style of the Students

Statements Standard Average Descriptio

deviation n

1. I can remember best by listening Auditory

to a lecture that includes 0.610 2.45 Often

information, explanations, and

discussions.

2. I prefer to see information Visual

written on the board and 0.576 2.71 Often

supplemented by visual aids and

assigned readings

3. I like to write things down or 0.644 2.47 Often Visual

take notes for visual review.

4. I prefer to use posters, models, 0.644 2.47 Often Tactile

actual practice, and other activities

in class.

5. I chew gum, smoke or snack 0.666 1.39 Seldom Tactile

while studying.

6. I enjoy working with my hands 0.635 2.27 Often Tactile

or making things.

7. I do best in academic subjects by 0.586 2.24 Sometimes Auditory

listening to lectures and tapes.

8. I would rather listen to a good 0.502 2.29 Sometimes Auditory

lecture or speech than read about

the same material.

9. I am good at working and 0.608 1.90 Sometimes Visual

solving jigsaw puzzles and mazes.

10. I follow oral directions better 0.553 2.12 Sometimes Auditory

than written ones.

Weighted Average 0.602 2.23 Sometimes

 The table 1 shows the Learning style of the students In which the average of the

students who can remember best by listening to a lecture that includes information,

explanations, and discussions is 2.45 with a standard deviation of 0.610, students who

prefer to see information written on the board and supplemented by visual aids and

assigned readings has the average of 2.71 with the standard deviation of 0.576, the

average of both students who like to write things down or take notes for visual review

and students who prefers to use posters, models, actual practice, and other activities in

class have 2.47 with 0.644 as standard deviation, the students who chews gum, smoke or

snack while studying has the average of 1.39 with the standard deviation of 0.666, the

average of students who enjoys working with their hands or making things is 2.27 and

with the standard deviation of 0.635, 7, Students who do best in academic subjects by

listening to lectures and tapes have the average of 2.24 with the standard deviation of

0.586, the average of students who would rather listen to a good lecture or speech than

read about the same material is 2.29 with the average of 0.502, the students who are

good at working and solving jigsaw puzzles and mazes have the average of 1.90 and

0.608 as the standard deviation and lastly, the students who follows oral directions better

than written ones have the average of 2.12 and 0.553 as the standard deviation. The

weighted average according to the learning style of the students are: 0. 602 for the

standard deviation and 2.23 for the average.

Table 1.1

Preferred Learning Style

Learning Style respondents

1. Visual 25

2. Auditory 18

3. Tactile. 8

Table 1.1 shows that there are 25 visual learners, 18 auditory learners and 8 tactile

learners. Out of 51 respondents, majority of the students tends to be visual learners.

Table 2.1

Learning Ability of the Students - Schema

Statements Standard Average Description

deviation

1. I put more attention to specific signal words, 0.575 2.57 Often

main ideas, sentences that are highlighted,

highlighted phrases, headings, and subtitles in

the text.

2. I need to inquire about something visually. 0.532 2.39 Often

3. I lack an understanding of the importance 0.547 2.02 Sometimes

of past knowledge.

4. I quickly read the texts from the lessons. 0.493 2.28 Sometimes

5. I prioritize key concepts and organize them 0.539 2.57 Often

into headers.

Weighted Average 0.537 2.37 Often

Table 2.1 shows the learning ability of students in terms of schema In which the

average of the students who can put more attention to specific signal words, main ideas,

sentences that are highlighted, highlighted phrases, headings, and subtitles in the text is

2.57 with the standard deviation of 0.575 which is described as often, the average of the

students who need to inquire about something visually is 2.39 with the standard deviation

of 0.532 which is described as often, the average of the students who lack an

understanding of the importance of past knowledge is 2.02 with the standard deviation of

0.547 which is described as sometime, the average of the students who quickly read the

texts from the lessons is 2.28 with the standard deviation of 0.493 and with the

description of sometimes and lastly, the average of the students who prioritize key

concepts and organize them into headers is 2.57, with the standard deviation of 0.539 and

with the description of often. The weighted average in terms of schema returns to be

0.537 with a standard deviation of 2.37 which falls for often. It means that the Learning

Ability of the students in terms of schema is very good.

This result is significantly related to Bekeley & Melesse (2010) finding that

teachers must do a better job of exploiting students' prior knowledge while beginning

courses and creating a question-rich learning environment. The study group made

recommendations for actions based on these findings, including areas for further

investigation.

Table 2.2
Learning Ability of the Students – Assimilation

Statements Standard Average Description

deviation

1. I can process new information into my 0.523 2.56 Often

existing knowledge.

2. I can learn new things independently. 0.583 2.31 Sometimes

3. I can perform the things that I learned in the 0.536 2.41 Sometimes

lesson.

4. During Instruction, I often miss important 0.553 1.88 Sometimes

points because I’m thinking of other things.

5. I often feel so lazy or bored when I study 0.510 1.98 Sometimes

that I quit before I finish what I planned to do.

Weighted Average 0.541 2.17 Sometimes

Table 2.2 shows the learning ability of students in terms of assimilation. In which

the average of the students who can often process new information into existing

knowledge is 2.56 with a standard deviation of 0.523, the average of students who can

sometimes learn new things independently is 2.31 with a standard deviation of 0.583, the

average of students who can sometimes perform the things that they learned in the lesson

is 2.42 with a standard deviation of 0.536, the average of students who sometimes often

miss important points because they are thinking of other things is 1.88 with a standard

deviation of 0.533, the average of the students who sometimes often feel so lazy or bored

when studying that they quit before finishing what they planned to do is 1.98 with a

standard of 0.510. The weighted average in terms of assimilation returns to be 0.541 with
a standard deviation 2.17 which falls to sometimes. It means that the Learning Ability of

the students in terms of assimilation is good.

This result is not related to Dervić, Glamočić, Gazibegović-Busuladžić, & Mešić

(2018) because the factor assimilation is falls to sometimes associated with the academic

performance of the students. It is important to check and review the factors that

potentially influence the effectiveness of simulation-based or the process of the teaching

environments.

Table 2.3

Learning Ability of the Students – Accommodation

Statements Standard Average Description

deviation

1. I can accommodate myself in attending 0.623 2.18 Sometimes

classes with enough load, equipment, and

comfortably.

2. I can manage my time on classes, chores, 0.603 2.28 Sometimes

work, and other things.

3. I have difficulty in using distance learning 0.483 1.92 Sometimes

technology (computer, phone, video calls,

learning applications, etc.)

4. I can stay focused on my schoolwork in this 0.458 2.10 Sometimes

new normal.

5. I can independently adapt existing ideas, 0.610 2.29 Sometimes

perceptions, and understanding to come up

with new information.

Weighted Average 0.555 2.15 Sometimes

Table 2.3 show the learning ability of students in terms of accommodation. In

which the average of the students who can accommodate themselves sometimes in

attending classes with enough load, equipment and comfortably is 2.18 with the standard

deviation of 0.623, the average of students who can manage their time sometimes on

classes, chores, work, and other things is 2.28 with the standard deviation of 0.60, the

average of students who sometimes have difficulty in using distance learning technology

(computer, phone, video calls, learning applications, etc.) is 1.92 with the standard

deviation of 0.483 , the average of students who can sometimes stay focused on

schoolwork in this new normal is 2.10 with the standard deviation of 0.458, and the

average of students who can independently adapt existing ideas, perceptions, and

understanding to come up with new information is 2.29 with the standard deviation of

0.620. The weighted average in terms of accommodation returns to be 0.555 with a

standard deviation 2.15 which falls for sometimes. It means that the Learning Ability of

the students in terms of accommodation is good.

This result is significantly related to Maley (2021) finding that students need

holistic measurements to be successful outside the classroom. Students appreciate

localized spaces for collaboration, acknowledged various influences, and value their

communities that can inhibit or enhance their ability to study.

Table 2.4

Learning Ability of the Students – Equilibration

 Statements Standard Average Description

deviation

1. I can process new information in ways that 0.608 2.43 Often

fit my prior knowledge about something.

2. I am able to apply what I’ve learned to a 0.631 2.37 Often

real-life event.

3. In this new normal setting, I can come up 0.603 2.28 Sometimes

with a solution when problems arise.

4. I am having difficulty catching up with the 0.516 2.12 Sometimes

lessons.

5. I cannot understand and process the lessons 0.475 1.88 Sometimes

clearly.

Weighted Average 0.567 2.22 Sometimes

The table 2.4 shows the Learning ability of the students in terms of equilibration.

In which the average of the students who can often process new information in ways that

fit prior knowledge about something is 2.43 with a standard deviation of 0.608, the

average of students who often able to apply what is learned to a real-life event is 2.37

with the standard deviation of 0.631, the average of students who’s sometimes in this

new normal setting, can come up with a solution when problems arise is 2.28 with a

standard deviation of 0.603, the average of students who sometimes have difficulty

catching up with the lessons is 2.12 with the standard deviation of 0.516, the average of

students who sometimes cannot understand and process the lessons clearly is 1.88 with

the standard deviation of 0.475. The weighted average in terms of equilibration returns to
be 0.567 with a standard deviation 2.22 which falls to sometimes. It means that the

Learning Ability of the students in terms of Equilibration is good.

This result is not significantly related to Bara & Xhomara (2020), which revealed

that there is a fair positive connection between academic achievement and problem-based

learning, although there are significant differences between the control group and

experimental. It contradicts to this study because it returns that equilibration does not

affect the performance of the students.

Table 3.

Academic Performance of the Students

Standard deviation Average Qualitative

Equivalence

Students’ Academic 0.599 3.37 Fair

Performance

The table 3 shows the Academic Performance of Students. In which it has an

average of 3.37 with a standard deviation of 0.599 and its qualitative equivalence returns

to be Fair. This is the findings of the Academic Performance of the students using the

average and standard deviation.

Table 4.

Relationship Between Learning Style and Learning Ability of the Students to their

Academic Performance

Spearman rho p-value Interpretation

Learning Style 0.291 0.039 Significant at 5%

Learning Ability

- Schema 0.110 0.440 Not Significant

- Assimilation

- Accommodation 0.151 0.292 Not Significant

- Equilibration
0.286 0.042 Significant at 5%

0.199 0.161 Not Significant

The table 4 shows the Relationship Between Learning Style and Learning Ability

of the Students to their Academic Performance. In which the learning style according to

the spearman rho is 0.291 with the p-value of 0.039 which is interpreted as significant at

5%. The learning ability in terms of schema according to the spearman rho is 0.110 with

the p-value of 0.440 which is interpreted as not significant. The learning ability in terms

of assimilation according to the spearman rho is 0.286 with the p-value of 0.042 which is

interpreted as significant at 5%. The learning ability in terms of equilibration according to

the spearman rho is 0.199 with the p-value of 0.161 which is interpreted as not

significant. It means that their academic performance is not that low and not that high.

CHAPTER V

SUMMARY OF FINDINGS, CONCLUSIONS, AND

RECOMMENDATIONS
 In this chapter, the findings, conclusions and recommendations were based from

the result in chapter IV where it was already identified the results of the study. It was

explained briefly the findings and the conclusions based from the weaknesses of the

study, and the recommendation was identified.

Summary of Findings

Based from the results obtained by the researchers, the data are not normally

distributed thus, Spearman rho was used to analyze the association between the students’

learning style and learning ability to their academic performance. The learning style is

significantly related with the students’ academic performance at 0.05 level of significance

(0.291, 0.039) which tends to have more of a visual learners. There is weak positive

association between variables meaning as students’ often times agree on the indicators of

the learning styles it resulted to a higher academic performance. On the other hand, the

factors in learning ability i.e., schema, assimilation, and equilibration are not statistically

related with the academic performance of the students while the factor accommodation in

learning ability has a significant relationship with the students’ academic performance at

0.05 level of significance (0.286, 0.042) which tends to have students perform well.

Conclusion

This study was intriguing in that the researcher was able to determine student-

centered instruction does positively impact student achievement, but unable to directly
correlate that with the students’ self-reports of their feelings towards the instruction. This

means that the academic performance of the students is not associated with their learning

ability as to schema, assimilation, and equilibration but there is weak positive relationship

between the factor accommodation and the academic performance. Whereas, their

learning styles highly affects their academic performance.

Recommendations

The researchers recommend that further studies may be conducted to explain and

elaborate more on the other factors of student-centered approach which impacted the

performance of the students during this pandemic. It was further recommended to

consider the other domains of learning (e. g. Affective, Psychomotor) aspects. If the

future researchers uses the same approach or factors with this study, they may conduct

the study to other academic tracks to identify its impact to their field of expertise.

Government and schools may provide equipment, gadgets and wi-fi or allowance

for load, as well as considering time management and accommodation for effective

learning to happen. Schools may ask the students particularly about each component to

pinpoint what strategies positively impacted their outlook, as well as what strategies they

felt helped them learn best.

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Appendices
 APPENDIX A
TRANSMITTAL LETTER

Republic of the Philippines

EASTERN VISAYAS STATE UNIVERSITY
Ormoc City Campus
Ormoc City, Leyte

February 18, 2022

GENELYN M. CALZADA, D.M.T

School Registrar
Eastern Visayas State University-OCC
Don Felipe Larrazabal, Ormoc City

Madame:

Greeting in Christ’s precious name!

We would like to inform your good office that the undersigned is conducting a
research study entitled “Learning Style and Learning Ability of the Students and
their Academic Performance: A Correlational Study”. This is in partial fulfillment of
the requirements for Research in Education.
 In this connection, we would like to request the master list of 1 st year BEED
students which will serve as our basis for the respondents in our research study.

We are hoping for a favorable response regarding this matter.

Thank you very much. God Bless and More Power.

Respectfully yours,

FERLIE JANE BOHOLST FLORY JANE MONTUBIG HAIDE LUNA

EDELYN REDOBLE NINA MARIE MATUGUINA

Noted by:
CHRISTIA C. BALTAR, Ed.D.
Research Adviser
Approved:
GENELYN G. CALZADA, D.M.T
School Registrar
APPENDIX B
LETTER FOR THE RESPONDENTS

Republic of the Philippines

EASTERN VISAYAS STATE UNIVERSITY
Ormoc City Campus
Ormoc City, Leyte

February 18, 2022

Name: __________________________
Year & Section: ___________________
Eastern Visayas State University – OCC
Brgy. Don Felipe Larrazabal, Ormoc City

Dear _______,

Good day!
We are the Bachelor of Elementary Education 3rd year students of EVSU-OCC
and we will conduct research entitled “Learning Style and Learning Ability of the
Students and their Academic Performance: A Correlational Study”. The study is a major
requirement for a Research course. In this regard, we would like to solicit your
permission to ask for your answer to our survey questionnaire to learn more about the
 impact of a learning style and learning ability of the students and their academic
performance during this pandemic. If you choose to participate in this study, we will send
you a link for you to answer through google forms, at your most convenient time. We are
thanking you in advance for your consideration to participate in this study.

Respectfully yours,
FLORY JANE C. MONTUBIG
Group Representative BEED 3-A

Noted by:
CHRISTIA C. BALTAR, Ed.D.
Subject Teacher

APPENDIX C
SURVEY QUESTIONNAIRE

Republic of the Philippines

EASTERN VISAYAS STATE UNIVERSITY
Ormoc City Campus
Ormoc City, Leyte

Direction: Indicate the extent to which you agree or disagree with each statement by
marking that choice of yours.
I. LEARNING STYLE Often Sometimes Seldom
(3) (2) (1)
1. I can remember best by listening to a lecture that includes
information, explanations, and discussions.
2. I prefer to see information written on the board and
supplemented by visual aids and assigned readings
3. I like to write things down or take notes for visual review.
4. I prefer to use posters, models, actual practice, and other
activities in class.

5. I chew gum, smoke or snack while studying.

6. I enjoy working with my hands or making things.
7. I do best in academic subjects by listening to lectures and
tapes.
8. I would rather listen to a good lecture or speech than read
about the same material.
9. I am good at working and solving jigsaw puzzles and
mazes.
10. I follow oral directions better than written ones.

II. LEARNING ABILITY Often Sometimes Seldom

A. SCHEMA (3) (2) (1)
1. I put more attention to specific signal words, main ideas,
sentences that are highlighted, highlighted phrases, headings,
and subtitles in the text.
2. I need to inquire about something visually.

3. I lack an understanding of the importance of past

knowledge.
4. I quickly read the texts from the lessons.

5. I prioritize key concepts and organize them into headers.

Often Sometimes Seldom

B. ASSIMILATION (3) (2) (1)
1. I can process new information into my existing
knowledge.
2. I can learn new things independently.

3. I can perform the things that I learned in the lesson.

4. During Instruction, I often miss important points because
I'm thinking of other things.
5. I often feel so lazy or bored when I study that I quit
before I finish what I planned to do.

Often Sometimes Seldom

C. ACCOMMODATION (3) (2) (1)
1. I can accommodate myself in attending classes with
enough load, equipment, and comfortably.
2. I can manage my time on classes, chores, work, and other
things.
3. I have difficulty in using distance learning technology
(computer, phone, video calls, learning applications, etc.)
4. I can stay focused on my schoolwork in this new normal.

5. I can independently adapt existing ideas, perceptions, and

understanding to come up with new information.

Often Sometimes Seldom

D. EQUILIBRATION (3) (2) (1)
1. I can process new information in ways that fit my prior
knowledge about something.
2. I am able to apply what I’ve learned to a real-life event.

3. In this new normal setting, I can come up with a solution

when problems arise.
4. I am having difficulty catching up with the lessons.

5. I cannot understand and process the lessons clearly.

What is your Academic Performance in this New Normal Education?

o Excellent o Poor
o Good o Very Poor
o Fair
APPENDIX D
PLAN OF ACTIVITIES

DATE ACTIVITIES RESPONSIBLE MATERIALS

PERSON NEEDED
September 14-16, Planning and All members Ballpen and paper
2021 deciding for the
working title
September 17, Finalizing working All members Ballpen and Paper
2021 title
September 18, Dividing of tasks All members Ballpen and Paper
2021 for Chapter 1
September 19-24, Making of the All members Ballpen, Paper,
2021 Chapter 1 Laptop
September 25, Checking/critiquing All members Ballpen, paper, and
2021 for Chapter 1 Subject Teacher Phone recorder
September 26, Decoding all the All members Ballpen, Paper, and
2021 corrections and Laptop
suggestions.
September 27- Finding resources All members Ballpen, Paper,
October 3, 2021 for Theoretical Internet, and Laptop
Framework.
October 4-5, 2021 Finalizing of the All members Laptop
Theoretical
Framework
October 6-8, 2021 Finalizing of the All members Laptop
Conceptual
Framework
October 9, 2021 Presenting of All members Ballpen, Paper, and
Edited Chapter 1 Laptop
for critiquing
October 11-15, Merging and Leader Laptop
2021 Encoding of all
parts in Chapter 1
October 18, 2021 Planning and All members Ballpen and Paper
dividing of tasks
for Chapter 2
October 25- Finding resources All members Ballpen, Paper,
November 5, 2021 for Related Internet, and Laptop
Literature of the
study
November 8-11, Making of the All members Laptop
2021 tabular form of
Chapter 2
November 12, Merging and Leader Laptop
2021 Encoding of the
tabular form
Chapter 2
November 13, Presenting of All members Ballpen, Paper, and
2021 tabular form Subject Teacher Phone recorder
Chapter 2 for
critiquing.
Decoding of the
suggestions.
November 14-17, Making the tabular All members Phone/Laptop
2021 Chapter 2 into
paragraphs
November 18, Merging and Leader Laptop
2021 Encoding of the
Chapter 2
November 19-20, Planning and All members Ballpen and Paper
2021 dividing of tasks
for Chapter 3
November 21-22, Making of the All members Laptop
2021 Chapter 3
November 23-24, Merging and Leader Laptop
2021 Encoding of all
parts of Chapter 3
 November 25, Presenting of All members Ballpen, Paper, and
2021 tabular form Subject Teacher Phone recorder
Chapter 2 for
critiquing.
Decoding of the
suggestions.
December 11-15 Making of other All members Ballpen, Paper,
2021 parts for Final Laptop and Internet
Manuscript
December 16-20, Encoding of the Leader Laptop
2021 Final Manuscript
January 26-27, Making of video All members Phone
2022 presentation for the
research proposal
January 29, 2022 Research Proposal All members Ballpen, Paper,
Defense Subject Teacher Laptop and Internet
Panelist

January 30- Decoding and All members Laptop, Phone

February 5, 2022 encoding of
suggestions
February 1-3, Brainstorming and
2022 planning for data
gathering
February 4, 2022 Getting the master All members Transmittal Letter,
list from the ballpen
registrar
February 5-6, Inputting and Leader Phone, Internet
2022 making survey
questionnaire in the
google forms
February 16, 2022 Performing the All members Phone, Internet,
Sampling for the Ballpen
desired
respondents.
February 18, 2022 Making Group All members Phone, Internet
Chats for the 3 Chosen respondents
sections of
respondents
February 18-24, Data Gathering All members Phone, Internet
2022 Chosen respondents
March 28, 2022 Consultation from a All members Phone, Internet
Statistician Statistician
April 6, 2022 Analysis from the Statistician Phone, Internet
Statistician
April 8-12, 2022 Making of the All members Laptop, Phone,
 Chapter 4 Internet
May 2-6, 2022 Making of the All members Laptop, Phone,
Chapter 5 Internet
May 7-10, 2022 Making the abstract All members Laptop, Phone
and
acknowledgement.
Binding Chapter 7
and 8 together.

May 31, 2022 Finalizing the All members Laptop, Pen, Ballpen
manuscript
June 1-2, 2022 Making of the All members Laptop, Phone
PowerPoint
Presentation
(Assigning of parts)
June 3, 2022 Rehearsals All members Laptop, Phone
June 4, 2022 Final Defense All members Laptop, Phone,
Paper, Pen

Curriculum Vitae
 CURRICULUM VITAE

A. PERSONAL BACKGROUND

Name: Ferlie Jane M. Boholst

Address: Brgy. Esperanza, Ormoc City

Birthday: April 26, 2001

Birthplace: Ormoc City

Father: Fernando A. Boholst

Mother: Maria Janice M. Boholst Mobile No: 09153569769

Religion: Roman Catholic Citizenship: Filipino

B. EDUCATIONAL BACKGROUND

College:
Eastern Visayas State University-OCC 2019-Present
Don Felipe Larrazabal, Ormoc City
Bachelor of Elementary Education

Senior High School:

ACLC College of Ormoc 2017-2019
Lilia Avenue, Cogon, Ormoc City
ICT Computer Programming

Highschool:
Liloan National High School 2013-2017
Liloan Ormoc City

Elementary:
Tambulilid Elementary School 2006-2013
Tambulilid Ormoc City

C. SKILLS AND ACHIEVEMENTS

● Computer Literate
● Honor Student

CURRICULUM VITAE

A. PERSONAL BACKGROUND

Name: Haide M. Luna

Address: Brgy. Labrador, Ormoc City

Birthday: September 12, 2000

Birthplace: Ormoc City

Father: Henry O. Luna

Mother: Hermelinda M. Luna Mobile No: 09956630344

Religion: Methodist Citizenship: Filipino

B. EDUCATIONAL BACKGROUND

College:
Eastern Visayas State University-OCC 2019-Present
Don Felipe Larrazabal, Ormoc City
Bachelor of Elementary Education

Senior High School:

Liloan National High School 2017-2019
Liloan Ormoc City
General Academic Strand

Highschool:
Liloan National High School 2013-2017
Liloan Ormoc City

Elementary:
Balion Elementary School 2006-2013
Balion Ormoc City

C. SKILLS AND ACHIEVEMENTS

● Computer Literate
● Honor Student

CURRICULUM VITAE

A. PERSONAL BACKGROUND

Name: Nina Marie Matuguina

Address: Brgy. Alta Vista, Ormoc City

Birthday: January 21, 2001

Birthplace: Ormoc City

Father: Teodulo G. Matuguina Jr.

Mother: Paz G. Matuguina Mobile No: 09465370839

Religion: Christian Citizenship: Filipino

B. EDUCATIONAL BACKGROUND

College:
Eastern Visayas State University-OCC 2019-Present
Don Felipe Larrazabal, Ormoc City
Bachelor of Elementary Education

Senior High School:

Ormoc City Senior High School 2017-2019
Don Felipe Larrazabal, Ormoc City
Humanities and Social Science

Highschool:
New Ormoc City National High School 2013-2017
Don Felipe Larrazabal, Ormoc City

Elementary:
Alta Vista Elementary School 2006-2013
Alta Vista Ormoc City

C. SKILLS AND ACHIEVEMENTS

● Computer Literate
● Honor Student

CURRICULUM VITAE

A. PERSONAL BACKGROUND

Name: Flory Jane C. Montubig

Address: Brgy. Salvacion, Ormoc City

Birthday: March 24, 2001

Birthplace: Ormoc City

Father: Roel P. Montubig

Mother: Wilflor C. Montubig Mobile No: 09776193387

Religion: Christian Citizenship: Filipino

B. EDUCATIONAL BACKGROUND

College:
Eastern Visayas State University-OCC 2019-Present
Don Felipe Larrazabal, Ormoc City
Bachelor of Elementary Education

Senior High School:

Ormoc City Senior High School 2017-2019
Don Felipe Larrazabal, Ormoc City
Accountancy and Business Management

Highschool:
New Ormoc City National High School 2013-2017
Don Felipe Larrazabal, Ormoc City

Elementary:
Ormoc City Central School 2006-2013
Carlos Tan Street, Ormoc City

C. SKILLS AND ACHIEVEMENTS

● Computer Literate
● Honor Student

CURRICULUM VITAE

A. PERSONAL BACKGROUND

Name: Edelyn C. Redoble

Address: Brgy. San Isidro, Ormoc City

Birthday: October 31, 1999

Birthplace: Ormoc City

Father: Jonas P. Ruiz

Mother: Marilou C. Ruiz Mobile No: 09266335707

Religion: Roman Catholic Citizenship: Filipino

B. EDUCATIONAL BACKGROUND

College:
Eastern Visayas State University-OCC 2019-Present
Don Felipe Larrazabal, Ormoc City
Bachelor of Elementary Education

Senior High School:

Ormoc City Senior High School 2017-2019
Don Felipe Larrazabal, Ormoc City
Humanities and Social Science

Highschool:
New Ormoc City National High School 2013-2017
Don Felipe Larrazabal, Ormoc City

Elementary:
Ormoc City Central School 2006-2013
Carlos Tan Street, Ormoc City

C. SKILLS AND ACHIEVEMENTS

● Computer Literate
● Honor Student