Chapter I

INTRODUCTION

Background of the study

Learning is one of the most important individual processes that occurs in

organization, higher education, and training programs Learning is the

consequence of repeated practice and is a relatively permanent change in a

behavioral tendency. It means that the behavior that arose as a result of certain

learning has most likely established. When someone continues to practice, their

abilities will not fade away, but will continue to grow even more. Some learning

styles are important to each learner in different ways. Teachers should be aware

of the many sorts of students' learning styles so that they may determine which

teaching strategy or teaching technique should be used in the teaching learning

process in order to achieve the teaching's goal (Kimble & Garmezy 2014:2).

Increasingly, colleges across the country are making changes to the way

developmental courses are offered (Venezia & Hughes, 2013). In order to

improve students’ success in developmental education courses, states are

making a push to either eliminate traditional modalities or change developmental

education into new modalities. The modalities created most often include

corequisite instruction, compression, and modularization (Venezia & Hughes,

2013).

In the context of the pandemic, universities have to start understanding

and identifying medium-term and long-term implications of this phenomenon on

1
teaching, learning, student experience, infrastructure, operation, and staff.

Scenario analysis and understanding of the context of each university are

necessary to the current challenges they are confronted with (Frankki 2020).

This study is to determine the learning styles in new normal learning

modalities and participation among criminology students. To explore innovative

learning modalities that will facilitate migration from traditional to flexible teaching

and learning options. As learners are differently situated in terms of learning

styles in relation with their participation. These options allow customization of

delivery methods responsive to students need for access to quality education.

Result of this study will be the basis of the academe.

Statement of the problem

2
 Generally, this study aims to determine the Learning style in new normal

learning modalities and participation among Criminology students of Sultan

Kudarat State University.

Specifically, the researcher seeks to answer the following questions:

1. What is the socio-demographic profile of the students in terms of:

1.1. Age ;

1.2. Year Level;

1.3. Gender ; and

1.4. Gadget Owned?

2. What is the extent of learning style in the new normal learning modalities

among students in terms of

2.1. Visual ;

2.2. Auditory;

2.3. Read and Write; and

2.4. Kinesthetic?

3. What is the level of participation of students in new normal learning modalities

in terms of;

3.1. Activity participation;

3.2. Quizzes participation and submission;

3.3. Attendance; and

3.4. Examination?

3
4. Is there a significant relationship in the learning styles and new normal

learning modalities and participation among criminology students of Sultan

Kudarat State University?

4
Conceptual Framework

The research paradigm illustrates the conceptual framework of the study

that shown the relationship of the independent and dependent variable. This

framework embodies the specific direction by which the research will have to

undertake by describing the relationship between specific variable identified in

the study.

INDEPENDENT VARIABLES DEPENDENT VARIABLES

Learning Styles in New Level of Student’s

Participation in New
Normal Learning Normal Learning
Modalities Modalities
 Visual  Activity
 Auditory participation;
 Read and write  quizzes
 Kinesthetic participation
and
submission;
 Attendance;
and
 Examination;

Figure 1. Conceptual Framework Showing the Variables of the Study

The diagram illustrated above as the framework of the study and indicates

its relationship of independent and dependent variables. The independent

5
variable is the Students Learning styles such as Visual, Auditory, Read and Write

and Kinesthetic. Meanwhile, the dependent variable is the Students Participation

that covers indicators Activity participation, Quizzes participation and submission,

Attendance and Examination.

6
Hypothesis

There is no significant relationship between Learning styles and new

normal learning modalities and participation among criminology students of

Sultan Kudarat State University.

Significance of the study

Learning modalities and learning style is a problem that is one of the

most pressing educational issues facing by our nation especially by the institution

in the new normal education.

It was found out that during school lockdowns, the teachers made

adjustments in teaching and learning designs guided by the policies implemented

by the institution. Associated with some influencing factors.

For the Institution through this study, they will be able to perform

immediate actions providing a well-developed learning modality in accordance

with students learning styles and also to be more prepared at all times when it

comes to educational crisis.

To the teachers, and administrators this study is also very beneficial in

the way of existing learning modalities so that they will be more considerate and

be more approachable with the concerns, reactions and clarifications of students

in this time of new normal education.

To the students, by this study they would be more efficient and active

beyond the new normal education learning modalities and learning styles and

participation.

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Finally, this study will serve as an important tool or reference in the field of

Criminology particularly in the learning styles in new normal leaning modalities

and participation of Criminology students.

To the researcher, the result of this study will encourage other researcher

to explore more regarding with the new normal learning modalities and learning

styles and to contribute in the educational growth beyond any learning approach.

Scope and Limitation of the study

The researcher focuses on the extent of learning style of students in new

normal learning modalities. This includes Visual Learning style, Auditory, Read

and write and kinesthetic learning style.

Furthermore, this study focuses on the level of participation of the students

in new normal modalities consisted by the student’s participation indicators such

as: Activity participation, Quizzes participation and submission as well as

attendance and examination.

Operational Definition of terms

This section includes the operational definition of the important words that

are used in the study.

Auditory Refers to the students that preferred learning through

listening and speaking especially in lectures and

group discussions.

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Kinesthetic Refers to the student’s style of learning through the

use of bodily movements especially by hands in

order to best understand lessons.

Learning style Refers to the student’s individual style of learning as

their easiest way to absorb and process every

lessons, discussions and lectures upon them by the

teachers in any methods of learning.

Learning Modalities Refers to an educational approach of the institution e

especially the SKSU that the main function is

to suit the learners needs

education by simply reaching them by any

means in the form of modalities that was

absolutely systematically effective.

New normal refers to a situation which people’s social custom is

merely different from what they have been used

before in a living and even in learning.

Visual Refers to the students that preferred the use of

images or love to see things or topics being written

out on the screen and can easily understand them.

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 Chapter II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter shows the articles, studies and surveys and other publication

related and similar to this study including the students learning style in new

normal learning modalities and Participation.

New normal

The outward face of the urgent changes taking place in society—the

commercial society—and in schools is digital technologies. Distance learning,

with platforms flourishing and knowledge downgraded to information to be traded

(Koopman 2019), like a product, is the immediate solution to school closures, a

phenomenon foretold decades ago (Lyotard 2016)

Within the new normal, the situation presents a unique challenge to every

educational leader’s decision-making process. Hence, to sustain the delivery of

quality of instruction to every school, this article presents opportunities for

responding issues, problems and trends that are arising and will arise in the

future due to COVID-19 pandemic. According to Karalis (2020), what is worth

studying after returning to normality, are the implications that have arisen for the

day after, that is, what adjustments need to be made, the extent of the situation

and to define the basic dimensions of education and learning in formal education

systems and organizations amid educational disruptions.

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 The Commission has released six important announcements addressing

the prevention and mitigation of the spread of COVID-19 (as cited by Cuaton,

2020) and four memorandum orders in HEIs in the country. Of those,

Memorandum Order №4 series of 2020 instructed the guidelines and

implementation about flexible learning and teaching options, approaches,

strategies, systems, pedagogies, and modalities in the higher education

programs, by all private and public Philippine HEIs (CHED, 2020)

While pandemic has laid bare in most education systems all over the

world, Philippine HEIs goes on through utilizing virtual classrooms or primary

online educational platforms such as Zoom, Google Classroom, Messenger,

Edmodo, Facebook, and Youtube to name a few — to host the blended and

distance learning (Tria, 2020).

Learning Modalities

There is a lot of research that compares the advantages and disadvantages

of online versus face-to-face training. However, none of them examine students'

perspectives on the two modes. Brownstein and Gerlowski (2010) used an

assessment rubric to compare the different modes for two student essays. They

discovered that learning outcomes were the same in both formats. Gibson (2019)

analyzed test scores from online and face-to-face sections of a course taught by

the same teacher and discovered that the face-to-face students performed

marginally better. Chen and Jones (2020) looked at two sections of a course, one

taught face-to-face and the other mostly online, and discovered that the final

learning outcomes were similar in both.

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 Online education has been the fastest growing segment of higher

education. Because it is so unlike traditional classroom-based instruction, many

questions have been raised as to the quality of the education offered in the online

modality.

Haavind (2020) found that monitoring debate in an online context was

more challenging than in a classroom setting, based on his research. The

capacity to track students' progress with an online learning management system

improves the instructor's ability to analyze students' development in a way that is

not achievable in a traditional course, according to Wong and Tatnall (2019).

Students from both local and international colleges and universities who took

classes in both mediums were polled in one study. According to the report, 48

percent of students prefer face-to-face classes, while only 34% prefer online

programs (Kishore, et al, 2010).

Learning style

Learning is a continuous process, and a process is actions that lead to a

result. In this situation, learning barriers can result in delay or stop the learning

process. However, an effective learning strategy can overcome those barriers to

create learning that suits the learner. One of those barriers is the mismatch in the

teaching-learning approach. An inappropriate way of using methods, techniques,

and strategies to the learners may lead to this barrier. Recognizing the learner’s

style of learning can be led to effective learning. Every student has a learning

12
style and learning preferences that are useful and helpful to them. Some find

their dominant learning style, but others use different learning styles in other

situations. In contrast to Kolb’s learning style theory, different people naturally

prefer a specific single different learning style, meaning to say everyone has a

unique learning style.

Student-centered is one of the approaches that create more stability

between the teacher and student, each playing a role in the learning process.

While the teachers still hold authority, they act more as facilitators, coach

students, and assist them in their learning (Lathan, 2021). For this approach to

become effective, the teachers should consider the students preferred learning

styles. If students are aware of their learning styles, they will be able to cope with

this approach with ease. Every student has a learning style and learning

preferences that are useful and helpful to them. Some find their dominant

learning style, but others use different learning styles in other situations. In

contrast to Kolb’s learning style theory, different people naturally prefer a specific

single different learning style, meaning to say everyone has a unique learning

style.

The main ideas of VARK are outlined in the book Learning Styles Again:

VARKing up the right tree (Fleming and Baume, 2016). Students' preferred

learning modalities should be associated with appropriate learning strategies,

and the information accessed through students' use of their modality preferences

shows an increase in their levels of comprehension, motivation, and

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metacognition.Learning styles make an essential component of how the teacher

will demonstrate the students’ knowledge to understand what is being taught

easily (Busilaoco 2014).

In a study conducted by Rezaeinejad (2015) on the Learning Styles and

Its Relationship with Educational Achievement among Iranian High School

Students, he found out that knowing the students’ learning style will help the

teacher deliver the lesson that students can cope easily, make diverse teaching

strategies, and lead to their educational achievement. These studies are

supported by the first distinctive feature and guiding principle of the Philippines’

DepEd K to 12 Basic Education Program (2012) . The learner is the very reason

for the entire curriculum system. Its primary emphasis is on the learner’s holistic

learning and growth. An instructor provides an environment in which the learner

enjoys learning, participates in meaningful learning activities, and achieves

success because he or she is valued, embraced, and feels secure, even if he or

she makes mistakes during his or her learning exploration. He/she is empowered

to make choices to become responsible for his/her learning in the classroom and

for a lifetime. Jun Sun (2013) stated in an article Learning and Individual

Differences, attitude formation in human learning affected individual learners’

experiences with various learning objects in particular learning contexts. It

hypothesizes that the learner’s object-related perceptions, personality traits, and

situational perceptions may have different relationships with the general attitudes

towards the learning objects and the specific attitude.

14
 Further, Hatami (2012) described learning style as not in itself ability but

rather a preferred way of using one’s abilities. According to Sternberg and

Grigorenko , there are three main motivations or interests in studying styles;

understanding, anticipating, and enhancing educational achievement; and

improving vocational selection, instruction, and potential placement.

Visual

This preference includes the depiction of information in maps, spider

diagrams, charts, graphs, flow charts, labelled diagrams, and all the symbolic

arrows, circles, hierarchies and other devices that people use to represent what

could have been presented in words. This mode could have been called Graphic

(G) as that better explains what it covers. It does NOT include still pictures or

photographs of reality, movies, videos or PowerPoint. It does include designs,

whitespace, patterns, shapes and the different formats that are used to highlight

and convey information. When a whiteboard is used to draw a diagram with

meaningful symbols for the relationship between different things that will be

helpful for those with a Visual preference. It must be more than mere words in

boxes that would be helpful to those who have a Read/write preference. As the

name suggests, visual style refers to a preference for learning through vision,

and visual learners rely on their sight to take in information. They organize

knowledge in terms of spatial interrelationships among ideas and store it

graphically (Nilson,2013). Visual learners are learners who “prefer to learn via the

visual channel. Therefor they like to read a lot, which requires concentration and

15
time spent alone. Visual students need the visual stimulation of bulletin boards,

videos and movies. They must have written directions if they are to function well

in the classroom” (Oxford, 2015). In this type, the student has some

characteristics such as prefers to read, to see the word, illustration and diagrams,

talks quite fast, using lots of images, memorizes by writing repeatedly,

remembers what she/he saw than she / he heard, when inactive, looks around,

doodles or watch something.

Learning styles are seen as characteristic cognitive, affective, and

psychological behaviors that serve as relatively stable indicators of how learners

perceive, interact with, and respond to the learning environment. The concept of

learning styles has been applied to a wide variety of student attributes and

differences (Felder and Brent, 2015). Learning style refers to an individual’s

habitual and preferred way of absorbing, processing and retaining new

information and skills. According to Capretz (2014) each learning style has its

own strengths and weaknesses and therefore a person who sticks to one style is

never going to be an ideal learner (Moradkhan & Mirtaheri 2011).

Auditory

This perceptual mode describes a preference for information that is “heard

or spoken.” Learners who have this as their main preference report that they

learn best from lectures, group discussion, radio, email, using mobile phones,

speaking, web-chat and talking things through. Email is included here because;

although it is text and could be included in the Read/write category (below), it is

16
often written in chat-style with abbreviations, colloquial terms, slang and non-

formal language. The Aural preference includes talking out loud as well as talking

to oneself. Often people with this preference want to sort things out by speaking

first, rather than sorting out their ideas and then speaking. They may say again

what has already been said, or ask an obvious and previously answered

question. They have need to say it themselves and they learn through saying it –

their way.Learners who prefer the auditory style learn through hearing or listening

to things. They learn best when they can hear themselves express an idea

(Nilson, 2013). Auditory learners are “students who enjoy the oral-aural learning

channel. Thus, they want to engage in discussions, conversations, and group

work. These students typically require only “oral directions” (Oxford, 2011).

Teachers commonly categorize students as visual or auditory learners.

Despite a lack of empirical evidence, teaching to a student’s perceived learning

style remains common practice in education (Pashler 2019).  A group of

psychologists stated that there is no adequate evidence-based to justify

incorporating learning style assessments into general educational practice. Thus,

limited education resources would be devoted to adopting other educational

practices with a robust evidence-based increase in numbers. According to

Rohrer and Pashler (2012), given the scarcity of methodologically sound studies

of learning styles, assuming that all potential learning styles have been studied

may be a mistake. More research into the use of learning style tests in teaching

may be necessary in some situations, but it must be done properly.

17
 As the premise of the present study, Threeton and Walter (2010) affirm

that there is a dearth of learning style studies of students within the trade,

technology and industry sector of career and technical education. Kolb and Kolb

(2016) confirm that learning styles differ significantly to different professional and

technical fields of specialization. An individual tends to choose degree courses

where the learning environment nurtures their learning styles. This present study

focused on the assessment of the learning style preferences of students enrolled

in applied science courses with the end goal of contributing to the existing body

of knowledge about the distinct learning styles of students in these disciplines.

Read and Write

This preference is for information displayed as words. Not surprisingly,

many teachers and students have a strong preference for this mode. Being able

to write well and read widely are attributes sought by employers of graduates.

This preference emphasizes text-based input and output – reading and writing in

all its forms but especially manuals, reports, essays and assignments. People

who prefer this modality are often addicted to PowerPoint, the Internet, lists,

diaries, dictionaries, thesauri, quotations and words, words, words… Note that

most PowerPoint presentations and the Internet, GOOGLE and Wikipedia are

essentially suited to those with this preference as there is seldom an auditory

channel or a presentation that uses Visual symbols.

Lathan, (2021) Read and Write learning style learns best through words.

These students may present themselves as copious note-takers or avid readers

18
and translate abstract concepts into words and essays. The kinesthetic learner’s

best understand information through a tactile representation of data. Cherry

(2019) mentioned that these students are hands-on learners and learn best by

figuring things out by hand. This model identifies students learning styles, and

allowing students to access the information they are comfortable with, will

increase their academic confidence. The teacher gains a better perspective on

implementing these learning styles into lesson plans and study techniques.

However, identifying and defining the vast number of learning styles can

become an enormous task. According to Cornett (2013), the myriad of labels and

categories used in identifying the different areas of style can be overwhelming for

educators. Corbett and Smith (2014)

Cross (2011) defined learning styles as the characteristic ways that

individuals collect, organize, and transform information into useful knowledge.

Learning style is consistent across a wide variety of tasks. It has a broad

influence on how information is processed and problems are solved, and it

remains stable over many years.

Kinesthetic

By definition, this modality refers to the “perceptual preference related to

the use of experience and practice (simulated or real).” Although such an

experience may invoke other modalities, the key is that people who prefer this

mode are connected to reality, “either through concrete personal experiences,

19
examples, practice or simulation” (Fleming & Mills, 1992). It includes

demonstrations, simulations, videos and movies of “real” things, as well as case

studies, practice and applications. The key is the reality or concrete nature of the

example. If it can be grasped, held, tasted, or felt it will probably be included.

People with this as a strong preference learn from the experience of doing

something and they value their own background of experiences and less so, the

experiences of others. It is possible to write or speak kinesthetically if the topic is

strongly based in reality. An assignment that requires the details of who will

do what and when, is suited to those with this preference, as is a case study or a

working example of what is intended or proposed. Kinesthetic learning “implies

total physical involvement with a learning environment such as taking a field trip,

dramatizing, pantomiming, or interviewing.” (Kinsella, 2011).

Jun Sun (2017) stated in an article Learning and Individual Differences,

attitude formation in human learning affected individual learners’ experiences

with various learning objects in particular learning contexts. It hypothesizes that

the learner’s object-related perceptions, personality traits, and situational

perceptions may have different relationships with the general attitudes towards

the learning objects and the specific attitude

Further, Hatami (2012) described learning style as not in itself ability but

rather a preferred way of using one’s abilities.

According to Sternberg and Grigorenko, there are three main motivations

or interests in studying styles; understanding, anticipating, and enhancing

20
educational achievement; and improving vocational selection, instruction, and

potential placement. 

Participation

Participation is an important piece in a student’s education and the

achievement of positive learning outcomes. The benefits include developing their

communication skills (Fassinger, 2010), becoming critical thinkers (Wade, 2018),

demonstrating that they understand the curriculum, and can develop valid

arguments in dialogue with their peers (Rocca, 2010). It is well-documented that

student participation in the higher education classroom has many benefits for

student engagement and consequent learning (e.g., Cajiao & Burke, 2016; Mello,

2010; Rocca, 2010; Weaver & Qi, 2015).

Although class participation can include a range of students' activities,

such as engaging in small-group discussions and responding with eye contact or

nodding gestures (Girardelli, Kelly, Bodong, Zhou & Gu, 2020), the general

notion of "class participation" in American terms involves a verbal contribution by

a student (Takahashi, 2018).

Numerous studies have shown that engaging in activities, such as asking

questions and contributing to classroom discussions, can support learning

processes and enhance academic achievements (for a review, see Rocca,

2010). However, students have only limited time to elaborate and formulate their

21
idea and to decide whether to raise their hand, for example, to answer their

teachers' questions in class (for reviews, see Rowe, 2016; Tobin, 2017)

Encouraging students to actively participate and to have an impact on

curriculum design may entail the need for re-examining teacher and student

roles, which in turn impacts social relationships and thereby the hierarchy (Cook-

Sather, 2014). In many respects, higher education is based on the perspective of

the university teacher – defining what is important for students, what they can

learn and what they should do to attain the set objectives (Bovill, Cook-Sather,

Felten, Millard, & Moore-Cherry, 2016).

Student class participation has long been a subject of research. Before the

advent of Distance Education (DE), participation was first measured in terms of

coming to class (attendance), followed by the influence of different measures to

increase attention while in class (hand raising, response cards, clickers). Ignoring

previous DE forms like correspondence courses, the appearance of the Internet

provided opportunities to offer asynchronous, usually text-based, courses as

alternatives for face-to-face (F2F) classes.

Activity Participation

Almost every school offers some type of extracurricular activity, such as

music, academic clubs, and sports. These activities offer opportunities for

students to learn the values of teamwork, individual and group responsibility,

physical strength and endurance, competition, diversity, and a sense of culture

and community. Extracurricular activities provide a channel for reinforcing the

lessons learned in the classroom, offering students the opportunity to apply

22
academic skills in a real-world context, and are thus considered part of a well-

rounded education. Recent research suggests that participation in extracurricular

activities may increase students' sense of engagement or attachment to their

school, and thereby decrease the likelihood of school failure and dropping out

(Lamborn et al, 2012; Finn, 2013).

Hollander (2012) discusses the need to present participation as a collective

responsibility of the class rather than just an individual responsibility. In order to

facilitate a conversation where connections are made, students need to view

their participation as a contribution to a shared experience. Asking students to

respond to a peer’s response helps to facilitate a conversation. As well, positively

reinforcing such contributions builds this sense of collectivism. Students may not

yet have the skills required to participate effectively. A discussion about

characteristics of effective participation can reveal undeveloped areas in your

students: ask them how they have participated in previous courses, and whether

they could use some assistance.

Bean & Peterson (2018) suggest asking students to identify features of

effective discussions they have experienced in the past, including the behaviours

and roles of both the students and the instructor. While you can independently

prepare a rubric that explains how you will assess participation, you may find that

students will participate more enthusiastically if you ask them to help define what

constitutes effective participation and then ask them to develop a rubric with you.

Quizzes participation and Submission

23
 Quizzes benefit student learning in a number of ways. They help students

to retain material for a longer period of time; consequently, students do better on

exams (Johnson and Kiviniemi 2019). Also, quizzes provide students with an

incentive to attend classes regularly (Clump, Bauer, and Whiteleather 2013).

Azorlosa (2011) examined the effect of announced quizzes on exam

performance when the quizzes and the exams had the same format, namely

multiple-choice questions. The study concluded that introducing quizzes into the

classroom produced several desirable effects, including increased attendance,

more evenly spaced studying (less cramming), and improved exam performance.

Michael Dalton, Randall E. Groth. (2022), Both assignments and quizzes

involve costs—such as instructors’ time spent in preparing and marking these

assessment instruments, and students’ time in doing the homework assignments

or in answering quiz questions—that could have been spent on other

performance-enhancing approaches. Spending time on homework or quizzes is

justified if the benefits of these assessment methods outweigh the costs involved.

One of the benefits of homework or quizzes is enhanced student learning. Exam

grades provide a way to measure students learning.

Furthermore, graded quizzes force students to study to prepare for the

quizzes. Working on homework assignments is hypothesized to lead to better

understanding of the course material and increased retention of factual

knowledge (Cooper, Robinson, and Patall 2016).

Attendance

24
 The attendance rate of the students in the class is important because

students are more likely to succeed in their academic performance when they

attend classes regularly. Teachers find it difficult to make their classes interactive

and build students’ participation if a large number of students are frequently

absent. In addition to falling behind in academics, students who are not in school

on a regular basis are more likely to get low marks and believes that attendance

is a baseline factor in determining student success, (Great Schools, 2017).

Relationship between attendance and academic performance has been a

debatable issue. Many scholars and researchers believed that attendance is a

good predictor of academic performance while other disagree on the matter.

Darling- Hammond (2000) argues that attending classes regularly is important in

providing students an opportunity to achieve.

Moreover, researchers found that when the material covered in the class

was not available in the course textbook, students who attend classes benefited

from interactions with the teacher and classmates and did better in the

examinations. Students who attend classes also were able to take class notes,

and such note taking has been shown to have positive learning benefits (Ehsan,

2013).

The poor school attendance of the students can have an extreme effect on

their academic performance. Students who are chronically absent have various

25
reasons, however, it can positively influence on their slow academic performance

(McCluskey, et al., 2004). Similarly, the poor attendance rates and the high

proportion of unauthorized absences can affect the academic success and

lead to poor academic performance (Zubrick, 2019) .

Furthermore,in a meta-analytical study on the relationship of student

attendance with academic performance conducted by Crede, et al. (2010),

revealed that those who have high performance are those whose attendance

are very good and those students with lowest mark are those whose

attendance were most likely very poor. It was also reported that the

difference in marks between students with poor attendance and students

with average attendance was larger than the difference between students with

average attendance and students with very good attendance.

Examination

Learning and teaching is transforming away from the conventional lecture

theatre designed to seat 100 to 10,000 passive students towards more active

learning environments. In our current climate, this is exacerbated by COVID-19

responses (Crawford et al., 2020), where thousands of students are involved in

online adaptions of face-to-face examinations (e.g. online Zoom rooms with all

microphones and videos locked on).

The inclusion of online examinations, e-examinations, and bring-your-own-

device models have offered alternatives to the large-scale examination rooms

with paper-and-pencil invigilated examinations. Each of these offer new

26
opportunities for the inclusion of innovative pedagogies and assessment where

examinations are considered necessary. Further, some research indicates online

examinations are able to discern a true pass from a true fail with a high level of

accuracy (Ardid 2015).

College school examinations assessed and assured learning of students in

rigid and high-security conditions. Under traditional classroom conditions, these

were likely a reasonable practice to validate knowledge. The discussion of

authenticating learning was not a consideration at this stage, as students were

face to face only. For many College school jurisdictions, these are designed to

strengthen the accountability of teachers and assess student performance

(Mueller & Colley, 2015)

Furthermore, the development of online examination software has offered a

systematic and technological alternative to the end-of-course summative

examination designed for final authentication and testing of student knowledge

retention, application, and extension. As a result of the COVID-19 pandemic, the

initial response in higher education across many countries was to postpone

examinations (Crawford 2020). 

27
 Chapter III

METHODOLOGY

This chapter concentrates on the discussion of the research method and

procedures adhered by the researcher in order to answer systematically all the

specific questions posed for investigation.

Specifically, the research method, population and sample, research

instrument, data gathering procedure and statistical treatment of data used for

the accurate data analysis and interpretation were explained in this chapter.

Research Design

The study employed the quantitative non-experimental research

design using the descriptive-correlation technique. It was seen appropriate for

this study to use descriptive method because it focuses on fact-finding to

establish the nature of something as it exists and can be used to find new

characteristics, meanings or relationships in already existing data (Hakansson,

2013).

Correlation method is a non-experimental design which seeks to

identify relationships that exist among variables and establishing relationships

between two or more variables in the same population or between the same

variables in two populations (Creswell, 2005; Leedy & Ormrod, 2010). In addition,

correlation method was the most appropriate research design because it

28
identified the significant relationship between Learning Styles in New Normal

Learning Modalities and Participation among Criminology Students of Sultan

Kudarat State University.

Research Locale

The researcher will conduct specifically at Sultan Kudarat State University

with the criminology students of CCJE Department.

Sultan Kudarat State University is a state university in the Province of

Sultan Kudarat, Mindanao, Philippines. Center Central Site Services (ACCESS)

Main campus is located in EJC Montilla, Tacurong City, Sultan Kudarat,

Philippines. Formerly called Sultan Kudarat Polytechnic State College, it was

elevated to University status in 2010. There are eight campuses within the

province of Sultan Kudarat and one in Glan, Sarangani. The Sultan Kudarat

State University (SKSU) provides instruction in science and technology,

agriculture, fisheries, and education. It also undertakes research and extension

services.

At Sultan Kudarat State University-Access Campus, there are a total of

754 criminology students enrolled. The slovin formula was used to calculate the

sample size among the population with the use of a 7.5% margin error, which

resulted in a total of 145 students serving as an important respondent in the

study's continuation.

29
Figure 2. Map of Tacurong City, Sultan Kudarat

Figure 2. Map of Tacurong City, Sultan Kudarat

30
Respondents of study

The respondents of the study are the criminology students of the College

of Criminal Justice Education through the use of the slovin formula.

At Sultan Kudarat State University-Access Campus, there are a total of

754 criminology students enrolled. The slovin formula was used to calculate the

sample size among the population with the use of a 7.5% margin error, which

resulted in a total of 145 students serving as an important respondent in the

study's continuation.

Data Gathering Instrument

The researcher personally administered the survey as to the

extent of the level of participation of students in new normal leaning

modalities. Furthermore, questionnaires was given to the Criminology

students of Sultan Kudarat State University to response accordingly

using the Likert scale as follow;

31
 The following rating scale will be used by the respondents in rating the

statements in the questionnaire and use to describe the mean responses.

Numerical Rating Description

5 Always
4 Oftentimes
3 Sometimes
2 Rarely
1 Never

The following rating scale was used to interpret the result of the Extent
Learning style and level of participation of criminology students of Sultan Kudarat
State University.

Mean Rating Description

Learning Style is to a Very High

4.21-5.00
Extent

3.41-4.20 Learning Style to a High Extent

2.61-3.40 Learning Style to Moderate Extent

1.81-2.60 Learning Style to a Less Extent

1.00-1.80 Learning Style to a Least Extent

Mean Rating Description

32
4.21-5.00 Participation is to a very high level

3.41-4.20 Participation is to a high level

2.61-3.40 Participation is to a moderate level

1.81-2.60 Participation is to a less level

1.00-1.80 Participation is to a least level

33
 Pearson Product-Moment Correlation - This was used to determine the

significance on the relationship between the Learning style and participation

and new normal learning modalities and level of student’s participation.

± 1.00 Perfect positive (negative) correlation.

±0.91-±0.99 Very high positive (negative) correlation

±0.71-±0.90 High positive (negative) correlation

±0.51-±0.70 Moderate positive (negative) correlation

±0.31-±0.50 Low positive (negative) correlation

±0.01-±0.30 Negligible positive (negative) correlation

0.0 No correlation

Data Gathering Procedure

After the approval of the panel members and adviser, the

researcher went through the following steps and procedures in gathering data for

the study. Documents needed was made available after formally communicating

with the Department Dean for a request letter as carried along with by the

researcher. The communication letter was signed by the adviser of the

researcher and approved by the College of Criminal Justice Education’s Dean of

Sultan Kudarat State University Then, the researcher personally administered the

questionnaire to the target respondents which are student of Sultan Kudarat

State University.

34
 Further, the researcher personally thanked the respondents for their

valuable effort in answering the questionnaire. After the questionnaire was

gathered, the data was collated, tabulated and tallied before they were subjected

to statistical treatment and analysis and interpretations.

Statistical Treatment of Data

In this study, the researcher used percentage, mean and correlation.

Percentage- The demographic profile variables of the respondents were

analyzed using simple percentage with the following formula:

Weighted mean- This statistical tool was used to compute for the weight of

the responses in the questionnaire designed by the respondents during the

actual data gathering procedure and in the interpretation of extent of Learning

Style and level of Participation of students.

Person Correlation Coefficient or Person’s Refers to the statistical tool that

measures the significant relation between two research variables.

35
 Chapter IV

RESULT AND DISCUSSION

This chapter includes the presentation of the summary of the data gathered and
the obtained statistical measures which were used to describe the results.

Age

10% 10% 17%

17%
14%

17% 14%

18 19 20 21 22 23 24
Figure 2. Age Profile of the Respondents

Figure 2 shows age profile of respondents. This table shows that majority f
the respondents are ages 19 and the least age 23 and 24 years old.

This implies that in terms of the respondents age most of them are ages
18-21 years old and the only few respondents ages 23-24.

Year Level2
13.79%
37.93%
17.24%

31.03%
First Year Second Year

Figure 3. Year Level Profile of the Respondent

36
 Figure 3 shows that the highest number of respondents are on the First
Year level which consist of 37.93%. While the Lowest number of respondents are
the Fourth Year corresponding to 13.79%.

This also implies that in terms of the respondent’s year level most of them
are first year students and as the year level increase, students become less.

This data support the record of the College, that number of enrollees of
the same batch upon reaching the year level of fourth year diminish due to a
variety of factors beyond the control of the college.

Gender

34.48%

65.52%

Male Female

Figure 4. Gender Profile of the Respondents

Figure 4, shows summary of respondent’s demographic profile concerning

their Gender. As shown in the pie graph Males dominates the College of

Criminology which consist of 65.52%. While 34.48% were female.

This also implies that in terms of the respondents gender most of them are

males and lowest number of respondents are females.

37
 Gadget
3.45%
10.34%

86.21%

Cellphone Laptop Computer

Figure 5. Profile of the Respondents in terms of Gadget owned.

Figure 5 shows summary of respondent’s demographic profile concerning

their Gadget Owned. Most of the respondent owned Cellphone which consists
86.21%. Likewise, 10.34% owned a laptop and only 3.45% owned a computer.

This also implies that in terms of the respondent’s gadget owned most of

them are using cellphones and very few used computer and laptop in learning.

38
Table 1.1 Extent of Learning Style in the New Normal Learning Modalities
among Students in terms of Visual
Mean Standard
Items (M) Deviation Description
(SD)
1. I can learn from seeing things, Learning Style is
topics and lectures being written 4.44 0.72 to a Very High
out on the screen or via power Extent
point presentation.
2. I preferred the use of diagram Learning Style is
and chats to best understand 4.44 0.70 to a Very High
new concepts being lectured by Extent
the teacher.
3. I often prefer to work alone Learning Style is
rather than in groups especially 4.50 0.68 to a Very High
in online tasks and activities for a Extent
progressive online works.
4. I prefer to see information written Learning Style is
on a chalkboard and 4.69 0.60 to a Very High
supplemented by visual aids and Extent
assigned readings.
5. I take down notes during class or Learning Style is
while watching to presentations. 4.77 0.48 to a Very High
Extent
Learning Style is
Overall 4.57 0.32 to a Very High
Extent

Table 1.1 presents the responses of the respondents on Extent of learning

style in the new normal learning modalities among students in terms of Visual.
The overall mean of 4.57 signifies Very high extent of learners has a learning
style of visual. The standard deviation in each indicator implies slightly varied
opinions of the respondents.

Result of the study implies that most student learned very well when it
involves visual in the new modalities of learning such as online.

The result of this study was supported by Nilson (2013), which states
that as the name suggests, visual style refers to a preference for learning

39
through vision, and visual learners rely on their sight to take in information. They
organize knowledge in terms of spatial interrelationships among ideas and store
it graphically.

Table 2. 2 Extent of learning style in the new normal learning modalities

among students in terms of Auditory
Mean Standard
Items (M) Deviation Description
(SD)
1. I can easily memorize lectures Learning Style to
and topics in our course. 3.43 0.72
a High Extent
2. I enjoy listening to proof or Learning Style to
teacher during virtual classes. 3.70 0.77
a High Extent
3. I can remember and Learning Style to
understand new concepts given 3.54 0.09 a High Extent
by the teacher.
4. I am not easily distracted by Learning Style to
Background noises when 3.59 0.95 a High Extent
having online classes.
5. I take down notes during class Learning Style to
or while listening to 2.94 0.81 a Moderate
presentations. Extent
Learning Style
Overall 3.44 0.39
to a High Extent

Table 2.2 presents the responses of the respondents on the Extent of

learning style in the new normal learning modalities among students in terms of

Auditory. The overall mean of 3.44 signifies that the respondents perceived that

the Auditory Learning style, is in general, to a high extent. All indicators were

perceived by the respondents as to a high extent except for the I take down

notes during class or while listening to presentations. Which is described by the

respondents as to a Moderate extent garnering the lowest mean of 2.94.

40
 The standard deviation in each indicator implies slightly varied opinions of

the respondents. The overall standard deviation of 0.39 suggests that the

respondents’ general opinions on Visual learning style almost agree with each

other. Overall, The extent of Learning styles in new normal learning modalities in

terms of Auditory obtained the overall mean of 3.44 (SD 0.39) and interpreted to

a high extent. Generally, the Students auditory learning style Is to a high extent.

Result of the study implies that most students relies on the auditory and in

visual presentation during new normal learning that is online but does ot prefer or

does not usually jotting down notes. May be because they are reling on the soft

copy given to them by their teachers.

Such result was supported by Oxford (2011,p.36), which indicates that

auditory learners are “students who enjoy the oral-visual learning channel. Thus

they want to engage in discussions, converstation, and group work. These

students typically require “oral directions”.

41
Table 2.3 Extent of learning style in the new normal learning modalities
among students in terms of Read & Write
Mean Standard
Items (M) Deviation Description
(SD)
1. I re-write and re-read notes Learning Style to
being taken after virtual 3.03 0.82 a Moderate
classes. Extent
2. I use to make a list of key terms Learning Style to
and concepts to easily point out 3.36 1.03 a Moderate
and understand lessons. Extent

3. I take down all important topics Learning Style to

and ideas during class for a 4.01 0.83
a High Extent
better understanding.
4. I prefer to have written activities Learning Style to
rather than oral presentations 4.28 0.93 a Very High
online. Extent
5. I can remember something Learning Style to
better if I write it down. 4.77 0.49 a Very High
Extent
Learning Style to
Overall 3.89 0.38
a High Extent

Table 2.3 shows the Extent of learning style in the new normal learning
modalities among students in terms of Read & Write. The overall mean of 3.89
signifies that the respondents perceived that the Read & Write Learning style is,
in general,employed by them to a high extent.

The standard deviation in each indicator suggests tolerably varied

opinions of the respondents. The overall standard deviation of 0.38 implies that
the respondents’ general opinions on the Read & Write Learning style almost
agree with each other.

The result of this study was supported by Lathan, (2021) which states that
read and Write learning style learns best through words.

42
Table 2.4 Extent of learning style in the new normal learning modalities
among students in terms of Kinesthetic
Mean Standard
Items (M) Deviation Description
(SD)
1. I can much more understand Learning Style to
lessons and lectures when 3.03 0.82 a Moderate
explaining it with bodily Extent
movements and gestures.
2. I enjoy sports and physical Learning Style to
activity rather than virtual 3.21 1.07 a Moderate
activity. Extent
3. I love to try new things and rely Learning Style to
on what can be experience or 4.01 0.83 a High Extent
perform.
4. I prefer to use the computer or Learning Style to
portable learning gadgets to 3.88 1.28 a High Extent
reinforce learning.
5. I can easily learn and absorb Learning Style to
knowledge through movements 4.17 0.90 a High Extent
rather than being delivered
through words.
Learning Style
Overall 3.66 0.46
to a High Extent

Table 2.4 shows the Extent of learning style in the new normal learning

modalities among students in terms of Kinesthetic. The overall mean of 3.66

signifies that the respondents perceived that the Kinesthetic Learning style is,

likewise employed by them to a high extent.

The standard deviation in each indicator suggests tolerably varied

opinions of the respondents. The overall standard deviation of 0.46 implies that

the respondents’ general opinions on the Kinesthetic Learning style almost agree

with each other.

43
 This implies that aide from the discussed learning styles previously

shows in previous table, students likewise employs kinesthetic learning styles.

This signifies that student learner in college does not have a specific learning

styles but a combination of many styles.

The result of this study was supported by Jun Sun (2017) which stated

in an article Learning and Individual Differences, attitude formation in human

learning affected individual learners’ experiences with various learning objects in

particular learning contexts. It hypothesizes that the learner’s object-related

perceptions, personality traits, and situational perceptions may have different

relationships with the general attitudes towards the learning objects and the

specific attitude.

44
Table 3.1 Extent level of participation of students in new normal learning

modalities in terms of Activity Participation

Mean Standard
Items (M) Deviation Description
(SD)
1. I actively participate in the 3.90 0.90 Participation is to
discussion, answering a Moderate level
exercises and clarifying what
I did not understand
especially during activity
2. I give my one hundred 3.23 1.09 Participation is to
percent effort during any a Moderate level
class activity given by the
teacher
3. I am confident in answering 3.24 0.93 Participation is to
question during our oral a Moderate level
recitation or in any activity as
my class participation
4. I share my own ideas and 3.49 0.71 Participation is to
knowledge to the class if I a high level
am given the opportunity to
do so
5. I do my assignments, reports, 3.52 0.57 Participation is to
presentations and a high level
demonstrations when being
assigned to do
Overall 3.48 0.41 Participation is
to a Moderate
level

Table 3.1 shows the Extent level of participation of students in new normal

learning modalities in terms of Activity Participation. The overall mean of 3.48

signifies that students participate in a subject discussion in a new modalities to a

moderate extent. The standard deviation in each indicator suggests tolerably

varied opinions of the respondents. The overall standard deviation of 0.41 implies

45
that the respondents’ general opinions on the Activity Participation almost agree

with each other.

This signifies that under the new modalities that is virtual classroom
discussion, student could participate less may be due to some factors that may
be attributed to them or to the signal in the internet.

The result of this study was supported by (Lamborn et al, 2012; Finn,

2013) activities offer opportunities for students to learn the values of teamwork,

individual and group responsibility, physical strength and endurance, competition,

diversity, and a sense of culture and community. Activities provide a channel for

reinforcing the lessons learned in the classroom, offering students the

opportunity to apply academic skills in a real-world context, and are thus

considered part of a well-rounded education. Recent research suggests that

participation in extracurricular activities may increase students' sense of

engagement or attachment to their school, and thereby decrease the likelihood of

school failure and dropping out.

46
Table 3.2 Extent level of participation of students in new normal learning
modalities in terms of Quizzes and Submission

Mean Standard
Items (M) Deviation Description
(SD)
1. I want to get good grades on 4.50 0.90 Participation is to
evaluations, quizzes, a very high level
assignments and projects
2. I prefer finishing the assigned 4.55 1.09 Participation is to
set works or quizzes rather a very high level
than doing unimportant
things not related to my
academics
3. I submit my quizzes on time 4.46 0.93 Participation is to
or earlier before the given a very high level
due date of the teacher
4. I always make my self- 4.66 0.71 Participation is to
prepared at all times a very high level
especially for surprise
evaluations and quizzes
5. I clarify my valid reasons to 4.71 0.57 Participation is to
the teacher when I over a very high level
lapped the submission time
due to any interruptions like
unstable internet connection
and application malfunctions
Overall 4.58 0.30 Participation is
to a very high
level

Table 3.2 presents the responses of the respondents on Extent level of

participation of students in new normal learning modalities in terms of Quizzes

and Submission. The overall mean of 4.58 signifies To a Very High Extent.

The standard deviation in each indicator implies slightly varied opinions of

the respondents while the overall standard deviation of 0.30.

47
 Result of the data implies that, student are more particular in submitting

assignment and quizzes may be because they believe that if they can submit

assignment and quizzes surely they will pass the subject.

The result of this study was supported by Michael Dalton, Randall E.

Groth. (2022) one of the benefits of homework or quizzes is enhanced student

learning. Exam grades provide a way to measure students learning.

Table 3.3 Extent level of participation of students in new normal learning

modalities in terms of Attendance
Mean Standard
Items (M) Deviation Description
(SD)
1. I make sure that I have my 4.50 0.72 Participation is to
attendance in our morning a very high level
subjects and classes
2. I attend any programs and 4.46 -0.70 Participation is to
activities in school even via a very high level
virtual
3. I can complete my one day 4.50 0.68 Participation is to
attendance in my class a very high level
schedule
4. I can complete my class 4.46 0.75 Participation is to
attendance in a week a very high level
5. I attend class orientation, 4.55 0.69 Participation is to
lectures and demonstrations a very high level
Overall 4.49 0.35 Participation is
to a very high
level

Table 3.3 presents the responses of the respondents on Extent level of

participation of students in new normal learning modalities in terms of

48
Attendance. The overall mean of 4.49 signifies student participation in class in a

new mornal in terms of attendance is to a high extent.

The standard deviation in each indicator implies slightly varied opinions of

the respondents. The overall standard deviation of 0.35.

This implies that students under the new normal learning modalities has a
highest propensity to attend their class since, there is no longer a need to travel
to and from school thus connotes less cost.

The result of this study was supported by (Great Schools, 2017) that

states that attendance rate of the students in the class is important because

students are more likely to succeed in their academic performance when they

attend classes regularly. Teachers find it difficult to make their classes interactive

and build students’ participation if a large number of students are frequently

absent. In addition to falling behind in academics, students who are not in school

on a regular basis are more likely to get low marks and believes that attendance

is a baseline factor in determining student success.

49
Table 3.4 Extent level of participation of students in new normal learning
modalities in terms of Examination

Mean Standard
Items (M) Deviation Description
(SD)
1. I read and study all my notes 3.24 0.93 Participation is to
as a preparation for a Moderate level
examination
2. I manage my time very well 4.55 0.63 Participation is to
in other things and to my a very high level
studies so that I would not
get frustrated during
examinations
3. I want to have a good grades 4.46 0.68 Participation is to
especially in mid-term and a very high level
final exams
4. I ready myself and fix 4.39 0.73 Participation is to
everything before taking a very high level
examinations so that there
will be no more distractions
and I am more confident
answering the questions
given
5. I read all the instructions first 4.71 0.51 Participation is to
in the examination before a very high level
answering it to avoid
mistakes
Overall 4.27 0.36 Participation is to
a very high level

Table 3.4 presents the responses of the respondents on level of

participation of students in new normal learning modalities in terms of

Examination. The overall mean of 4.27 signifies To a Very High Level of

student’s participation in terms of examination with a standard deviation of 0.36.

50
 This implies that most student mostly participate in the examination since it

involves highest portion of grades and are major determinants of passing the

subject.

The result of this study was supported by (Ardid et al., 2015) that states

the inclusion of online examinations, e-examinations, and bring-your-own-device

models have offered alternatives to the large-scale examination rooms with

paper-and-pencil invigilated examinations. Each of these offer new opportunities

for the inclusion of innovative pedagogies and assessment where examinations

are considered necessary. Further, some research indicates online examinations

are able to discern a true pass from a true fail with a high level of accuracy.

51
Table 4. Relationship between Students Learning Style and Students
Participation

F Df p R Interpretation

Learning Styles
and Students 25.33 143 .000 0.39 Significant
Participation

@alpha 5%

The result suggests that there is a low positive significant relationship

between the learning styles and students participation (r=0.39, p<0.05, two-tails).

This implies that the participation of the students can be attributed to their

learning styles.

In addition According to Diaz and Cartnal (1999) carried out a comparative

study of student learning styles in an online distance learning and an on-campus

class. Correlational analysis revealed that the on campus students displayed

collaborative tendencies that were positively related to their need to be

competitive and to be a ‘good class member’. Thus, the on-campus students

appeared to favour collaborative styles to the extent that they helped them to

obtain class rewards. In contrast, online students were willing and able to

embrace collaborative teaching-learning styles if the instructor made it clear that

this was expected, and gave them guidance on meeting this expectation. Online

students appeared to be driven more by intrinsic motivation and clearly not by the

reward structure of the class. Online students were more independent and on-

campus students more dependent in their learning styles

52
 Therefore, the null hypothesis which states that there is no significant

relationship between Learning Style and Student Participation is rejected.

53
 Chapter V

SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATION

This chapter presents the summary, findings, conclusion and

recommendation of the study “Learning style in new normal learning

modalities and participation among Criminology students of Sultan

Kudarat State University”.

Summary
This study entitled Learning style in new normal learning modalities and

participation among Criminology students of Sultan Kudarat State University. .

This study was presented through survey questionnaire.

The total number of respondents were 145 taken proportionately among

different year level. The survey questionnaire consisting of 4 questions with

different indicators were designed to evaluate the Learning style in new normal

learning modalities and participation among Criminology students of Sultan

Kudarat State University. The descriptive statistics used were frequency,

percentage, mean, and pearson r.

54
Findings

The findings of the study are summarized as follows:

1. On the Profile of the respondents it was found out that highest number

were First Year that yield 37.93% mostly dominated by male which obtained

65.52%. Most of them were 18-21 years of age representing 51.72% and

86.21% of which owned a Cellphone gadget.

2. In terms Learning Style Visual obtained the overall mean of 4.57

signifies to the very high extent.

3. In terms of Auditory, the overall mean of 3.44 interpreted as high extent.

4. In terms of Read and write Learning Style, the overall mean of 3.89
implies high extent.

5. Further, Kinesthetic learning style obtained, the overall mean of 3.66

interpreted as high extent.

6. On the other hand, Activity participation, in general obtained to a

Moderate extent with an overall mean of 3.48.

7. In terms of respondent’s participation to Quizzes and Submission, the

extent of student participation obtained very high extent with an overall mean of
4.58. All indicators were perceived by the respondents as a very high extent.

8. The extent of student participation in terms of Attendance is in general,

very high extent with an overall mean of 4.49. All indicators were likewise
perceived by the respondents as a very high extent.

9. As to Examination, the overall mean of 4.27 implies very high extent.

55
Conclusion

Taking all the results of the study, it is concluded that:

Based on the findings on the result of the data more male are inclined to

enroll criminology ages 18-21 years old and owned cellphone as their gadget in

new learning modalities.

1. It is concluded that students are more inclined on visual as shows by their

visual learning to a very high extent followed by auditory and read and write and

kinesthetic. Therefore students learned more when the lesson or discussion in

online class has visual and audio effects.

2. On the other hand it is concluded that student moderately participate in online

class may be because they can make any alibi or there are some distr actions in
a place or location where they may be during the class.

3. However it is also concluded that in terms of Quizzes Assignment and

Activities, students participate to a very high level may be because they are fully
aware that it consist bigger percentage in their semestral grade.

4. Likewise, it is concluded that despite the new normal learning modalities

students’ attendance are to very high extent. Thus, it is concluded further that
pandemic does not hinder their enthusiasm to attend classes and continue their
learning.

5. Moreover, it is concluded that students participated very well in the

examination conducted through online may be because they believe that it is a
great determinants of earning grade for the subjects.

56
Recommendation

Based on the findings and conclusion of the study the researcher

recommends the following;

1. Institution should provide a more advance learning method concerning the

development and learning progress of the students that are in line with the

students learning styles in order to maximize their participation in classes

and boost their educational interest.

2. Teachers should focus on developing the student’s capabilities in terms of

their initiatives to cope up in lessons even with the distractions in all forms of

learning methods so that they will become more flexible and progressive in

their field of education.

3. Students must be more stay update in all academic applications so that they

will be aware of the activities being uploaded by the teacher especially in this

new mode of education due to restrictions cause by the pandemic so

students must engage to gadgets day to day and time to time in order to

pursue learning, students must also ensure internet connections especially in

schedule of Activity submission and to become active in class.

57
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