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CHAPTER IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents the analysis and interpretation of data

regarding the relationship between student’s learning styles and academic

achievement.

1. Students’ Learning Styles

Students' learning styles refer to the different ways in which

students prefer to process, organize, and retain new information. These

learning styles are the different ways students’ approach and learn

information and can vary from student to student. Some students may

prefer visual aids, such as diagrams or charts, while others may prefer

more hands-on activities or group work. Understanding a student's

learning style can help educators tailor their teaching methods to better

suit the student's individual needs and help them retain information more

effectively.

1.1 Visual

Visual learning style refers to a way of learning that involves

processing and retaining information most effectively through visual aids

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such as diagrams, charts, videos, graphs, and images. Visual learners

tend to prefer seeing information presented in a visual format rather than

in written or spoken form. They may have a better understanding of a

subject when they are shown a visual representation of it, and they can

easily remember what they see. Visual learners may also benefit from

color-coding and highlighting important information to help them retain it

better. They tend to enjoy observing things and may have a keen sense of

spatial awareness.

Table 1
Students' Visual Learning Style
Verbal
Weighted
Indicators Interpretatio Rank
Mean
n
1. I prefer to study with different
Strongly
terminologies, visual presentation for me 3.53 1
Agree
to be focused.
2. I sit in front to listen to the discussion of
2.94 Agree 3
the teacher during class lecture.
3. I prefer video clips related to the topic. 2.79 Agree 6
4. I look at the previous examples to guide
3.03 Agree 2
me, when taking the daily quiz.
5. I take consideration of the methods to
be followed by looking at other examples, 2.93 Agree 4
while answering the problem.
6. When memorizing, I remember the
2.87 Agree 5
topic by visualizing it to myself.
Composite Mean 3.02 Agree

Table 1 shows that the composite mean of 3.02 indicates that the

students were in agreement in terms of their visual learning style. This

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implies that the use of visual aids such as diagrams, charts, graphs,

movies, and images to help students grasp and recall information is

referred to as visual learning. These types of graphics may be especially

beneficial to some kids in learning complex topics or remembering

knowledge.

With a weighted mean of 3.53, in terms of visual learning style,

students prefer to study with different terminologies, visual presentation for

me to be focused. This suggests that for students with a visual learning

style, they prefer to study using visuals such as diagrams, charts, and

videos. They also prefer to use specific and clear terminology that helps

them understand the material better. By doing so, they are able to focus

more effectively and retain the information better. Essentially, this means

that visual aids and clear language are important for students who prefer to

learn through visual means.

Despite that this was agreed on by the students, preferring video

clips related to the topic got the lowest weighted mean of 2.79. This

indicates that video clips were not the most popular choice among the

students surveyed. This interpretation may suggest that other learning

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modes, such as lectures or interactive discussions, might be more effective

or engaging for these particular students.

1.2 Aural

Aural learning style refers to a learning preference in which an

individual learns best by hearing information. People who prefer the aural

learning style learn best through lectures, discussions, and other verbal

interactions. They enjoy listening to and discussing ideas and concepts

and may prefer to use verbal strategies to help them remember

information, such as mnemonics or rhymes.

Table 2
Students' Aural Learning Style

Weighted Verbal
Indicators Rank
Mean Interpretation
1. When studying different terminologies,
mnemonics (memory devices) help me 3.38 Agree 1
remember lessons.
2. During class lectures, I can understand
the discussion by just hearing even 2.80 Agree 6
without looking at my teacher.
3. When studying, I listen to records or
2.83 Agree 5
audio tapes which are related to the topic.
4. When performing the activity, I prefer to
perform accurate by hearing the steps 3.03 Agree 3
from my teacher.
5. While memorizing terminologies, I 3.18 Agree 2
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recite each term to myself or to a friend.

6. I remember the topic by repeating it
2.94 Agree 4
orally to myself.
Composite Mean 3.03 Agree

As can be seen in Table 2, the composite mean of 3.03 indicates

that the students agreed on the indicators of aural learning style. It is likely

that they discussed and identified the various ways in which people with

an aural learning style tend to learn and process information, such as their

preference for verbal communication and ability to understand spoken

language.

By agreeing on the indicators of aural learning style, the students

may have gained a better understanding of their own learning

preferences, as well as those of their peers. This could help them to more

effectively communicate and collaborate with others, as they will be better

equipped to understand how different individuals learn and process

information.

A closer look on the table reveals that a weighted mean of 3.38

indicates that students agreed that when studying different terminologies,

mnemonics (memory devices) help them remember lessons. This

suggests that the students reached a consensus that using mnemonics, or

memory devices, is helpful when studying and remembering different

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terminologies. Mnemonics are techniques that help people remember

information by associating it with something else, such as a phrase, a

visual image, or a rhyme.

By agreeing that mnemonics are helpful, the students likely found

that using these techniques helped them to remember complex or abstract

concepts more easily. This could be particularly useful when studying

subjects that involve a lot of specialized terminology, such as science,

medicine, or law.

Indicator, during class lectures, indicates that they can understand

the discussion by just listening even without looking at the teacher, got the

lowest weighted mean of 2.80 and was interpreted as “agree”. This

suggests that while the students generally agreed that they could

understand lectures through listening alone, some may have found this

more difficult or less effective than others. For some students, it may be

more beneficial to combine auditory information with visual aids, such as

PowerPoint slides or diagrams, in order to fully understand and retain the

information presented in lectures.

1.3 Reading/Writing
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Reading/Writing learning style refers to a learning preference in

which an individual learns best through reading and writing. People with

this learning style typically prefer to receive and process information

through written language, such as textbooks, handouts, and notes. They

may also enjoy writing, taking notes, and creating written summaries or

outlines to help them understand and remember information.

Table 3
Students' Reading/Writing Learning Style
Weighted Verbal
Indicators Rank
Mean Interpretation
1. When studying different terminologies,
notes help me remember previous 3.43 Agree 1
discussions.
2. During class lectures, I read notes from
2.97 Agree 4
my book while my teacher is discussing.
3. To keep in track of the correct
procedures, I prefer the lectures to be 3.13 Agree 2
outlined which can be viewed anytime.
4. When answering exercises, I read the
2.95 Agree 6
needed steps properly.
5. While performing the activity, I prefer
3.03 Agree 3
reading the procedures first.
6. By reading repeatedly, I can easily
2.96 Agree 5
remember the lesson.
Composite Mean 3.08 Agree

Table 3 shows that the composite mean of 3.08 indicates that the

students agreed on their reading/writing learning style. This statement

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suggests that the students reached a consensus about their preference

for the reading/writing learning style. They may have identified that they

learn best through written materials, such as textbooks, notes, and

handouts. Additionally, they may have agreed that taking notes and

writing summaries or outlines help them understand and remember

information.

By agreeing on their reading/writing learning style, the students may

have gained a better understanding of their own learning preferences and

how to best approach their studies. They may be able to use this

knowledge to seek out resources and study materials that cater to their

learning style, such as books, articles, or online resources.

With a weighted mean of 3.43, students agreed that when studying

different terminologies, notes help them remember previous discussions.

This means that by taking notes, students can record important

information and key points from lectures, discussions, or readings, which

they can then review and refer to later. The agreement among the

students about the usefulness of notetaking suggests that this is a

valuable study strategy for many learners. It can help to reinforce their

learning by providing a visual aid to help them recall information and

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better understand concepts. Additionally, taking notes can also help

students to stay organized and focused during class lectures, discussions,

or readings.

On the other hand, indicator “when answering exercises, students

read the needed steps properly” got the lowest weighted mean of 2.95.

This means that it is also possible that the exercises required a high level

of attention to detail and following specific instructions, and the students

who scored lower may have missed key information or misunderstood the

requirements. In any case, the statement suggests that reading and

following instructions accurately is an important skill for success on these

exercises.

1.4 Kinesthetic

Kinesthetic learning style, also known as tactile learning, is a

learning style that involves a preference for physical experience and

hands-on learning. Individuals who have a kinesthetic learning style prefer

to learn by doing, touching, moving, and manipulating objects.

Table 4
Students' Kinesthetic Learning Style
Weighted Verbal
Indicators Rank
Mean Interpretation
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1. When studying terminologies, my

involvement in class discussion makes 3.39 Agree 1
me easily understand the lesson.
2. During class lectures, I participate
2.97 Agree 4
actively in the recitation and activity.
3. To easily grasp the lesson, I try to
formulate examples in my own on the 2.98 Agree 3
topics provided by my teachers.
4. To easily grasp, I learn more in
2.91 Agree 5
engaging myself to the task.
5. While listening to teacher’s
2.86 Agree 6
discussion, I move randomly.
6. Through hands-on experiences, I
3.03 Agree 2
remember the topic very well.
Composite Mean 3.02 Agree

Table 4 shows that the composite mean of 3.02 indicates that the

students agreed on the kinesthetic learning style. Kinesthetic or tactile

learners, on the other hand, learn best by hands-on experiments,

demonstrations, or motions. The act of agreeing or disagreeing with

material presented has nothing to do with one's learning style. It is crucial

to understand that learning styles refer to the many methods people prefer

to learn and absorb information, and these styles might change from

person to person. Some people have a dominant learning style, while

others use a combination of styles depending on the task or subject at

hand.

As provided by the different concepts defined by various theorists,

kinesthetic learning approach is the fourth learning style. It is referred to

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as the “perceptual preference related to the use of experience and

practice (simulated or real)” that encompasses the nature of learning by

involving oneself to the activity or situation. In here, the primary senses of

an individual including the sense of seeing, hearing, smelling, tasting, and

touching are highly involved in the process of performing tasks well.

Students engage themselves to this learning style through the means of

simply performing role plays in class, dancing and actively participating

during class discussion. Incorporating various activities help in making the

concentration and focus of students in learning more attentive (Ferriman,

2013).

A weighted mean of 3.39 reveals that students agreed that when

studying terminologies, their involvement in class discussion make them

easily understand the lesson. This suggests that the students value

interactive and participatory learning, where they can engage in

discussions and exchange ideas with their peers and instructor. It also

implies that the students may find it more challenging to learn

terminologies through passive methods such as reading or listening to

lectures.
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On the other hand, the lowest weighted mean of 2.86 shows that

students agreed that while listening to teacher’s discussion, they move

randomly. This suggests that the students may have a kinesthetic learning

style, which means they prefer to learn through physical experience and

movement. For these students, sitting still and listening for long periods of

time may be challenging, and they may need to move around in order to

stay focused and engaged in the lesson.

However, it's also possible that the movement is a result of

restlessness or a lack of attention. In such cases, the students may

benefit from strategies to help them stay focused, such as taking notes or

asking questions during the discussion.

2 Students’ Level of Academic Achievement

Academic achievement refers to a student's level of success in

academic pursuits, typically measured by grades, test scores, and other

objective indicators of academic performance. It is a measure of how well

a student has met the learning objectives of a particular educational

program or course of study.

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Table 5
Students' Level of Academic Achievement
Level of Academic Achievement Frequency Percentage Rank
Outstanding (90-100) 93 60 1
Very Satisfactory (85-89) 45 29 2
Satisfactory (80-84) 16 10 3
Fairly Satisfactory (75-79) 2 1 4
Did Not Meet Expectations 0 0 5
Total 156 100

Based on table 5, 60 % or 93 out 156 students are in the

outstanding level of academic achievement. The outstanding level of

academic achievement likely indicates that these students have

consistently demonstrated mastery of the academic content and skills

taught in their courses. They may have earned high grades, excelled in

standardized tests, or achieved other objective measures of academic

success.

This information is useful for educators and school administrators in

several ways. Firstly, it highlights the effectiveness of the school's

academic programs and teaching methods in producing high-achieving

students. Secondly, it can help identify areas where the school can

improve to support the academic success of more students. Finally, it can

serve as a motivator for students to strive for academic excellence and for
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teachers to continue to challenge and support their students to reach their

full potential.

3 Relationship between students’ learning styles and academic

achievement

Table 6
Relationship between Students’ Learning Styles and
Academic Achievement
Level of
Learning Academic R- Decision on Interpretatio
t-stat p-value
Styles Achievemen value Ho n
t
Visual 1.19 0.12 0.00 Reject Ho Significant
Aural General 2.42 0.24 0.01 Reject Ho Significant
Reading/ Weighted
2.80 0.28 0.00 Reject Ho Significant
Writing Average
Kinesthetic 0.61 0.06 0.00 Reject Ho Significant

The p – values ranging from 0.00 to 0.01, which are less than the

level of significance of 0.05 imply that there is a need to reject the null

hypothesis. This, there is a significant relationship between the students’

level of academic achievement and their learning styles in terms of visual,

aural, reading and writing, and kinesthetic. This shows that students tend

to perform better academically when they match their style of learning with

the methods of instruction employed in the classroom. For instance, using

visual aids in the classroom may help visual learners perform better. Like

visual learners, auditory learners might do better when given chances to

attend lectures and take part in group discussions.

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It is crucial to emphasize, however, that the relationship between

learning styles and academic accomplishment is not always

straightforward. The concept of learning styles may be oversimplified, and

people may have numerous learning preferences depending on the

activity or topic at hand. Other characteristics, such as motivation, study

habits, and access to resources, can also have an impact on academic

accomplishment.

This is parallel with the study of Srisuma et al. (2020) whose results

showed a significant correlation between learning styles and academic

achievement, with the highest performing students being those who had a

multimodal learning style (i.e., a combination of different learning styles).

Additionally, students who had a visual learning style tended to have

higher GPAs than those with other learning styles.

CHAPTER V

SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS

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Summary of Findings

This study was conducted to assess the relationship between

students' learning style and academic achievement. Specifically, it aimed

to assess the students' learning style in terms of visual, aural,

reading/writing, and kinesthetic. The level of academic achievement of

students was based on their general weighted average. The study found a

significant relationship between the learning style and academic

achievement of the students.

This study utilized the descriptive method of research to assess the

students' learning styles in terms of visual, aural, reading/writing, and

kinesthetic and the level of academic achievement of students based on

their general weighted average. The respondents of the study were 78

Grade 11 and 78 Grade 12 senior high school students randomly selected

from the Colegio de Sto. Domingo de Silos. The researchers used the

Raosoft sample size calculator with a five percent margin of error to

determine the sample size. The data obtained from the respondents were

tallied, tabulated, and interpreted using the statistics such as frequency,

percentage, ranking, weighted mean, composite mean, and Pearson r.

The following were the findings of the study.

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1. Students’ Learning Styles

1.1 Visual

The composite mean of 3.02 indicates that the students were in

agreement in terms of their visual learning style.

1.2 Aural

The composite mean of 3.03 indicates that the students agreed on

the indicators of aural learning style.

1.3 Reading/Writing

The composite mean of 3.08 indicates that the students agreed on

their reading/writing learning style.

1.4 Kinesthetic

The composite mean of 3.02 indicates that the students agreed on

the kinesthetic learning style.

2 Students’ Level of Academic Achievement

60 % or 93 out 156 students are in the outstanding level of

academic achievement..
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3 Relationship between students’ learning styles and academic

achievement

The p – values ranging from 0.00 to 0.01, which are less than the

level of significance of 0.05 imply that there is a need to reject the null

hypothesis. This, there is a significant relationship between the students’

level of academic achievement and their learning styles in terms of visual,

aural, reading and writing, and kinesthetic.

Conclusions:

In the light of findings, the following conclusion are drawn:

1. The students in the study generally agreed on their preferred

learning styles, with the highest mean score being for

reading/writing style. This indicates that students may have a

preference for certain learning styles over others.

2. The majority of the students in the study performed at an

outstanding level of academic achievement, indicating that they

were successful in their academic pursuits.

3. The p-values being less than the level of significance indicates that

there is a significant relationship between the students' learning

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styles and academic achievement. Therefore, it can be concluded

that students' learning styles are important factors that can affect

their academic performance, and educators should consider the

individual learning styles of their students when designing

instructional strategies and activities.

Recommendations:

Based on the findings and conclusion drawn from the collected

data, the researcher recommends the following:

1. Teachers should recognize and accommodate the different

learning styles of their students to improve their academic

performance. This can be done by using a variety of instructional

materials and techniques that cater to different learning styles,

such as visual aids for visual learners or hands-on activities for

kinesthetic learners.

2. Despite the majority of students performing well academically,

teachers should continue to provide support and resources to

help students achieve their full potential. This can include

offering extra help sessions, providing feedback on assignments,

and encouraging students to set academic goals.

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3. Educators should be trained on how to identify and cater to the

different learning styles of their students. Professional

development opportunities can be provided to teachers to help

them develop their skills in designing instructional strategies that

are tailored to individual students' needs. Additionally, schools

can consider incorporating learning style assessments into their

admissions processes to help match students with teachers who

are best suited to their learning style preferences.