LEARNING STYLES AND ACADEMIC ACHIEVEMENT IN

MATHEMATICS OFGRADE 11 STEMSTUDENTS

OF SAINT AUGUSTINE SCHOOL MENDEZ
ACADEMIC YEAR 2017-2018

A research proposal
Submitted to the faculty of
Senior High School Department
Saint Augustine School
Mendez, Cavite

In partial fulfillment of the

requirements for the strand
Science, Technology Engineering and Mathematics
Practical Research 2

Jeremi John M. Boncile

Caleb Abram R. Camerino
Kristal C. Merano
Jasmin Claire C. Pelle
Renell M. Reonal
Dave Nathaniel C. Salgado
 LEARNING STYLES AND ACADEMIC ACHIEVEMENT IN
MATHEMATICS OF GRADE 11 STEM STUDENTS
OF SAINT AUGUSTINE SCHOOL MENDEZ
ACADEMIC YEAR 2017-2018

Jeremi John M. Boncile

Caleb Abram R. Camerino
Kristal C. Merano
Jasmin Claire C. Pelle
Renell M. Reonal
Dave Nathaniel A. Salgado

CHAPTER ONE

A graduate research proposal submitted to the faculty of the Graduate School and Open
Learning College, Cavite State University, Indang, Cavite in partial fulfilment of the
requirements for the degree Master of Arts in Education with Specialization in
Educational Management with Contribution No.___________________________
Prepared under the supervision of ______________________.

INTRODUCTION

It is known that learning style speaks to the understanding that every student
learns differently. Proponents of learning-style assessment contend that optimal
instruction requires diagnosing individuals' learning style and tailoring instruction
accordingly. Assessments of learning style typically ask people to evaluate what sort of
information presentation they prefer and/or what kind of mental activity they find most
engaging or congenial, although assessment instruments are extremely diverse(Pashler,
McDaniel, Rohrer, and Bjork, 2009). Peirce (2000) believes that learning style is the
method that people prefer it over those other methods in learning such as learning in
school.It is also described as the unique way developed by students when he/she's
learning new and difficult knowledge İlçin, Tomruk ,Yeşilyaprak,Karadibak,Savcı
(2016).

A learning style is a student's consistent way of responding to and using stimuli in

the context of learning. Keefe (1979) defines learning styles as the composite of
characteristic cognitive, affective, and physiological factors that serve as relatively stable
indicators of how a learner perceives, interacts with, and responds to the learning
environment. Stewart and Felicetti (1992) define learning styles as those educational
conditions under which a student is most likely to learn. Thus, learning styles are not
really concerned with what learners learn, but rather how they prefer to learn.

Learning styles are points along a scale that help us to discover the different forms
of mental representations; however, they are not good characterizations of what people
are or are not like. We should not divide the population into a set of categories (i.e.,
visual and auditory learners). What these various instruments attempt to do is to allocate
a person on some point on a continuum (similar to measuring height or weight). In other
words, do not pigeonhole people as we are all capable of learning under almost any style,
no matter what our preference is.

Reese (2009) reveals that people who consider themselves visual learners, as
opposed to verbal learners, have a tendency to convert linguistically presented
information into a visual mental representation. The more strongly an individual
identified with the visual cognitive style, the more that individual activated the visual
cortex when reading words. Depending on the flexibility with which one can adopt a
style, educators could cater to one style over another to improve learning.

Reiser and Dempsey (2000) believes that there are certain fundamental learning
activities that are necessary if a student is to efficiently and effectively acquire a
particular kind of knowledge or skill. A learner can engage in these fundamental learning
activities in a wide variety of delivery systems and in a wide range of social context.
These learning activities can be suggested, directed, coached, monitored, or promoted by
an instructional system or these learning activities can be initiated by the learner
themselves. If a learner does not engage in the learning activities that are appropriate for,
and consistent with, a given kind of knowledge or skill then there will be a decrement in
the learning effectiveness, efficiency and appeal.

Many researchers have argued that knowledge of learning styles can be of use to
both educators and students. Studies have been conducted to determine the factors
affecting the academic achievement of the students. It has always been the main concern
of the teachers and parents, that their students and children be as much successful as
possible. Faculty members with knowledge of learning styles can tailor pedagogy so that
it best coincides with learning styles exhibited by the majority of studentsRomanelli,
Bird, Ryan (2009). Alternatively, students with knowledge of their own preferences are
empowered to use various techniques to enhance learning, which in turn may impact
overall educational satisfaction. This ability is particularly critical and useful when an
instructor's teaching style does not match a student's learning style.

Morrow (1996) and Becker (1996) a different picture of mathematics teaching is

starting to emerge, where teachers encourage students to make connection with their own
experiences and the experiences of others. Morrow (1996) contends that many connected
knowers (particularly girls) in mathematics spend much of their time listening to the
ideas of others. Morrow (1996) suggests that if connected knowers are to gain a sense of
their own voice in mathematics then teachers need to give them opportunities to verbalize
their mathematics knowledge. It is through such discussion that students form, modify
and develop their thoughts into ideas. For students who prefer to learn as connected
knowers, the support of small groups and the role of hypothetical and tentative talk are
important, almost essential, in the development of their ideas and understanding. Such
work is grounded in the ideas proposed by Belenky et al., (1986).

The researchers engage with this study because they want to know the
relationship between learning styles and the academic achievement in mathematics. In
this paper, the researchers presented a survey to know the relationship of learning styles
and academic achievement in mathematics. This study will be beneficial to the teachers,
students and researchers.
 Statement of the problem:

Generally, this study aims to determine the relationship between the learning
styles and the academic achievement in mathematicsof selected Grade 11 STEM
students of Saint Augustine School – Mendez, Academic Year 2017-2018.

Specifically, this study seeks to answer the following questions:

1. What is the demographic profile of the Grade 11 STEMstudents according to their

sex?
2. What is the learning style preference of the Grade 11 STEM studentsof Saint
Augustine School – Mendez, Academic Year 2017-2018?
3. What is the level of academic achievement in mathematics of the students?
4. Is there a significance relationship between learning style preference and
mathematics achievement of the students?

Objectives of the study

This study aims to determine the relationship between the learning styles and the
academic achievement in mathematicsof Grade 11 STEM students of Saint Augustine
School – Mendez, Academic Year 2017-2018.

Specifically, the study aims to:

1. Determine the profile of the participants according to their:

1.1 sex;
2. Identify the learning style preference among Grade 11 STEMstudents of Saint
Augustine School – Mendez, Academic Year 2017-2018.
3. Determine the mathematicsachievement level of Grade 11STEM students of Saint
Augustine School – Mendez, Academic Year 2017-2018
4. Determine the relationship between learning style preference and mathematics
achievement.
Scope and Delimitations of the study:

This study was conducted to determine the relationship between learning styles
and academic achievement in mathematics of Grade 11 STEM students of Saint
Augustine School – Mendez, Academic Year 2017-2018. This study is limited only on
determining the relationship of learning styles and the academic achievement in
mathematics. Academic achievement will be measured by determining the weighted
general average of the respondents. This study will take place in Saint Augustine School
– Mendez, Cavite from August 2018 to March 2019.

Academic Achievement Rating Guide

Outstanding (O) 90% and above

Very Satisfactory (VS) 85% - 89%

Satisfactory (S) 80% - 84%

Fairly Satisfactory (FS) 75% -79%

Did Not Meet expectation (DM) -74% and below

Significance of the study

This study will be beneficial to the following individuals:

Teachers. This study aims to assist teachers understand their learners learning style
preference and accommodate it to the maximize learning and hence improve math
achievement.

Students.This study will give the learners knowledge on how students learning style
affects their mathematics achievement.

Researchers. This study will help the researcher to give ideas and suggestions to
understand more this research.
Hypothesis

H. There is no significant relationship between learning styles and academic

achievement in mathematics

Conceptual Framework

The presented study is embedded on the VAK [Visual (V), Auditory (A) or

Kinesthetic (K)] theory originally developed by Neil Flemings (2001). Based on this

theory, several scholars have developed learning style inventories which can be applied

in research and classroom setup including Barsch, J. and which categorizes learners based

on their sensory perceptions. One family of learning style models that has gained

popularity recently has been those which have emphasized sensory modalities as a means

of providing stimuli to the learner, known as VAK (Coffield, Moseley, Hall,

&Ecclestone, 2004). This model comprises of three sub modes: Visual (V), Auditory (A)

and Kinesthetic (K). In this study, learning styles will serve as the independent variable

while mathematics achievement will serve as the dependent variable. The mathematics

achievement of the participant can be affected by the learning preference of the student.

The double arrows mean that the study will seek to determine if there is significant

relationship among the variables in the study.

 D

P
I LEARNING
E
N STYLES
N
D
D
E  VISUAL LEARNER
 AUDITORY LEARNER E
P
 KINESTHETIC LEARNER N
E ACADEMIC
ACHIEVEMENT IN T
N
MATHEMATICS
V
D
A
E
R
N PRACTICES
I
T VISUAL AIDS:
A
V FLIPCHARTS, FILMSTRIP,
FLASHCARDS DEMONSTRATION B
A
AND POWERPOINT L
R
AUDITORY AIDS: E
I
LECTURE, DISCUSSIONS, TAPES
A AND RECORDINGS
B KINESTHETIC AIDS:
L TAKING NOTES, DRAMATIZE
E AND EXPERIMENT
Figure 1.Conceptual Framework: The research paradigm shows the research process.

Definition of terms:

Academic Achievement - represents performance outcomes that indicate the

extent to which a person has accomplished specific goals that were the focus of activities

in instructional environments, specifically in school, college, and university.

Auditory learner - learns well when aided by music, sound, rhyme, rhythm,

speaking or listening

Kinesthetic learner - learns well when you can move your body, and/or use your

hands and sense of touch. Writing or drawing diagrams are physical activities that can

fall into this category as well.

Learning Style - a preferential way in which the student absorbs, processes,

comprehends and retains information speaks

Linguistic - study of knowledge systems in all aspects

Mathematics –Thestudy of themeasurement,relationships,andproperties of

quantitiesandsets,usingnumbersandsymbols.Arithmetic,algebra,geometry,andcalculusareb

ranches of mathematics.

Visual learner - learns well when aided by images, pictures, and spatial

organization of elements
 REVIEW OF RELATED LITERATURE

This chapter presents the literature and studies that furnish background

information for the study of learning styles and academic achievement in Mathematics of

Grade 11 STEM students of Saint Augustine School-Mendez for Academic Year 2017-

2018. This chapter specifically presents background information of (1) Learning Style,

(2) VAK Learning Styles, (3) Visual Learning, (4) Auditory Learning, (5) Kinesthetic

Learning, (6) Academic Achievement, (7) Learning Style and Academic Achievement In

Mathematics.

Learning Style

Learning styles have received considerable attention in recent years. There are

more than 20 style dimensions that have been identified so far. It has come out of the

more general research on cognitive styles. Almost everyone in the education field agrees

that different students learn best in different ways. There is far more disagreement,

however, when it comes to classifying these learning styles. Desmedt and Valcke (2004)

educators and researchers are often daunted by the multitude of definitions, theoretical

models, and learning style instruments.

 (Kolb & Honey & Mumford, 1984) describes learning style as an individual

preferred or habitual ways of processing and transforming knowledge. Keefe (1990)

emphasizes learning styles as cognitive, affective, and psychological features that provide

as quite stable indicators of how learners recognize, interact with, and respond to the

learning environment. Haar, Hall, Schoepp, and Smith (2002) also elaborate learning

styles as individual’s differences in which information is perceived, processed, and

communicated.

In 1970s, as researchers turned to styles in learning and teaching, the concept of

learning style emerged, which, unlike cognitive style, focused on educational situation

where style was seen as most useful (Riding & Cheema, 1991 in Sternberg et al. 2002).

The term has been used in various and sometimes confusing ways in the literature, often

interchangeably with the terms of cognitive styles, affective styles, or learning strategies.

Keefe (1979) it is the cognitive, affective and physiological behaviors that serve as

relatively stable indicators of how learners perceive, interact with, and respond to the

learning environment. Learning styles are constant and innate and difficult to be changed,

whereas learning strategies can be learned and consciously applied in different learning

situations.

It has long been recognized by educators that the traditional style of teaching

(regurgitation by teacher and assimilation by student) do not work for all learners

(Coffield, Moseley, Hall, &Ecclestone, 2004). Learning style theories provoke an

examination of teaching methods that have remained status quo for many decades.

Learning styles are thought to change over the life of an individual, while some students
are flexible enough to try varied methods and adapt to them as a way of learning

(Delahoyde, 2009).

There are numerous theories and opinions on learning styles, but few generally

agreed facts. Some researchers emphasize the importance of working memory or sensory

pathways in determining how students learn, while others subscribe to the idea of

multiple intelligences. A lack of academic clarity and the competing commercial interests

in the field have led to a confused and confusing array of concepts, models and tools.

Cassidy (2004) attempted to break down the concepts and processes which underlie the

term learning styles. Learning styles may be said to consist of three inter-related elements

which are the information processing, instructional preferences and learning strategies.

Dunn R. and Dunn K. (1993) are of the view that learning style is composed of

biological and developmental characteristics that make identical instructional

environments, methods and resources effective for some learners and ineffective for

others. Students can learn to capitalize on their learning style strengths when they

concentrate on new and difficult information.

Conforming to Dunn (1999) it is the way in which each learner begins to

concentrate on, process, absorb, and retain new and difficult information Therefore, it is

necessary to determine what is most likely to trigger each student’s concentration, how to

maintain it, and how to respond to his or her natural processing style to produce long

term memory and retention.

Junko (1998) stated that learners having different learning style preferences would

behave differently in the way they perceive, interact, and respond to the learning

environment. Fowler (2007) stated that the main source of learning will be in the manner
in which the learner processes and reflects on experiences. So Marek (2013) specified

that students may be more engaged when their learning style is addressed. This study,

therefore, aims to know the relationship of learners’ learning style preference and their

academic achievement in mathematics.

VAK learning styles

The VAK Learning Styles Model was developed by psychologists in the 1920s to

classify the most common ways that people learn. According to the model, most of us

prefer to learn in one of three ways: visual, auditory or kinesthetic.

The VAK [Visual (V), Auditory (A) or Kinesthetic (K)] theory is originally

developed by Neil Flemings (2001). Based on this theory, several scholars have

developed learning style inventories which can be applied in research and classroom

setup and which categorizes learners based on their sensory perceptions. One family of

learning style models that has gained popularity recently has been those which have

emphasized sensory modalities as a means of providing stimuli to the learner, known as

VAK (Coffield, Moseley, Hall, &Ecclestone, 2004). This model comprises of three sub

modes: Visual (V), Auditory (A) and Kinesthetic (K).

Fleming (1987) developed an inventory designed to help students and others learn

more about their individual learning preferences.In Fleming's model, learners are

identified by whether they have a preference for visual learning, auditory learning,

reading and writing or kinesthetic learning.

Visual Learning
 Visual thinking is a learning style where the learner better understands and retains

information when ideas, words and concepts are associated with images. Students see

how ideas are connected and realize how information can be grouped and organized.

With visual learning, new concepts are more thoroughly and easily understood when they

are linked to prior knowledge. Visual aids are the best tool for making teaching effective

and the best dissemination of knowledge.

Research of Cuban (2001) indicated the psychology of visual aids as under, 1% of

what is learned is from the sense of TASTE, 1.5% of what is learned is from the sense of

TOUCH, 3.5% of what is learned is from the logic of SMELL, 11% of what is educated

is from the logic of HEARING and 83% of what is learned is from the sense of

SIGHT.Also people generally remember, 10% of what they READ, 20% of what they

HEAR, 30% of what they SEE, 50% of what they HEAR and SEE, 70% of what they

SAY and 90% of what they SAY as they DO a thing.

According to Kishore (2003) visual aids helps to stimulated thinking and cognize.

Visual aids give chance to speakers to make a more professional and consistent

performance. This learning style requires that learners first see what they are expected to

know. People with a visual learning style are often referred to as visual-spatial learners.

Auditory Learning

These individuals discover information through listening and interpreting

information by the means of pitch, emphasis and speed. These individuals gain
knowledge from reading out loud in the classroom and may not have a full understanding

of information that is written (Ldpride,n.d.).

Roell (2018) stated that an auditory learner will typically remember what the

teacher says and will be a helpful participant most of the time as long as the social

strengths of this type of learner do not get in the way. People who tend to favor this type

of learning are often the social butterflies of the classroom and can be easily distracted by

those around them. Although they are great listeners, they can tune-in to everything else

going on in the class, too.Forteachers, appealing to students that excel with the auditory

learning style can be quite simple. Providing students with taped copies of lectures or

allowing them to download podcasts is one tactic that can make instruction more

meaningful.

Kinesthetic Learning

According to Roell (2018) a kinesthetic learner process information best when he

or she is physically engaged during the learning process. A kinesthetic learning style have

hard time learning through traditional lecture-based schooling, because the body does not

make the connection that they are doing something when they're listening without

movement. Their brains are engaged, but their bodies are not, which makes it more

difficult for them to process the information. Much of the time, they need to get up and

move to put something into memory.

Linksman (2007) stated that kinesthetic learners are tied to traditional teaching

styles where they not only feel unable to learn but also the need to move. The drive to

move and be active may push the kinesthetic leaner to misbehave or be seen as
hyperactive. It is proven that once these kinesthetic learners are involved in their own

learning style the "disorder" disappears.

In addition, Garland (2010) stated that kinesthetic learning, awareness, imagery,

and feeling are all aspects of daily life. The kinesthetic self is present in all individuals

just lacking practice to improve. The use of kinesthetic approach in all cases has proven

to be positive for students of all walks of life. Improving grades of both students with

disabilities and regular life, kinesthetic learning activates the brain in forms that sitting in

a desk does not.

Academic Achievement

According to oxford dictionary academic achievement represents performance

outcomes that indicate the extent to which a person has accomplished specific goals that

were the focus of activities in instructional environments, specifically in school.

Achievement goal theory has emerged as one of the most prominent theories of

achievement motivation. Meece (2005) suggests that elementary and secondary students

show the most positive motivation and learning patterns when their school settings

emphasize mastery, understanding, and improving skills and knowledge. Whereas school

environments that are focused on demonstrating high ability and competing for grades

can increase the academic performance of some students, research suggests that many

young people experience diminished motivation under these conditions.

Cano and Justicia (1993), demonstrate that students with better academic

achievement scored higher in Concrete Experience, Abstract Conceptualisation and

Reflective Observation than those with poorer academic achievement. This result is
further substantiated by Cano-Garcia and Hughes (2000) who also demonstrate that

students with better academic achievement scored higher in Concrete Experience. This

indicates that learning style is one of the predictor of academic achievement, for study

performed in Spain.

Learning Styles and Academic Achievement in Mathematics

There have been many attempts made to enhance students’ academic

achievements. It has always been the main concern of many dedicated teachers and

parents that their students and children be as much successful as possible. In relation to

this, many teachers are convinced that students need the positive attitude to succeed

academically. Often, one’s learning style is identified to determine strengths for academic

achievement. Dunn, Beaudry and Klavas (1989) assert that through voluminous studies, it

has been indicated that both low and average achievers earn higher scores on

standardized achievement and attitude tests when they are taught within their learning

styles.

Some special students favour. Kinesthetic instruction, such as experiential, active

and hands-on, while many others are more auditory and visually oriented (Dunn 1991).

Dunn and Dunn (1986) also believe that low achievers tend to have poor auditory

memory. Although they often want to do well in school, their inability to remember

information through lecture, discussion, or reading causes their low achievement

especially in traditional classroom environment where teachers dominate and students

mostly listen or read. It is not only the low achievers learn differently from the high

achievers, they also vary among themselves. Impulsive students for instance, when

compared to reflective ones, show poor academic achievement (Kagan & Kagan, 1970).

Warn (2009) study shows no significant association between the students’

learning style and their academic performance for Malaysian Taxation and Financial

Strategy subject, with or without controlling for the students’ previous academic

achievement. This result is not surprising, giving the inconclusive association between

the learning style and academic performance produced in prior literature. As cited by

Phan (2008), positive association found between the two variables for mathematics

discipline (Phan, 2006), negative association for education psychology subject (Phan,

2007) and no significant association for curriculum studies (Phan, 2006).

Synthesis

Different studies have been made that are related to our present study learning

styles and academic achievement in mathematics of selected Grade 11 STEM students of

Saint Augustine School – Mendez. School Year 2017-2018

According to Abidin et al. (2011), a very successful learner learns in several

different ways. Every student has certain degree of preferences in each type of learning

style, and the majority of them have dominance in one or more styles of learning. Within

the learning style dimension, their findings revealed that the subjects strongly preferred

the physiology type which includes the visual, auditory and kinaesthetic elements.As a

result of their study, most students possessed multiple learning styles or a combination of

different learning styles. As such, they are able to learn effectively.

 This is an obvious indication that learning styles make an impact on the students’

overall achievement. A good number of students preferred auditory and visual learning

styles. According to Dunn and Dunn (1986), multi-style learners tend to achieve more

and score better than learners with one or two learning styles. As such, it is inferred that

learning styles do make an impact on the students’ overall academic achievement. Such

finding highlights the importance of recognizing students’ varying learning styles. Most

educational psychologists would agree that multiple learning styles can significantly

enhance academic achievement (Felder 1995). Dunn and Dunn (1986) state that in most

cases, a successful learner learns in several different ways. However, students with

naturally one or two learning styles can improve significantly when taught through other

learning styles. Thus, it is essential for teachers to know the effective way of teaching.

Therefore, the cited studies and literature stated that learning styles affects the

academic achievement of the students.

METHODOLOGY

This chapter presents the design of the study. It illustrates in the investigation of
this study and the research instrument applied in the presentation, analysis and
interpretation of data.

Research Design
The researcher used the correlational research design for this study. A
correlational study determines whether two variables are associated with each other
among a single group of people. This research design is applicable for this study for the
reasons that it aims to determine the influence of different learning styles in academic
achievement of grade 11 STEM students in Saint Augustine School-Mendez during
school year 2017-1018.
Participant of the Study

A research participants, also called a human subject or an experiment, trial, or

study participant or subject, is a person who participates in human subject research by
being the target of observation by researchers. For this study, all grade 11 STEM students
in Saint Augustine school-Mendez who study in academic school year 2017-2018 will be
the participants of the study. The researchers chose the STEM 11 that is now STEM 12
for the reason that most of the subjects they take are mathematics. They are composed of
36 students who will be the respondents of this study. Samples will be collected using
purposive sampling. Purposive sampling also known as selective or subjective sampling,
is a sampling technique in which researcher relies on his or her own judgment when
choosing members of population to participate in the study .For this study, STEM 11 of
academic year 2017-2018 on Saint Augustine School-Mendez will be selected to be the
participant of this study.

Research Instrument

The researcher used a survey-questionnaire to gather necessary data for the

purpose of this research. A modified survey questionnaire will be developed out of

different available standardized questionnaires. An adapted survey questionnaire will be

developed out of different available standardized questionnaires. The research instrument

will be divided into two parts.

Part I – Participants’ Demographic Profile. The first part is composed of set of

questions in order to collect the participants’ demographic characteristics such as sex,

age, and grade level;

Part II –Learning style. The second part is composed of indicators to determine

the learning style of the participants in different domains. The researcher adapted the
questionnaire from Conquering Math Anxiety by, Dr. Cynthia A. Arem and it is

subjected for validation.

Data Gathering Procedure

This study was conducted in Saint Augustine School- Mendez. Before the

data gathering procedure, the researcher asked for permission to the principal of the Saint

Augustine School- Mendez. After the permission granted by the principal, the survey

questionnaires were given to the students of grade 11 STEM students school year 2017-

2018.The researcher directly gave the questionnaire with them and wait until the

participants are finished answering it. On the other hand, if there are few or totally no

students in the school during the data gathering procedure, the researchers presented a

permission letter to the adviser for them to give the questionnaire to their students to

answer. In that instance, the researchers will go back to that class after the questionnaires

were given to the participants for the collection of answered questionnaires.

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