GRAMMARIAN Edited - BEEd GRP 3

Chapter I
THE PROBLEM
Introduction
Individual differences among pupils were specific to each pupil,
encompassing factors such as gender, race, disability, and social and economic
background. Not all pupils learned in the same way; they varied in motivation,
attitudes toward teaching and learning, and responses to classroom environments
and instructional methods. Despite these differences, creating a positive learning
environment was possible by acknowledging and accommodating these
diversities. Gardner (2001) proposed that personalized learning, rooted in the
theory of multiple intelligences, allowed students to understand and direct their
learning experiences, shaping their interests. These individual dispositions
influenced and were influenced by the learning process.
However, some educators overlooked these learning dispositions, resulting
in unfavorable outcomes for pupils. Allowing students to select their own teaching
methods, techniques, and strategies increased their chances of success (D'amico et
al., 2008). Factors such as students' home background, cultural environment, and
socioeconomic status significantly influenced their academic achievements (Breen
et al., 2005). Therefore, at the onset of the school year, teachers needed to
familiarize themselves with their students' physical, psychological, economic,
social, and academic differences (Başar, 2002).
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Students differed in experience, socioeconomic status, ethnicity, culture,
language, and learning style. Utilizing various teaching methods tailored to
students' diverse experiences and learning backgrounds was more effective
(Borich, 2014), highlighting pupils' individual differences. Ignorance of these
differences could lead to student disengagement and academic failure. Redirecting
students towards meaningful activities aligned with their interests and abilities
could reduce discipline issues in the classroom.
Pupil learning dispositions played crucial roles in their engagement,
perseverance, and academic success. Numerous studies examined how factors
such as gender, race, immigrant status, and socioeconomic background impacted
learning (Birenbaum et al., 2006). Recognizing diversity in a pupil's profile,
including gender, race, and socioeconomic background, directly influenced
learning processes.
Therefore, teachers needed to understand pupils' differences in physical
characteristics, intelligence, perception, gender, ability, and learning styles.
Collaborating with pupils to design personalized learning pathways was essential.
Personalization involved equipping pupils with the tools and skills to manage their
learning environments effectively. Educators needed to involve pupils in
understanding their individual learning styles and dispositions actively and
intentionally.
Examining personalized learning as an approach could facilitate
collaboration between pupils and teachers, fostering learning that emerged from
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pupils' differences, interests, questions, curiosities, and preferences. This approach
could aid researchers in identifying suitable activities to enhance or sustain pupils'
personalized learning dispositions. As future elementary school teachers, the
researchers considered studying pupils' learning dispositions significant for
planning learning activities and methods tailored to individual differences,
ensuring successful teaching processes.
Objectives
This study determined the Personalized Learning Dispositions of Public
Elementary School Pupils in Malvar Central School. These pupils are officially
enrolled with the school year 2022-2023.
Specifically, it achieved the following objectives:
1. Determine the pupils’ profile in terms of:
1.1. sex,
1.2. birth order, and
1.3. socioeconomic status.
2. Measure pupils’ manifestation level of personalized learning dispositions
relative to:
2.1. curiosity,
2.2. eagerness for inquiry,
2.3. willingness to collaborate,
2.4. good communication, and
2.5. empathy.
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3. Correlate the pupils’ profile and their personalized learning dispositions.
4. Suggest activities to enhance or sustain pupils’ personalized learning
dispositions.
Hypothesis
The study tested the null hypothesis in its null form: there is no significant
relationship between the pupil’s profile and their personalized learning
dispositions.
Scope, Delimitation and Limitation of the Study
The main focus of the study was on the pupils' profiles and their
personalized learning dispositions. The researchers conducted this study to
investigate the connection between pupils' profiles and their personalized learning
dispositions. They used researcher-designed questionnaires to identify the level of
manifestation of personalized learning dispositions, such as curiosity, eagerness
for inquiry, willingness to collaborate, good communication, and empathy, as well
as pupils' profiles regarding sex, birth order, and socioeconomic status.
In this scholarly paper, the researchers employed a correlational design with
a quantitative research approach to determine the relationship between the level of
manifestation of personalized learning dispositions and pupils' profiles. They
prepared a self-made questionnaire as the primary tool for data collection. The
questionnaire's first part focused on pupils' profiles using a checklist, while the
second part assessed the level of manifestation of personalized learning
dispositions through a survey questionnaire.
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The study's respondents were grade VI students at Malvar Central School
during the 2022-2023 school year. The researchers distributed survey
questionnaires face-to-face and allowed respondents time to answer the questions.
Additionally, the researchers conducted actual observations with the respondents
to determine the level of manifestation of personalized learning dispositions,
complementing the survey questionnaire.
Pedagogical Implications
The study examined the various learning dispositions of pupils at Malvar
Central School. It was based on the premise that when pupils are engaged in tasks
that they find meaningful, they are more likely to develop interest and persistence
in learning. This study aimed to empower pupils to chart their own learning paths
based on its findings.
Considered highly significant for curriculum achievement, this study is
expected to align well with the needs of 21st-century pupils. It is envisioned to
serve as a roadmap for guiding pupils toward meaningful learning experiences.
Furthermore, it is anticipated to support the teaching and learning process by
addressing individual differences and enhancing pupils' skills to ensure successful
teaching outcomes.
Teachers are particularly interested in understanding what knowledge and
skills pupils should acquire. Through this study, they will recognize the crucial
role of dispositions in children's education. Moreover, the findings of this
investigation will aid in fostering pupils' independence, motivation, and resilience.
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Pupils will learn to accomplish tasks through their dispositions, thus becoming
more responsible and diligent. This underscores the importance of both
dispositions and learning experiences, and how teachers can nurture specific
dispositions in pupils.
Definition of Terms
For clarifications, some of the important terms are defined conceptually
and/or operationally in this section.
Curiosity. This is a special form of information-seeking distinguished by
the fact that it is internally motivated (Kaplan, 2007). In this study, the term is
used to ask questions, explore, and learn about things you don't know or
understand.
Empathy. It is the art of stepping imaginatively into the shoes of another
person, understanding their feelings and perspectives, and using that
understanding to guide your actions (Krznaric, 2014). As used in this study, it
pertains to comprehend the emotions and perspectives expressed by another
person through verbal and nonverbal cues.
Personalized Learning Dispositions. This means to offer a useful schema
that distinguishes personalization from differentiation and individualization.
Whereas the teacher "designs instruction based on the learning needs of different
groups of learners" to differentiate and "customizes instruction based on the
learning needs of the individual learner" to individualize, students "actively
participate in the design of their learning" and "drive their own learning" with
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personalization (Bray and McClaskey 2015). In this study, the term refers to the
attitudes of the pupils towards their learning with their individual differences.
Public Elementary School Pupils. Operationally, this refers to the Grade
VI pupils of Malvar Central School.
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Chapter II
REVIEW OF LITERATURE
This chapter includes the review of research literature and studies after a
thorough and in-depth search done by the researchers. This also presents the
synthesis of the art and conceptual framework to fully understand the research and
for better comprehension of the study.
Literature Review
Characteristics of Grade Six Pupils. Individual differences encompass
various factors affecting learners' performance and attitudes during teaching and
learning. Common disparities among learners include gender, age, intelligence,
ability, interest, prior knowledge, learning style, motivation, locus of control, self-
efficacy, and epistemological beliefs (Kuzgun et al., 2004).
Learners exhibit diversity in multiple facets; they vary in age, linguistic
aptitude, motivation levels, among other traits. Hence, it's imperative for educators
to consider these differences when designing learning plans. Tailoring teaching
methods to accommodate individual learning styles and speeds is more conducive
to an effective learning environment than employing uniform instruction.
Individual differences span physical attributes (e.g., height, weight), intelligence,
interests, perception, gender, abilities, learning styles, and personality traits (Ari &
Deniz, 2008).
According to Moore (2001), students' learning speeds vary; some are quick
learners while others require additional assistance. Recognizing the physical,
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psychological, economic, social, and academic disparities among students is
essential at the onset of the academic year (Başar, 2002). Consequently, when
instructional activities are tailored to meet individual needs and differences,
students can enhance their skills and ensure successful learning outcomes.
Furthermore, diverse teaching methods and strategies should be employed,
considering students' varying abilities and skills (Gözütok, 2000). Addressing
individual differences fosters a dynamic learning environment and enhances
engagement with the curriculum.
Students' familial background, cultural milieu, and socio-economic status
significantly influence academic success (Breen et al., 2005). Ignorance of such
disparities may hinder students' participation in the learning process and contribute
to academic underachievement. Channeling students towards activities aligned
with their interests and abilities can mitigate discipline issues in the classroom.
Gender-related learning disparities have been widely discussed. Although
stereotypical notions often associate males with math proficiency and females with
linguistic aptitude, such generalizations overlook the diverse abilities of
individuals (Pumila, 2013). Teachers' unconscious biases based on gender can
influence learning outcomes, with boys often receiving stricter discipline and more
praise than girls (Erden & Wolfgang, 2004; Goldberg, 2016).
Birth order also plays a significant role in academic achievement, with
expectations from parents impacting students' performance (Adler, 2016). Socio-
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economic status further affects educational opportunities and academic
performance (Gearin et al., 2018; Reardon et al., 2015; McLaughlin et al., 2016).
The interplay of genetic predisposition and environmental factors shapes
students' learning abilities (Grigorenko, 2011). Understanding individual
differences, including sex, birth order, and socio-economic status, is crucial for
optimizing learning outcomes. By acknowledging and addressing these
differences, educators can tailor their approaches to maximize each student's
potential.
Personalized Learning Disposition. Learning dispositions encompass the
habitual ways in which students respond to various situations, reflecting their
learning identity and influencing their learning outcomes (Katz, 1988; Deaken et
al., 2014). Recognizing the significance of learning dispositions, educators often
compile their own lists, aiming to personalize education by aligning learning
opportunities and instruction with individual capabilities and tendencies (Natriello,
2017). This personalized approach is commonly observed in classrooms
worldwide, where teachers provide additional support to struggling students while
challenging those making progress (Holmes et al., 2018).
Individual attitudes and learning dispositions typically develop early in life
and carry over into adulthood, significantly impacting lifelong learning
engagement (OECD et al., 2019). Hence, early education and compulsory
schooling play pivotal roles in fostering strong lifelong learning attitudes
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(LLLAs), with continuous monitoring and timely interventions crucial for
addressing any emerging gaps in learning (OECD et al., 2019).
While personalized learning has various interpretations, its essence lies in
equipping learners with the tools, knowledge, skills, and dispositions to self-
manage their learning environment (Carter, 2017). Cultivating key dispositions
such as curiosity, eagerness for inquiry, willingness to collaborate, effective
communication, and empathy is essential for facilitating personalized learning
experiences (Carter, 2017).
Curiosity serves as the foundation of personalized learning dispositions,
driving cognitive engagement and motivation for learning (Goleman, 2018).
Teachers can nurture curiosity by asking open-ended questions that stimulate
exploration and inquiry (Carter, 2017). Genuine inquiry about learners' strengths
and challenges allows educators to tailor learning efforts effectively, avoiding
biases and promoting a growth mindset (Carter, 2017).
Collaboration is intrinsic to personalized learning, fostering diverse
perspectives, rich strategies, and a supportive learning community (Sandeep et al.,
2022). Encouraging student-student and teacher-student collaboration enhances
learning outcomes and cultivates a culture of learning (Carter, 2017).
Effective communication is paramount in personalized learning, ensuring
clarity of learning objectives, understanding of student needs, and reflective
practice (Carter, 2017). By employing student-friendly language, conducting
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regular checks for understanding, and promoting reflective thinking, educators
facilitate meaningful communication and learning progress (Carter, 2017).
Empathy plays a pivotal role in building positive relationships, fostering
trust, and understanding diverse student backgrounds (Sornson, 2015). Through
empathy, students develop social awareness, emotional intelligence, and adaptive
behavior, contributing to a supportive classroom culture and improved academic
performance (Allison et al., 2011; Townsend, 2015).
In conclusion, personalized learning dispositions significantly influence
learning attitudes and efforts, ultimately shaping learning outcomes. By fostering
curiosity, inquiry, collaboration, communication, and empathy, educators create an
environment conducive to personalized learning experiences, promoting positive
learning outcomes and lifelong engagement.
Interplay Between Pupil’s Characteristics and Learning Dispositions.
In the discourse on learning and teaching in the 21st century, individual
differences and the diversity of learners are recognized as pivotal factors (Perry &
Winne, 2016). Consequently, students' individual learning dispositions are viewed
as specific manifestations of these individual differences.
This conceptualization of learning dispositions as specifications of
individual differences aligns with various educational research approaches
exploring the impact of learners' backgrounds, such as gender, race, immigrant
status, or socioeconomic status, on learning outcomes (Birenbaum et al., 2016).
Moreover, recent studies have increasingly focused on individual characteristics
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directly linked to learning processes, emphasizing the importance of pupil learning
dispositions in shaping engagement, persistence, and success in learning activities
(Lipphardt, 2015; Korhonen et al., 2016).
Research by Morgan and Maczuga (2009) indicates that children from low
socioeconomic status backgrounds tend to develop academic skills at a slower
pace compared to their peers from higher socioeconomic groups. This disparity is
often attributed to under-resourced school systems in low socioeconomic
communities, which negatively impact academic performance and long-term
outcomes, including income and health in adulthood.
The notion of individual differences encompasses various measurable
aspects of human personality, as highlighted by Skinner (2000). Skinner
emphasizes that students' learning behaviors are shaped by their environments, and
what constitutes positive reinforcement for one student may not necessarily be
effective for others. Therefore, managing individual differences requires fostering
well-designed behaviors and making learning an integral component of personal
and professional development (Mouli, 2018).
Furthermore, students' engagement in challenging learning processes is
linked to deeper understanding and improved learning outcomes (Lipowski, 2015).
Learning activities also play a role in shaping motivational-affective
characteristics, such as interest (Fauth et al., 2014), underscoring the importance of
tailoring learning experiences to individual students' needs and dispositions.
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Recognizing and addressing individual differences in learning attitudes is
crucial for fostering proactive learning outcomes and enhancing productivity in
educational settings. Aligning personalized learning dispositions with individual
characteristics enables educators to create learning environments that cater to the
diverse needs of learners, ultimately facilitating more effective learning
experiences.
Theoretical Framework
Fostering a shared classroom culture of personalization entails practicing
curiosity, inquiry, collaboration, communication, and empathy alongside students
(Carter, 2017). One approach is to initiate a project aimed at understanding
everyone's learning strengths and challenges using tools like the Learner Sketch
Tool. Through this project, students and teachers exchange their learning profiles,
comparing diverse images of strengths and challenges to identify similarities and
differences. Encouraging open dialogue in a spirit of inquiry about what it means
to be both alike and different, promotes diverse perspectives, collaborative
learning, and the celebration of community diversity (Carter, 2017).
This approach aligns with constructivist principles, where students actively
construct knowledge and understanding through interaction with their
environment. By nurturing curiosity, students develop intrinsic motivation for
learning as they seek to comprehend their surroundings. Similarly, promoting
inquiry-based learning encourages active exploration and questioning of concepts,
reinforcing constructivist ideals.
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Furthermore, Carter's methodology draws from socio-cultural theory, which
underscores the significance of social interactions and cultural contexts in
learning. Collaboration and communication, integral to socio-cultural learning,
enable students to learn from and with each other through collaborative endeavors.
Cultivating empathy, another aspect of Carter's approach, encourages students to
appreciate diverse perspectives, reflecting the socially mediated nature of learning
within socio-cultural theory.
Utilizing projects like the Learner Sketch Tool reflects principles of
experiential learning, wherein students engage in hands-on activities to acquire
practical knowledge and skills. Moreover, emphasizing the celebration of diversity
within the classroom aligns with theories related to multicultural education,
fostering student engagement, active learning, and the development of critical
skills such as communication and empathy.
This framework promotes a supportive and inclusive classroom
environment, where students are active participants in their learning journey, and
diversity is not merely acknowledged but celebrated. By integrating constructivist,
socio-cultural, and experiential learning theories, this approach offers a
comprehensive educational strategy that considers both cognitive and social
dimensions of learning.
Conceptual Framework
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This section contains the conceptual framework of the study which shows
the variables being investigated, their relationship, and the output of the study.
Figure 1 is used to illustrate the conceptual paradigm of the study.
Figure 1 illustrates the study's paradigm using the Input-Process-Output
framework. The input data encompass respondents' profiles regarding sex, birth
order, and socioeconomic status, as well as their personalized learning
dispositions, including curiosity, eagerness for inquiry, willingness to collaborate,
good communication, and empathy. The middle box focuses on conducting
correlational analysis between the grade six pupils' profiles and their personalized
learning dispositions. Lastly, the output box on the right-hand side denotes the
anticipated outcome of the research – activities aimed at enhancing grade six
pupils' personalized learning dispositions.
INPUT PROCESS OUTPUT
Grade Six Pupils of

Malvar Central School
Profile
 Sex
 Birth Order
 Socioeconomic Status Correlation Analysis
Activities in Enhancing
between the Grade Six
Grade Six Pupils’
Personalized Learning Pupils’ Profile and Their
Personalized Learning
Dispositions Personalized Learning
Dispositionss
 Curiosity Dispositions
 Eagerness for inquiry
 Willingness to
collaborate
 Good communication
 Empathy
Figure 1
Research Paradigm
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In the first box, the inputs consist of data pertaining to Grade Six Pupils of
Malvar Central School, covering their profile details such as sex, birth order, and
socioeconomic status, along with their personalized learning dispositions.
Collecting these categories of data is essential for ensuring comprehensive and
confidential data collection processes.
Moving to the next box, this section represents the critical stage of the study.
Analyzing the gathered pupil profiles enables researchers to select appropriate
learning dispositions tailored to the target age group. This analytical step ensures
the reliability of the input data for the study.
In the final box, the output signifies the culmination of the data collected
from the preceding stages. The output serves as the purpose behind the data
gathering efforts, facilitating the creation of meaningful outcomes beneficial for
both pupils and teachers. The presented output aligns with various considerations,
including pupil interests and environmental sustainability, reflecting the
comprehensive nature of the study's objectives.
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Chapter III
RESEARCH METHOD AND PROCEDURE
This chapter presents the outline of research methods for conducting the
study. It includes the research design, the subject of the study, research
instruments and procedures, and statistical tools to treat data.
Research Design
The researchers employed descriptive-correlational research. As per
Stangor (2011), descriptive correlational studies portrayed the variables and
naturally occurring relationships between two or more variables. Furthermore, the
design gathered data based on participants' behaviors or attitudes.
This method was chosen by the researcher as the most suitable for
interpreting data and explaining or validating hypotheses or objectives concerning
a specific group of people. It entailed collecting and interpreting data to obtain
necessary information about a pupil's profile and correlating them to ascertain if a
significant relationship existed between them. The researchers utilized
correlational techniques such as the survey method. Additionally, in collecting
quantitative data, a researcher-made questionnaire was employed to assess the
Grade Six Pupils at Malvar Central School.
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Subjects of the Study
The respondents of the study comprised the grade six pupils at Malvar
Central School. From a population size of 136, a sample size of 101 was
determined using Raosoft Sample Size Calculator. The breakdown of the
respondents under the study is presented below in Table 1.
Table 1. Distribution of Respondents

Public Elementary School Pupils
Grade 6 Population Sample Size
Section 1 46 34
Section 2 45 34
Section 3 45 33
Total 136 101
The researcher employed the fishbowl method to select the study's
respondents. This sampling method is utilized when a researcher chooses a small
group from a larger population as the study's sample size. This process is
transparent, as participants can observe that each selection has an equal chance of
being chosen as respondents.
Data Gathering Instrument
In order to gather data, the researchers utilized a researcher-made
questionnaire as a data-gathering instrument.
Questionnaire. To address the specific problem raised in this study, the
researcher collected data using a researcher-made questionnaire. This
questionnaire underwent validation, administration, tallying, and scoring
according to accepted research practices.
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Construction. The primary data collection instrument for this study was a
researcher-made questionnaire consisting of two distinct parts. The initial section
of the questionnaire evaluated the pupil's profile, encompassing aspects such as
sex, birth order, and socio-economic status. The subsequent part of the survey
gauged the pupil's demonstration of personalized learning dispositions, including
curiosity, eagerness, willingness, communication, and empathy. Each variable
comprised 5 item-questions, resulting in a total of 25 items.
Validation. To ensure the validity and quality of the questionnaire, the
researcher submitted the researcher-made questionnaire to the thesis adviser,
panelists, and a Doctor of Educational Management for their feedback and
suggestions to enhance its effectiveness. To assess its reliability, the researchers
conducted pilot testing with 15 respondents. Cronbach's alpha was employed to
determine the overall reliability of the instrument, ensuring that the prepared
researcher-made questionnaires were ready for distribution to the target
respondents.
Administration. To facilitate the administration of the validated
questionnaire, the researchers drafted a letter requesting permission from the
principal to utilize the pupils in their school as respondents for the study. Upon
receiving approval from the principal, the final version of the questionnaire was
distributed to the target respondents. The distribution of the test questionnaire was
conducted in a face-to-face manner. Respondents were allotted time to respond to
the questions in the researcher-made questionnaire. Following the completion of
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the questionnaire, the researchers collected and evaluated the respondents'
answers.
Scoring of Responses. The researchers used the Likert Scale in scoring of
the responses of the respondents in the questionnaire. The following scale
continuum and corresponding verbal interpretations were used.
Scale Mean Range Verbal Interpretation
4 3.51 – 4.00 Highly Manifested
3 2.51 – 3.50 Moderately Manifested
2 1.51 – 2.50 Slightly Manifested
1 1.00 – 1.50 Least Manifested
Data Gathering Procedure
Following validation, the researchers requested permission from the
principal of Malvar Central School to conduct the study. Upon receiving approval,
they coordinated with the adviser and obtained consent from the guardians of the
respondents for their participation in answering the questionnaire. Subsequently,
the researchers distributed the questionnaires to the respondents from Malvar
Central School. The survey was conducted by personally distributing the
questionnaires to the respondents. After a designated period, the questionnaires
were collected. The results were then tallied, tabulated, and interpreted based on
the responses to the items in the questionnaire.
Statistical Treatment of Data
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To interpret the data collected, the following statistical tools is used in the
analysis and interpretation of data gathered from the respondents.
Frequency and Percentage. This was used to distribute the respondent
according to their profile.
Mean. This was used to determine the respondents’ level of personalized
learning disposition.
Standard Deviation. This was used to distinguish the variability of the
respondents’ responses to each item statement in the questionnaire.
Chi Square. This was used to correlate the pupil's profile and their
personalized learning disposition.
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Chapter IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter primarily deals with the research problems and covers the
presentation, analysis and interpretation of the quantitative data gathered in the
investigation. To give an in-depth analysis and interpretation, the data are arranged
thematically and sequentially resembling the presentation of specific problems
posed at the beginning of the study.
1. Respondents’ Profile
In line with the statement of the problem specified in the study, the
researchers first determined the respondents’ profile. It included sex, birth order
and socioeconomic status which served as the groundwork of the succeeding
undertakings.
1.1 Sex
Sex refers to the physical traits and social positions that members of society
hold. It is also their nature or characteristics of being male or female. Table 2
reveals the distribution of the respondents according to sex.
Table 2 Distribution of the Respondents’ Profile in Terms of Sex
Sex Frequency Percentage

Male 46 46
Female 55 54
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Total 101 100
Table 2 depicted the total number and percentage of male and female
respondents among Grade VI pupils at Central Malvar School. The data
showcased that there were 46 male respondents and 55 female respondents,
totaling 101 respondents. Consequently, it was evident that the majority of the
respondents were female.
Presently, women exhibit a higher likelihood of enrollment in elementary
schools compared to men, with significantly higher enrollment rates. This
numerical contrast can be attributed to the tendency of females to engage more
actively in education than males. Workman and Heyder (2020) noted that females
consistently outperform males across various disciplines at different educational
levels.
1.2 Birth order
Birth order refers to an individual’s rank by age among siblings, specifying
the sequence from first born to the last born. Table 3 reveals the distribution of the
respondents according to birth order.
Table 3 Distribution of the Respondents’ Profile in Terms of Birth

Order
Birth Order Frequency Percentage
First Born 41 41
Second Born 22 22
Last Born 28 27
Only Child 6 6
Others 4 4
Total 101 100
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Table 3 presented the profile of the respondents concerning birth order. The
data indicated that the majority of the respondents belonged to the first-born
category. In Filipino families, the first-born child is traditionally expected to serve
as a role model for their siblings. Consequently, these findings suggest that the
respondents carried significant responsibilities both towards their families and
their studies. Moreover, they were more likely to exhibit higher academic abilities
and levels of intelligence compared to their younger siblings.
Prime (2017) highlighted that children are inclined to imitate models who
are warm, nurturing, possess high status, and are similar to themselves.
Consequently, older siblings serve as primary role models for their younger
counterparts, influencing them to mimic their behavior and actions.
1.3 Socioeconomic status
Socioeconomic status refers to the ranking of the family in terms of their
home environment. Table 4 reveals the distribution of the respondents according
to their home environment.
Table 4. Distribution of the Respondents’ Profile in Terms of Socioeconomic
Status
Socioeconomic Status Frequency Percentage

High Income 8 7
Middle Income 28 28
Low Income 65 65
Total 101 100
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Table 4 presents the distribution of respondents based on socioeconomic
status. The data indicates that the majority of respondents belong to the low-
income group. This finding suggests that the families of the respondents are facing
challenges in meeting their daily needs adequately.
Balachandran Vadivel et al. (2023) noted that low family socioeconomic
status is frequently linked to poor academic performance among children.
2. Personalized Learning Dispositions
Personalized Learning Dispositions generally refers to an individual's
attitudes towards learning. It can encompass factors such as a pupil's curiosity,
eagerness for inquiry, willingness to collaborate, good communication, and
empathy.
2.1 Curiosity
Table 5 presents the personalized learning dispositions relative to curiosity.
It reveals the computed mean and standard deviation for each statement with its
corresponding interpretation.
Table 5. Personalized Learning Dispositions as to Curiosity
Standard
Indicators Mean Interpretation
Deviation
1. I ask myself questions to 3.68 0.49 Highly Manifested
understand things.
2. I am fond of observing 3.50 0.59 Moderately Manifested
things that are interesting to
me.
3. I like to try new things. 3.41 0.71 Moderately Manifested
4. I look for answers by 3.65 0.57 Highly Manifested
reading different books.
5. I look for reading materials 3.35 0.64 Moderately Manifested
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about our next lesson.
Overall 3.52 0.36 Highly Manifested
Table 5 depicted the personalized learning dispositions concerning
curiosity. The table showcased mean scores ranging from 3.35 to 3.68. Notably,
respondents emphasized the significance of questioning oneself to comprehend
unfamiliar concepts, as evidenced by the highest mean score of 3.68. This
indicates their proactive approach towards acquiring information and satisfying
their curiosity independently. A child's innate curiosity serves as the cornerstone
for fostering critical thinking, as they assimilate new information, analyze it, and
form judgments (Kang, 2009).
Despite scoring the lowest mean of 3.35, respondents moderately
acknowledged the importance of seeking reading materials as a key aspect of
learning. Exposure to diverse materials offers varied perspectives, aiding in better
retention of information when students are curious about a subject. Seeking
reading materials serves as a means for pupils to pursue new knowledge and
encounter novel concepts, enhancing engagement with lesson content, whether
through surprise, mystery, or storytelling (Engel, 2011).
The composite mean of 3.52 indicates that respondents highly valued
personalized learning dispositions related to curiosity, suggesting their inclination
towards independence and self-reliance when exploring specific topics. Curious
students tend to develop critical thinking skills and exhibit greater interest, leading
them to take ownership of their learning and delve deeper into subjects. Moreover,
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individuals adept at learning can autonomously organize their learning process,
integrate new information into broader contexts, surmount challenges, and exhibit
self-confidence and awareness (Rawson et al., 2000).
Questioning serves as not only a means to seek answers but also a method
to explore topics that intrigue students. Thus, personalized learning dispositions
concerning curiosity are crucial for activating existing knowledge and facilitating
the acquisition of necessary information.
2.2 Eagerness for Inquiry
Table 6 presents the personalized learning dispositions relative to eagerness
for inquiry. It reveals the computed mean and standard deviation for each
statement with its corresponding interpretation.
Table 6. Personalized Learning Dispositions as to Inquiry
Standard
Indicators Mean Interpretation
Deviation
1. I come up with my own 3.40 0.69 Moderately Manifested
solution to a problem.
2. I like discovering things by 3.11 0.78 Moderately Manifested
myself.
3. I am excited in looking for 3.20 0.73 Moderately Manifested
new information.
4. I can confidently finish a 3.45 0.65 Moderately Manifested
work by myself.
5. I use the dictionary to find 3.21 0.93 Moderately Manifested
meaning of unfamiliar
words.
Moderately
Overall 3.27 0.46
Manifested
Table 6 presents the personalized learning dispositions concerning
eagerness for inquiry. The table showcases mean scores ranging from 3.11 to 3.45.
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Moderately, respondents emphasized pupils' confidence in completing tasks
independently, as evidenced by the highest mean score of 3.45. This underscores
the effectiveness of independent learning over collaborative efforts, allowing
students to concentrate on tasks with fewer distractions, thus ensuring the
acquisition of relevant information and accurate solutions. This perspective
resonates with Bergman et al. (2014), who highlighted students' appreciation for
student-centered and self-paced approaches. Regardless of the extent of their
engagement with independent learning, students recognized their responsibility to
engage with course materials independently and enhance their understanding
before scheduled classes.
Ranked least, statement no. 2 obtained a mean of 3.11 and a standard
deviation of 0.78, reflecting a moderate inclination among respondents towards
self-discovery. Independent discovery fosters a sense of autonomy, enabling
students to actively seek information, solve personal challenges, and make
decisions autonomously. Jamil (2018) further emphasized the benefits of
discovery learning, wherein students engage actively with concepts and principles,
conducting experiments to explore and understand fundamental concepts.
In summary, respondents' personalized learning dispositions regarding
eagerness for inquiry were moderately manifested, with a mean score of 3.27 and a
standard deviation of 0.46. This indicates pupils' eagerness to pursue knowledge
and information independently, thereby enhancing their problem-solving skills.
Despite its significance, further research is warranted to explore students' capacity
29
to seek information for learning from mistakes and how this ability evolves
throughout childhood and adolescence (Karabenick et al., 2018).
2.3 Willingness to Collaborate
Table 7 presents the personalized learning dispositions relative to
willingness to collaborate. It reveals the computed mean and standard deviation
for each statement with its corresponding interpretation.
Table 7. Personalized Learning Dispositions as to Willingness to Collaborate
Standard Interpretation
Indicators Mean
Deviation
1. I show that I am excited 3.51 0.52 Highly Manifested
doing group work.
2. I show my support to the 3.70 0.50 Highly Manifested
decision of my group.
3. I am happy talking with my 3.60 0.68 Highly Manifested
groupmates about our work.
4. I prepare myself to work 3.47 0.73 Moderately Manifested
with others.
5. I like listening to the ideas 3.43 0.72 Moderately Manifested
of others.
Table 7 illustrates the personalized learning dispositions regarding
willingness to collaborate. The table presents mean scores ranging from 3.43 to
3.70. Respondents notably emphasized pupils' support for group decisions, as
evidenced by the highest mean score of 3.70. This underscores a sense of unity,
collaboration, and trust among respondents, leading to successful outcomes that
foster a sense of pride for everyone involved. Supporting group decisions fosters
teamwork and cooperation, demonstrating commitment to group goals. Group
30
activities serve as effective tools to motivate students, promote active learning, and
cultivate critical-thinking, communication, and decision-making skills. Through
group learning, students can articulate their thoughts, facilitating cognitive
restructuring and learning (Chiappetta et al., 2009).
Conversely, listening to the ideas of others received the lowest mean score
of 3.43 with a standard deviation of 0.72. This suggests respondents' acceptance of
the opinions and ideas of fellow group members. Actively listening promotes a
positive environment where opinions are respected and valued, and ideas are
considered in decision-making processes. According to Diah Ayu P (2015),
students' ability to express opinions is crucial for optimal learning outcomes.
Overall, respondents' personalized learning dispositions were highly
manifested, with a mean score of 3.54 and a standard deviation of 0.37. This
indicates that collaborative work is integral to learning success. Collaborative
efforts result in greater success and engagement in achieving goals compared to
individual work. McGinley et al. (2004) also noted that collaborative learning is
more effective than individual learning, offering a platform that integrates social
and cognitive learning. This comprehensive approach enhances students' ability to
appreciate diverse ideas and opinions. Working together fosters improved
decision-making by valuing others' perspectives, ultimately creating a successful
and efficient learning environment.
2.4 Good Communication
31
Table 8 presents the personalized learning dispositions relative to good
communication. It reveals the computed mean and standard deviation for each
statement with its corresponding interpretation.
Table 8 reveals the personalized learning dispositions relative to good
communication. It can be observed in the table that the items acquired means
scores ranging from 3.30 to 3.59. The respondents highly manifested that the
pupils are being careful in sharing information in the class.
Table 8. Personalized Learning Dispositions as to Good Communication
Indicators Mean
Deviation
1. I am careful in sharing 3.59 0.55 Highly Manifested

information in our class.
2. I tell my classmates my 3.39 0.72 Moderately
feelings about a hard topic in Manifested
our class.
3. I go out with my classmates to 3.31 0.83 Moderately
be friendly with them. Manifested
4. I raise my hand and wait for 3.30 0.74
my turn during classroom Moderately
recitation. Manifested
5. I ask help from an older 3.34 0.85
family member in doing hard Moderately
assignments. Manifested
The respondents demonstrated an awareness of the importance of sharing
information in the classroom, which significantly influenced the learning
experience of pupils. This awareness made pupils more sensitive, encouraging
them to think critically and analyze information before sharing it with others. Such
32
behavior fostered a culture of respect and understanding, thereby enhancing
communication within the classroom (Bernnard et al., 2011).
Despite scoring the lowest mean of 3.30, the respondents moderately
recognized the significance of raising their hands and waiting for their turn during
recitations as a way to show respect to the teacher and classmates. This practice
not only promoted classroom discipline and order but also minimized distractions
and disruptions. By patiently raising their hands, pupils ensured a conducive
learning environment where everyone could participate without interruption
(Thompson, 2022).
In terms of personalized learning dispositions, the respondents exhibited a
high level, obtaining a mean of 3.38 with a standard deviation of 0.46. This
underscores the importance of good communication in fostering a successful
classroom environment. Effective communication serves as the cornerstone for
building strong relationships between teachers and students, creating an
atmosphere where pupils feel comfortable expressing their thoughts and ideas
(Tyler, 2016). Moreover, good communication promotes motivation and cultivates
a positive staff culture, while poor communication leads to dissatisfaction. Thus,
fostering good communication is vital for establishing a positive overall classroom
environment.
Table 2.5 Empathy
33
Table 9 presents the personalized learning dispositions relative to empathy.
It reveals the computed mean and standard deviation for each statement with its
corresponding interpretation.
Table 9 presents the personalized learning dispositions concerning
empathy. It is evident from the table that the items obtained mean scores ranging
from 3.21 to 3.47. The respondents moderately demonstrated that pupils have the
ability to make someone smile when their classmate is sad. This indicates that the
respondents possess a skill for comforting others, which can uplift someone's
mood. Being empathetic enables pupils to alleviate some of the stress experienced
by others.
Table 9. Personalized Learning Dispositions as to Empathy
Indicators Mean
Deviation
1. I find someone that can help 3.38 0.73 Moderately Manifested
me in my problems.
2. I am aware of other 3.45 0.78 Moderately Manifested
people’s feeling.
3. I make someone smile 3.47 0.67 Moderately Manifested
whenever he or she is sad.
4. I look for help whenever I 3.21 0.80 Moderately Manifested
am not okay.
5. I like listening to the advice 3.30 0.79 Moderately Manifested
of other people.
Moderately
Overall 3.36 0.50
Manifested
This ability can significantly impact a person's life, bringing a smile back to
their face. Suttie (2021) emphasized that bringing joy to others holds greater
meaning for individuals than mere socializing or pursuing personal happiness.
34
When individuals strive to enhance others' happiness, they establish deeper
connections with them.
Ranked lowest at number 4, with a mean of 3.21 and a standard deviation
of 0.80, the respondents moderately indicated a tendency to seek help when pupils
are not okay. Seeking assistance enables pupils to communicate their challenges
openly and receive support and guidance from those around them. This openness
fosters an environment where individuals feel understood, accepted, and
supported, promoting trust and comfort in sharing their struggles. As UMN CVM
Student (2021) noted, often, all people need is someone to listen and understand.
Offering support, even without solving all problems, can make a significant
difference. Additionally, if pupils seek specific advice, they will ask for it.
In summary, the respondents' personalized learning dispositions regarding
empathy were moderately demonstrated, with a mean score of 3.36 and a standard
deviation of 0.50. This suggests that the respondents possess a crucial trait
essential for every learner. By recognizing and empathizing with others' emotions,
pupils foster a sense of belonging and understanding among their peers.
Understanding others' perspectives and experiences is vital, as highlighted by
Heick (2022), as empathy allows students to develop compassion and build
stronger relationships. It serves as a cornerstone of social-emotional learning,
facilitating improved communication, conflict resolution, and overall social and
emotional development in students.
35
3. Relationship between the Respondents’ Profile and their Personalized
Learning Dispositions
Table 10 illustrates the relationship between the respondents' profile and
their personalized learning dispositions. The correlation between the variables was
assessed using the Chi-square formula. The table indicates that the respondents'
sex was correlated with their personalized learning dispositions, as evidenced by a
computed Chi-square value of 6.248, which is significant at the p < 0.100 level.
Table 10. Relationship between Profile and Personalized Learning

Disposition
Computed P Decision
Variables Interpretation
2 Value (Ho)
Sex and Personalized Learning 6.248 0.100 Fail to Not Significant
Dispositions Reject
Birth Order and Personalized 199.994 0.000 Reject Significant

Learning Dispositions
Socioeconomic Status and 55.087 0.000 Reject Significant

Personalized Learning
Dispositions
This suggests that the null hypothesis was not rejected, indicating no
significant relationship between the respondents' sex and their personalized
learning disposition. Morrain-Webb (2019) has highlighted gender differences in
academic performance, a topic of scholarly interest. However, these findings
contradict the claims of other scholars such as Wangu (2014), who suggested that
male students outperform females, and Goni et al. (2015), who argued against
significant gender differences. Chambers (2004) also supported the idea of
36
minimal differences in achievement between sexes. Studies, including a meta-
analysis by Else-Quest et al. (2010) and research by Ajai and Imoko (2015), have
consistently shown negligible gender disparities in standardized test results and
academic achievement.
In contrast, birth order is significantly correlated with personalized learning
disposition, as indicated by a computed Chi-square value of 199.994 at p < 0.000,
leading to the rejection of the null hypothesis. Adler (2017) proposed that each
birth position entails specific personality traits and academic performance
tendencies. For instance, oldest children may exhibit traits of perfectionism and
intellectual dominance, while second-borns might strive for recognition and excel
in the arts or academia. Youngest children may display dependency tendencies,
and only children may struggle with sharing attention but excel in maturity and
adult interactions.
Similarly, the respondents' socioeconomic status is correlated with
personalized learning disposition, with a computed Chi-square value of 55.087 at
p < 0.00, rejecting the null hypothesis. Gearin et al. (2018) asserted that low
socioeconomic status significantly impacts students' educational opportunities and
academic performance. This finding is supported by Bracey et al. (2006), who
found a correlation between family income and children's achievement levels, with
higher income linked to better educational outcomes. Conversely, Sirin (2005)
highlighted the challenges faced by children from low-income families due to
37
limited access to resources, materials, and parental support. Bellibas (2016) further
emphasized the disparity in educational opportunities for students from low
socioeconomic backgrounds, particularly in terms of access to reading materials.
4. Suggested Activities to Enhance Personalized Learning Dispositions
After revealing the respondents’ personalized learning dispositions and its
relationship to their profile, the researchers proposed several activities which aim
to sustain their personalized learning dispositions. The suggested activities are
presented in tabular form along with each specific purpose and brief description.
Table 11. Suggested Activities to Enhance Personalized Learning Dispositions
Activity Purpose Description
Let’s Discover This is to enhance pupil's Friendly competitions were

imagination and creativity; divided into groups and each
this activity is intended to member of the group will assign to
build intellectual competence bring ANY reading materials that
among the pupils. can be found in their homes. They
will use reading materials in
brainstorming about their lesson.
Guess the This to test the reading Teacher will provide certain
Chapter comprehension of pupils and situation with an open-ended
see if they can produce their ending and let their pupils fill the
own ending that align with missing part.
the given situation.
Find your This activity is aiming to The student must find their partner,
TWINNIE build the social life among all they need to do is ask their
the pupils, build their classmates what their similarities
comfortability and are, for example, they both love
willingness to collaborate dancing if they already found their
with their classmates as well twin, this serves as their partner
as to show case their skills until the lessons end.
and strengths.
Spin, give a The purpose of this activity to Instead of raising of hands, the
number then see if the pupils has teacher will provide a wheel of
38
ANSWER understanding or can easily names and the student who will
understand simple impromptu draw will give a number and the
question and if they are able student who have the number will
to construct proper sentence answer the questions.
to answer.
Mini Team This is to enhance the pupil's This is where students will be
Building collaboration skills and let divided into groups and let them
them accept their classmate's combine their ideas.
idea and opinion.
Chapter V
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
This chapter primarily discusses the research problem, respondents of the
study, and the statistical treatments applied to the data of investigation. Then it
focuses on the summary of findings, conclusions and recommendations.
Summary
The study aimed to investigate the Personalized Learning Disposition of
Public Elementary School Pupils at Malvar Central School during the academic
year 2022-2023. Specifically, it sought to profile the pupils based on sex, birth
order, and socioeconomic status, measure their level of personalized learning
dispositions including curiosity, eagerness for inquiry, willingness to collaborate,
good communication, and empathy, and examine the correlation between pupils'
profiles and their personalized learning dispositions. Additionally, the study aimed
39
to suggest activities to enhance or sustain pupils' personalized learning
dispositions. The researchers discovered a significant relationship between
respondents' profiles in terms of birth order and socioeconomic status and their
personalized learning disposition, while no significant relationship was observed
concerning sex. Utilizing a descriptive-correlational method, the researchers
distributed a questionnaire to 101 Grade VI pupils at Malvar Central School
during the specified academic year. Data collected were analyzed using statistical
tools such as frequency, percentage, mean, standard deviation, and Chi-square.
The corresponding findings of this research endeavor in every question
posed are also revealed. Those are recapitulated as follows.
Findings
The data gathered undertook a careful analysis and interpretation. The
researchers arrived at the findings of the study which are cited as follows.
1. Most respondents were female and first-born, with the majority belonging
to low-income groups.
2. Respondents exhibited high manifestation of personalized disposition in
curiosity, willingness to collaborate, and good communication, while
moderate manifestation was observed in eagerness for inquiry and empathy.
3. Correlating respondents' profiles with their personalized learning
disposition revealed p-values of 0.000 for sex, indicating no significant
relationship. Conversely, p-values of 0.100 for birth order and
40
socioeconomic status led to rejection of the null hypothesis, confirming a
significant relationship.
4. Researchers suggested activities such as reading books together, turning
research into art, think-pair-share, what’s on your head, and guess the
emotion, which could help students continuously check comprehension and
perform tasks more effectively and independently.
Conclusions
Based on the above-mentioned findings of the study, the following
conclusions are drawn.
1. The majority of respondents are female, first-born, and belong to low-
income groups.
2. Respondents highly manifest personalized learning dispositions in
curiosity, willingness to collaborate, and good communication, while
showing moderate manifestation in eagerness for inquiry and empathy.
3. Personal variables such as sex are not significantly related to respondents'
personalized learning disposition, whereas birth order and socioeconomic
status are significantly related.
4. The suggested activities to enhance their personalized learning disposition
include reading books together, turning research into art, think-pair-share,
what’s on your head, and guessing the emotion.
Recommendations
41
Considering the significant findings revealed and conclusions drawn in this
study, the researchers suggested the following recommendations.
1. Teachers can foster pupils' reflective practices by promoting the
maintenance of reflective journals, wherein students articulate their
emotions, experiences, and empathetic insights derived from interactions
with peers and the wider community.
2. The school librarian plays a pivotal role in ensuring students' easy access to
a diverse array of educational resources, spanning books, digital materials,
research databases, and field experts. This comprehensive resource
accessibility facilitates students' exploration of topics they are eager to
investigate. Furthermore, the provision of mentors or advisors by the
librarian can guide students in honing their inquiry skills, assisting them in
formulating research inquiries, designing experiments, and navigating the
inquiry process.
3. Collaboratively, the school principal and Gender and Development (GAD)
coordinator can champion gender equity within the educational framework,
actively addressing any prevailing gender-based discrimination or biases.
Encouraging open dialogues on gender stereotypes and biases serves to
heighten awareness and foster an inclusive educational environment.
42
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APPENDICES
APPENDIX A
Letter of Request for Validation
Republic of the Philippines

BATANGAS STATE UNIVERSITY
The National Engineering University
JPLPC-MALVAR CAMPUS
Tel Nos.: (+63 43) 778-2170; 778-6633 loc. 207
E-mail Address: cte.malvar@g.batstate-u.edu.ph | Website Address:
:http://www.batstateu.edu.ph
College of Teacher Education
Dr. NORA V. MARASIGAN

Assoc, Dean, College of Teacher Education
This Campus
Greetings:
We, the undersigned, are bona fide students of Batangas State University JPLPC-Malvar
taking up Bachelor of Elementary Education. We are presently conducting a study entitled,
“PERSONALIZED LEARNING DISPOSITIONS OF PUBLIC ELEMENTARY SCHOOL
PUPILS.”
In this regard, we are requesting your expertise in helping us validate the research
instrument that we will use to measure the variables needed in the study. Attached herewith is a
51
copy of the questionnaire that we wish to employ for the said research. Your comments and
suggestions will be highly appreciated and will be of great help to this undertaking.
We are hoping for your favorable response and wholehearted consideration regarding this
matter.
Thank you very much and more power.

Very truly yours,
MA. IRISH L. BRIONES

QUEENIE A. LEGASPI
MARY FAE C. SOLIS
Researchers
Noted:
Dr. RICHARD M. BAÑEZ

Thesis Adviser
Approved:
Dr. NORA V. MARASIGAN

Assoc, Dean, College of Teacher Education
APPENDIX B
Letter of Request for Administrations
52
53
APPENDIX C
Letter of Request for the Respondents
54
APPENDIX D
Questionnaire
Republic of the Philippines

BATANGAS STATE UNIVERSITY
The National Engineering University
JPLPC-MALVAR CAMPUS
Tel Nos.: (+63 43) 778-2170; 778-6633 loc. 207
E-mail Address: cte.malvar@g.batstate-u.edu.ph | Website Address:
:http://www.batstateu.edu.ph
Part I: Pupil’s Profile

Directions (Panuto): This part of the instrument intends to assess the pupil’s profile. Please
respond to each item by ticking (/) the appropriate boxes. (Ang bahaging ito ng instrumento ay
naglalayong suriin ang propayl ng mag-aaral. Mangyaring tumugon sa bawat aytem sa
pamamagitan ng paglalagay ng tsek (/) sa naaangkop na mga kahon.)
Name (Pangalan): (optional) _______________________

Sex (Kasarian): Male (Lalaki) Female (Babae)
Birth order (Pagkakasunod-sunod ng Kapanganakan):
First Born (panganay)
Second Born (pangalawa)
Last Born (bunso)
Only Child (nag-iisang anak)
__ Others: please specify (iba pa: punan)
55
Socioeconomic status (Antas ng pamumuhay):
Part II: Personalized Learning Disposition

Directions (Panuto): This part of the instrument intends to measure the extent of manifestation
of Personalized Learning Disposition. Please respond to each item by encircling only one of the
options that corresponds to your response. (Ang bahaging ito ng instrumento ay naglalayong
sukatin ang lawak kung saan ka nagpapakita ng iyong Disposisyong Pansarili sa Pagkatuto.
Mangyaring tumugon sa bawat aytem sa pamamagitan ng pagbilog lamang ng isa sa mga
opsyon na tumutugma sa iyong tugon.)
4 – Highly 3 –Moderately 2 – Slightly 1 – Least

Manifested (Lubos Manifested Manifested Manifested (Hindi
na Nakikita) (Katamtamang (Bahagyang Nakikita)
Nakikita) Nakikita)
2.1 Curiosity (Pagkamausisa)
4 3 2 1
1. I ask myself questions to understand things.
(Nagtatanong ako upang maintindihan ang mga bagay-
bagay.)
56
2. I am fond of observing things that are interesting to me.
(Mahilig akong mag-obserba ng mga bagay na kawili-wili sa
akin).
3. I like to try new things.
(Sumusubok ako ng mga bagay na bago para sa akin.)
4. I look for answers by reading different books.
(Naghahanap ako ng mga kasagutan sa pamamagitan ng
pagbabasa ng iba’t-ibang aklat.)
5. I look for reading materials about our next lesson.
(Humahanap ako ng mga kagamitan sa pagbabasa ukol sa
susunod na talakayan.)
2.2. Eagerness for inquiry (Pagkasabik sa pagsisiyasat)
4 3 2 1
1. I come up with my own solution to a problem.
(Kaya kong humanap ng solusyon sa aking problema.)
2. I like discovering things by myself.
(Masaya akong tumuklas ng bagay-bagay ng mag-isa.)
3. I am excited in looking for new information.

(Sabik akong makakalap ng panibagong impormasyon.)
4. I can confidently finish a work by myself.
(Kaya kong tapusin ang aking mga gawain ng mag-isa.)
5. I use the dictionary to find meaning of unfamiliar words.
(Gumagamit ako ng diksyunaryo sa paghahanap ng salitang
hindi ako pamilyar.)
2.3. Willingness to collaborate (Kagustuhang makipagtulungan)
4 3 2 1
1. I show that I am excited doing group work.
(Pinapakita ko kung gaano ako kasabik sa paggawa ng
pangkatang gawain.)
2. I show my support to the decision of my group.
(Nagpapakita ako ng suporta sa desisyon na aking mga
kagrupo.)
3. I am happy talking with my groupmates about our work.
(Masaya akong kausap ang aking mga kagrupo habang
gumagawa ng aming mga gawain.)
4. I prepare myself to work with others.
(Inihahanda ko ang aking sarili na gumawa kasama ang
ibang tao.)
5. I like listening to the ideas of others.
(Masaya akong makinig sa ideya ng iba.)
2.4. Good communication (Maayos na komunikasyon)
4 3 2 1
1. I am careful in sharing information in our class.
(Maingat ako sa pagbibigay ng impormasyon sa aming klase.)
57
2. I tell my classmates my feelings about a hard topic in our
class.
(Nagsasabi ako sa aking kaklase kapag nahihirapan akong
intindihin ang mga aralin.)
3. I go out with my classmates to be friendly with them.
(Lumalabas ako kasama ang aking mga kaklase para na rin
maging kaibigan sila.)
4. I raise my hand and wait for my turn during classroom
recitation.
(Nagtataas ako ng kamay at nag-iintay na ako ay tawagin
kapag sa oras ng talakayan.)
5. I ask help from an older family member in doing hard
assignments.
(Humihingi ako ng tulong sa nakakatanda sa paggawa ng
aking takdang-aralin.)
2.5. Empathy (Pakikiramay)
4 3 2 1
1. I find someone that can help me in my problems.
(Humahanap ako ng taong tutulong sa akin kapag ako ay may
problema.)
2. I am aware of other people’s feeling.

(Iniisip ko ang maaaring maramdaman ng ibang tao.)
3. I make someone smile whenever he or she is sad.

(Kaya kong pasayahin ang ibang tao kapag nalulungkot sila.)
4. I look for help whenever I am not okay.

(Humihingi ako ng tulong sa iba kapag ako ay may
problema.)
5. I like listening to the advice of other people.

(Mahilig akong makinig sa payo ng ibang tao.)
58
Appendix E
Test of Significant Relationship between Respondents Profile and
Personalized Learning Dispostion
————— 4/25/2023 3:18:57 PM ————————————————————
Welcome to Minitab, press F1 for help.
Chi-Square Test: Sex and PLD, C2, C3, C4
Expected counts are printed below observed counts

Chi-Square contributions are printed below expected counts
Sex
and
PLD C2 C3 C4 Total
1 604 418 98 30 1150
611.21 428.12 86.99 23.68
0.085 0.239 1.393 1.685
2 738 522 93 22 1375

730.79 511.88 104.01 28.32
0.071 0.200 1.165 1.409
Total 1342 940 191 52 2525
Chi-Sq = 6.248, DF = 3, P-Value = 0.100
59
Chi-Square Test: Birth Order and PLD, C7, C8, C9

Birth
Order
and
PLD C7 C8 C9 Total
1 552 384 63 26 1025
505.40 369.00 92.96 57.64
4.297 0.610 9.656 17.371
2 253 190 72 35 550

271.19 198.00 49.88 30.93
1.220 0.323 9.808 0.535
3 367 257 43 33 700

345.15 252.00 63.49 39.37
1.383 0.099 6.610 1.030
4 46 52 26 26 150
73.96 54.00 13.60 8.44
10.570 0.074 11.295 36.572
5 27 26 25 22 100
49.31 36.00 9.07 5.62
10.092 2.778 27.983 47.687
Total 1245 909 229 142 2525
Chi-Sq = 199.994, DF = 12, P-Value = 0.000
Chi-Square Test: SES and PLD, C12, C13, C14

SES
and
PLD C12 C13 C14 Total
1 84 62 28 26 200
102.73 72.87 15.92 8.48
3.416 1.622 9.165 36.237
2 361 259 55 25 700

359.56 255.05 55.72 29.66
0.006 0.061 0.009 0.733
3 852 599 118 56 1625

834.70 592.08 129.36 68.86
0.358 0.081 0.997 2.402
Total 1297 920 201 107 2525
Chi-Sq = 55.087, DF = 6, P-Value = 0.000
60
CURRICULUM VITAE
MA. IRISH L. BRIONES

Block 20B Lot 17 Phase 2, Ecoverde Homes, Banjo East,
Tanauan City, Batangas
Mobile No.: 09632853334
E-mail Address: brionesmairishl@gmail.com
CAREER OBJECTIVES
 To be able to enhance my teaching strategies and to apply my 21st century

skills in the field of my specialization.
 To become an educator that will utilize my dedication to children's

educational needs and development.
HIGHLIGHTS OF QUALIFICATION
 Equipped with 21st century skills

 Possess a pleasant personality
 Flexible and Adaptable
 Computer literate
61
 Utilize time effectively
EDUCATIONAL BACKGROUND
Tertiary Batangas State University JPLPC-Malvar

Malvar, Batangas
Course Bachelor of Elementary Education
August 2020 – Present
Senior High School La Consolacion College Tanauan

2018 – 2020
Junior High School Banjo Laurel National High School
2014 – 2018
Primary Banjo East Elementary School

Batangas
2006 – 2014
SEMINARS AND WORKSHOPS ATTENDED
Self and Others: Why Do I Choose to Lead?

Batangas State University JPLPC-Malvar
Malvar, Batangas
November 20, 2020
Integrating Comprehension Strategies in Promoting Critical Thinking

Malvar, Batangas
December 10, 2020
Keep the Beat Going: Creative Possibilities for Teaching Music Online in the
Pandemic and Post-Pandemic World
Malvar, Batangas
December 11, 2020
Paano Mangalaga ng Pera ang Kabataang Juan at Juana?: Empowering

Teachers to Advocate Financial Literacy
Malvar, Batangas
62
December 15, 2020
Digital Tools in Mathematics Teaching: Shaping Teachers to be Techy-

Ready!
Malvar, Batangas
March 09, 2021
AFFILIATIONS
Guild of Elementary Education Students - BEEd

Malvar, Batangas
Member : 2020- present
ACHIEVEMENTS
Dean’s Lister
Malvar, Batangas
A.Y. 2020-2021
A.Y. 2021-2022
PERSONAL INFORMATION
Age : 20 years old
Sex : Female
Birth Date : May 23, 2002
Place of Birth : Tanauan City, Batangas
Religion : Roman Catholic
Civil Status : Single
Father's Name : Dennis V. Briones
Mother’s Name : Donna L. Briones
63
CURRICULUM VITAE
QUEENIE A. LEGASPI
Luyos Tanauan City, Batangas
Mobile No.: 09958533432
E-mail Address: legaspiqueenie15@gmail.com
CAREER OBJECTIVES
 To become a globally competitive teacher who showcases 21st century

skills that are relevant in teaching and learning process especially in my
field, armored with passion and willingness to learn in my chosen field.
 Flexible and adaptable

 Possess a pleasant personality
 Highly organized and efficient
 Capable of adjusting to various condition and pace
 Knows how to manage time wisely

Malvar, Batangas
64
Senior High School La Consolacion College Tanauan

2018 – 2020
Junior High School Luyos National High School
2014-2018
Primary School Luyos Elementary School

2006-2014

Malvar, Batangas
November 20, 2020

Malvar, Batangas
December 10, 2020
Malvar, Batangas
December 11, 2020

Malvar, Batangas
December 15, 2020

Ready!
Malvar, Batangas
65
March 09, 2021
AFFILIATIONS

Malvar, Batangas
ACHIEVEMENTS
Dean’s Lister
Malvar, Batangas
A.Y. 2020-2021
A.Y. 2021-2022
Age : 20 years old
Sex : Female
Birth Date : December 15, 2001
Place of Birth : Luyos Tanauan City, Batangas
Father's Name : Nicomedes M. Legaspi
Mother’s Name : Emily A. Legaspi
66
CURRICULUM VITAE
SOLIS, MARY FAE C.

238 Luyos Tanauan City Batangas
Mobile No.: 09951406341
E-mail Address: mryfcntnsls@gmail.com
CAREER OBJECTIVES
 To secure a challenging entry-level position with a dynamic organization that

enable me to apply my education and creative skills.
· Self-motivated
· Initiative
· Maintains a high level of energy
· Tolerant and Flexible, adjusts to different situations

Malvar, Batangas
Senior High School Nova Schola Tanauan

2018 – 2020
Junior High School Luyos National High School

2014-2018
67
Primary School Luyos Elementary School
2006-2014

Malvar, Batangas
November 20, 2020

Malvar, Batangas
December 10, 2020
Malvar, Batangas
December 11, 2020

Malvar, Batangas
December 15, 2020

Ready!
Malvar, Batangas
March 09, 2021
AFFILIATIONS

Malvar, Batangas
68
ACHIEVEMENTS
Dean’s Lister
Malvar, Batangas
A.Y. 2020-2021
A.Y. 2021-2022
Age : 20 years old
Sex : Female
Birth Date : February 1, 2002
Place of Birth : Aya, Talisay Batangas
Father's Name : Froilan S. Solis
Mother’s Name : Maricor C. Solis
69

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Chapter I

Individual differences among pupils were specific to each pupil,

attitudes toward teaching and learning, and responses to classroom environments

and instructional methods. Despite these differences, creating a positive learning

environment was possible by acknowledging and accommodating these

diversities. Gardner (2001) proposed that personalized learning, rooted in the

theory of multiple intelligences, allowed students to understand and direct their

learning experiences, shaping their interests. These individual dispositions

influenced and were influenced by the learning process.

However, some educators overlooked these learning dispositions, resulting

methods, techniques, and strategies increased their chances of success (D'amico et

socioeconomic status significantly influenced their academic achievements (Breen

familiarize themselves with their students' physical, psychological, economic,

social, and academic differences (Başar, 2002).

language, and learning style. Utilizing various teaching methods tailored to

students' diverse experiences and learning backgrounds was more effective

(Borich, 2014), highlighting pupils' individual differences. Ignorance of these

differences could lead to student disengagement and academic failure. Redirecting

could reduce discipline issues in the classroom.

Pupil learning dispositions played crucial roles in their engagement,

perseverance, and academic success. Numerous studies examined how factors

such as gender, race, immigrant status, and socioeconomic background impacted

learning (Birenbaum et al., 2006). Recognizing diversity in a pupil's profile,

including gender, race, and socioeconomic background, directly influenced

Therefore, teachers needed to understand pupils' differences in physical

characteristics, intelligence, perception, gender, ability, and learning styles.

Collaborating with pupils to design personalized learning pathways was essential.

learning environments effectively. Educators needed to involve pupils in

understanding their individual learning styles and dispositions actively and

Examining personalized learning as an approach could facilitate

could aid researchers in identifying suitable activities to enhance or sustain pupils'

personalized learning dispositions. As future elementary school teachers, the

researchers considered studying pupils' learning dispositions significant for

planning learning activities and methods tailored to individual differences,

ensuring successful teaching processes.

This study determined the Personalized Learning Dispositions of Public

enrolled with the school year 2022-2023.

Specifically, it achieved the following objectives:

1. Determine the pupils’ profile in terms of:

1.2. birth order, and

1.3. socioeconomic status.

2. Measure pupils’ manifestation level of personalized learning dispositions

2.2. eagerness for inquiry,

2.3. willingness to collaborate,

2.4. good communication, and

4. Suggest activities to enhance or sustain pupils’ personalized learning

relationship between the pupil’s profile and their personalized learning

Scope, Delimitation and Limitation of the Study

personalized learning dispositions. The researchers conducted this study to

dispositions. They used researcher-designed questionnaires to identify the level of

manifestation of personalized learning dispositions, such as curiosity, eagerness

for inquiry, willingness to collaborate, good communication, and empathy, as well

as pupils' profiles regarding sex, birth order, and socioeconomic status.

In this scholarly paper, the researchers employed a correlational design with

a quantitative research approach to determine the relationship between the level of

manifestation of personalized learning dispositions and pupils' profiles. They

second part assessed the level of manifestation of personalized learning

dispositions through a survey questionnaire.

during the 2022-2023 school year. The researchers distributed survey

questionnaires face-to-face and allowed respondents time to answer the questions.

Additionally, the researchers conducted actual observations with the respondents

to determine the level of manifestation of personalized learning dispositions,

complementing the survey questionnaire.