CHAPTER 3 PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA This chapter presents the salient findings, the analysis and

interpretation of the research work on Learning Styles and Learning Strategies of Level III Nursing Students. The results were presented based on the specific proble s !hapter I. 1. What is the demog a!hi" ! o#i$e o# the es!o%de%ts i% te ms o# age, ge%de a%d #ami$&'s mo%th$& i%"ome( entioned in

Table "." #e ographic $rofile of the %espondents in Ter s &ge of the %espondents
Age 18 19 20 21 22 & above Total f 51 17 7 75 % 68.00 22.67 9.33 100.00

Table "." presents the age of the respondents. &s can be seen fro

the table, fifty one

'(") out of seventy five '*() respondents or si+ty eight percent ',-.) are "- / "0 years old, seventeen '"*) or twenty two and si+ty seven hundredths percent '11.,*.) are in the age range 12 / 1", while seven '*) or nine and thirty three hundredths percent '0.33.)

are twenty two years old and above. This indicates that the age range "- / "0 years old.
60 No. of Respondents 50 40 30 20 10 0 18 - 19 20 - 21 Age

a4ority of the respondents are in

22 & above

5igure "6 & 7ar 8raph on the &ge of the %espondents Table ".1 #e ographic $rofile of the %espondents in Ter s 8ender of the %espondents
Gender e!ale "ale Total 42 33 75 % 56.00 44.00 100.00

Table ".1 depicts the gender of the respondents. %esults show that of the seventy five '*() respondents, forty two '91) or fifty si+ percent '(,.) are fe ale while thirty three '33) or forty four percent '99.) are respondents is fe ale. ale. This i plies that a4ority of the

"ale# 33# 44% e!ale# 42# 56%

5igure ".16 & $ie !hart on the 8ender of the %espondents Table ".3 #e ographic $rofile of the %espondents in Ter s of 5a ily:s ;onthly Inco e ;onthly Inco e f . $"2,222 / 32,222 1* 36.00 32,22" / (2,222 1( 33.33 (2,22" < above 13 30.67 Total *( 100.00 Table ".3 portrays the de ographic profile of the respondents in ter s of the fa ily:s onthly inco e. &s shown on the table, twenty seven '1*) respondents out of onthly inco e ranging fro

seventy five '*() or thirty si+ percent '3,.) have a

$hp"2,222 / $hp32,222 , twenty five'1() or thirty three and thirty three hundredths percent '33.33.) earn $hp32,22" / $hp(2,222 per onth, while only twenty three '13)

or thirty and si+ty seven hundredths percent '32.,*.) are earning $hp(2,22" and above. This i plies that a4ority of the respondents: fa ily inco e falls under the inco e range

$hp"2,222 / $hp32,222.

27 26 25 No. of 24 Respondents 23 22 21 $10#000 30#000 30#001 50#000 Monthly Income 50#001 & above

5igure 36 & 7ar 8raph on the ;onthly Inco e of the %espondents: 5a ily

1. What a e the $ea %i%g st&$es o# the es!o%de%ts i% te ms o# a%a$&ti"a$, g$o)a$, #ie$d*i%de!e%de%t a%d #ie$d*de!e%de%t( Table 1." Lea %i%g St&$e o# the Res!o%de%ts i% Te ms o# A%a$&ti"a$ Indicators =eighted ;ean Interpretation 1. When taking a test, I prefer to answer essay 3.1( So eti es questions. 2. When doing my home works, I usually concentrate on one task at a time until it is complete. 3. I am strong in recalling verbal materials such as dates and names. . I do my assignments and pro!ects ahead of time. ". When I have classes or appointments, I am usually on time. O+e *a$$ Weighted ,ea% 9.23.,0 3.(" 3.-3.-. >ften >ften >ften >ften O#te%

Table 1." depicts the learning style of the respondents in ter s of analytical. %esults show that of the five '() indicators, indicator nu ber 1 / When doing my home works, I usually concentrate on one task at a time until it is complete# has the highest weighted ean, which is 9.2-. This is followed by indicator nu ber ( / When I have

classes or appointments, I am usually on time.# with a weighted

ean of 3.--. Indicator

nu ber 3 / I am strong in recalling verbal materials such as dates and names.# has a weighted ean of 3.,0, while indicator nu ber 9 / I do my assignments and pro!ects

ahead of time.# got a weighted mean of 3."1. Indicator nu ber " / When taking a test, I prefer to answer essay questions.# has the lowest weighted ean, which is 3.1(. &ll

the indicators are oftenti es practiced by the respondents e+cept indicator nu ber ", which is so eti es practiced by the respondents. The overall weighted which ean is 3.,-

eans the analytical style of learning is often practiced by the respondents.

Table 1.1 Lea %i%g St&$e o# the Res!o%de%ts i% Te ms o# /$o)a$ Indicator =eighted ;ean 1. When taking a test, I prefer to answer true or false, 9.99 matching type, and multiple choice types of questions. 2. When doing my home works, I usually do a bit of 3.,9 one task and a bit of the other. 3. I am strong in recalling spatial materials such as 9.3( faces and images. . I usually do my assignments and pro!ects a day 3.,9 before the deadline. ". I am usually late on my classes and appointments. 1.99 O+e *a$$ Weighted ,ea% 3.01

Interpretation &lways So eti es &lways So eti es Seldo O#te%

Table 1.1 presents the learning style of the respondents in ter s of global. The weighted eans are 9.99 for indicator nu ber " / . When taking a test, I prefer to

answer true or false, matching type, and multiple choice types of questions.#, 9.3( for indicator 3 / $I am strong in recalling spatial materials such as faces and images.#, 3.,9 for indicators 1? $When doing my home works, I usually do a bit of one task and a bit of the other#, and 9? I usually do my assignments and pro!ects a day before the deadline#,

and 1.99 for indicator ( / I am usually late on my classes and appointments#. Indicators " and 9 are always practiced by the respondents, indicators 1 and 9 are so eti es practiced while indicator ( is seldo practiced by the respondents. &s a whole, global

style of learning is often practiced by the respondents.

Table 1.3 Lea %i%g St&$e o# the Res!o%de%ts i% Te ms o# Fie$d*I%de!e%de%t Style =eighted ;ean Interpretation 1. I prefer to work and study alone. 9.", >ften 2. I prefer impersonal learning situations such as 3.*, >ften lectures. 3. I am more motivated by high grades. . I don%t pay attention to criticisms. ". I feel satisfied whenever I meet my goals. O+e *a$$ Weighted ,ea% 9.30 3."* 9.,0 2.13 &lways So eti es &lways O#te%

Table 1.3 reveals the learning style of the respondents in ter s of field? independent. #ata show that indicators ( / I feel satisfied whenever I meet my goals.# and 3 / I am more motivated by high grades# are always practiced by the respondents, indicators "? I prefer to work and study alone# and 1 / I prefer impersonal learning situations such as lectures# are often practiced while indicator 9 / I don%t pay attention to criticisms.# weighted is so eti es practiced by the respondents. @owever, the overall

ean is 9.23 which

eans the field?independent style of learning is often

practiced by the respondents.

Table 1.9 Lea %i%g St&$e o# the Res!o%de%ts i% Te ms o# Fie$d*De!e%de%t Indicators =eighted ;ean Interpretation 1. I prefer to work and study with a group. 3.9>ften 2. I prefer learning situations that allow interaction 9.12 >ften

and discussion of teachers with student. 3. I am more motivated by verbal praises. . I easily get affected by criticisms. ". I feel satisfied when I get e&ternal rewards after a !ob well done. O+e *a$$ Weighted ,ea%

3.0* 3.1" 9.1" 3..3

>ften So eti es &lways O#te%

Table 1.9 presents the learning style of the respondents in ter s of field / dependent. %esults show that the weighted ean of the indicators are 9.1" for indicator

(, 9.12 for indicator 1, 3.0* for indicator 3, 3.9- for indicator ", and 3.1" for indicator 9. Indicator ( / . I feel satisfied when I get e&ternal rewards after a !ob well done.# is always practiced by the respondents, indicators "? I prefer to work and study with a group., 1? I prefer learning situations that allow interaction and discussion of

teachers with student. and 3 / I am more motivated by verbal praises. are oftenti es practiced by the respondents while indicator 9 / I easily get affected by criticisms. is so eti es practiced by the respondents. &s a whole, the overall weighted which ean is 3.-1

eans the style of learning of the respondents in ter s of field / dependent is

oftenti es practiced by the respondents.

3. What a e the $ea %i%g st ategies o# the es!o%de%ts( Table 3 Lea %i%g St ategies o# the Res!o%de%ts Strategies 5 >utlining and Note?taking ;e oriAation, I agery ;ne onics < 99 1-

%ank " 3

#irecting &ttention < Scheduling $eer?%eview Self?%einforce ent

"( "" 10

9 ( 1

Table 3 presents the learning strategies of the respondents. &s can be seen fro the table, outlining and note?taking ranked nu ber one, followed by self?reinforce ent. ;e oriAation, ne onic and i agery ranked third, while directing attention <

scheduling and peer?review ranked fourth and fifth, respectively. This indicates that a4ority of the respondents: learning strategy is outlining and note?taking. 2. Is the e a sig%i#i"a%t e$atio%shi! )et4ee% the $ea %i%g st&$es a%d $ea %i%g st ategies o# the es!o%de%ts( Table 9 S5mma & o# the Com!5tatio% o# Chi*S65a e 7a$5es 8sed to Test the Sig%i#i"a%t Re$atio%shi! 9et4ee% the Lea %i%g St&$es a%d the Lea %i%g St ategies o# the Res!o%de%ts Learning Styles !o puted df !ritical #ecision Interpretation ' 2?Balue &nalytical 8lobal 5ield? Independent 5ield?#ependent "1."9* "."2" "2.10"(.,19 " 1 " 1 Table 9 reveals the su ary of the co putation of chi?sCuare values used to test ' 2?Balue at . 2( 1".21, "(.(2* "(.(2* 1".21, &ccept @o &ccept @o &ccept @o &ccept @o Not significant Not significant Not significant Not significant

the significant relationship between the learning styles and the learning strategies of the respondents. &s shown on the table, the co puted chi?sCuare values are "1."9* for analytical , "."2" for global learning style, "2.10- for field?independent and "(.,19 for

field?dependent. The critical values of analytical learning style and field?dependent learning style are both eCual to 1".21, at df eCual to "1 while the critical chi?sCuare value of global learning style and field dependent learning style are both eCual to "(.(2* with df eCual to -. Since all the co puted chi?sCuare values are lower than their critical values at .2( level of significance, the null hypothesis which states there is no significant relationship between the learning styles and the learning strategies of the respondents is accepted. @ence the researchers can conclude that the learning strategy used by the respondents does not depend on their style of learning.

CHAPTER 2 S8,,ARY OF FINDIN/S, CONCL8SIONS AND RECO,,ENDATIONS This chapter presents a concise outline of the study, the su findings of the study, the conclusions drawn and the reco ary of the a4or

endations proposed.

This study ai ed to deter ine the learning styles and learning strategies of level III nursing students enrolled in D$@S# batch 1220 / 12"2. Specifically, it sought answers to the following Cuestions6 ". =hat is the de ographic profile of the respondents in ter s of6 "." age ".1 gender ".3 fa ily onthly inco e

1. =hat are the learning styles of the respondents in ter s of6 1." analytical 1.1 global 1.3 field / independent 1.9 field ? dependent 3. =hat are the learning strategies of the respondentsE 9. Is there a significant relationship between the learning styles and learning strategies of the respondentsE To answer the afore entioned Cuestions, the hypothesis there is no significant relationship between the learning styles and the learning strategies of the respondents was tested at .2( level of significance. The research ethod used in the study was descriptive research ethod with

seventy five '*() rando ly selected level III nursing students. The statistical treat ent used were freCuency and percentage distribution, weighted ean, ranking and chi?sCuare test of independence.

S5mma & o# Fi%di%gs The following are the ". a4or findings of the study6

5ifty one '(") out of seventy five '*() respondents or si+ty eight percent ',-.) are "-/"0 years old, seventeen '"*) or twenty two and si+ty seven hundredths percent '11.,*.) are in the age range 12 / 1", while seven '*) or nine and thirty three hundredths percent '0.33.) are twenty two years old and above. ;oreover, forty two '91) or fifty si+ percent '(,.) are fe ale while thirty three '33) or forty four percent '99.) are ale. 5urther ore twenty seven '1*) respondents thirty si+ onthly inco e ranging fro $hp"2,222 / $hp32,222 ,

percent '3,.) have a

twenty five'1() or thirty three and thirty three hundredths percent '33.33.) earn $hp32,22" / $hp(2,222 per onth, while only twenty three '13) or thirty and si+ty

seven hundredths percent '32.,*.) are earning $hp(2,22" and above. 1. In the analytical learning style, When doing my home works, I usually concentrate on one task at a time until it is complete# has the highest weighted ean followed

by When I have classes or appointments, I am usually on time.# then by I am strong in recalling verbal materials such as dates and names.# and by I do my assignments and pro!ects ahead of time.# When taking a test, I prefer to answer essay questions.# had the lowest weighted ean. In addition to that the weighted

eans in the learning style of the respondents in ter s of global is 9.99 for indicator nu ber " / . When taking a test, I prefer to answer true or false, matching type, and multiple choice types of questions.#, 9.3( for indicator 3 / $I am strong in recalling spatial materials such as faces and images.#, 3.,9 for indicators 1? $When doing my home works, I usually do a bit of one task and a bit

of the other#, and 9? I usually do my assignments and pro!ects a day before the deadline#, and 1.99 for indicator ( / I am usually late on my classes and appointments#. ;oreover, indicators ( / I feel satisfied whenever I meet my goals.# and 3 / I am more motivated by high grades# are the top learning styles of the respondents in the learning styles in ter s of field /independent. This is followed by indicators "? I prefer to work and study alone# and 1 / I prefer impersonal learning situations such as lectures# and lastly indicator 9 / I don%t pay attention to criticisms.# had the last rank. 5urther ore, the weighted ean of

the indicators in the field?dependent are 9.1" for indicator (, 9.12 for indicator 1, 3.0* for indicator 3, 3.9- for indicator ", and 3.1" for indicator 9. Indicator ( / . I feel satisfied when I get e&ternal rewards after a !ob well done.# is always

practiced by the respondents, indicators "? I prefer to work and study with a group., 1? I prefer learning situations that allow interaction and discussion of teachers with student. and 3 / I am more motivated by verbal praises. are oftenti es practiced by the respondents while indicator 9 / I easily get affected by criticisms. is so eti es practiced by the respondents. 3. >utlining and note?taking ranked nu ber one, followed by self?reinforce ent. ;e oriAation, ne onic and i agery ranked third, while directing attention <

scheduling and peer?review ranked fourth and fifth, respectively. 9. The co puted chi?sCuare values are "1."9* for analytical , "."2" for global learning style, "2.10- for field?independent and "(.,19 for field?dependent. The critical values of analytical learning style and field?dependent learning style are both eCual to 1".21, at df eCual to "1 while the critical chi?sCuare value of global

learning style and field dependent learning style are both eCual to "(.(2* with df eCual to -. Since all the co puted chi?sCuare values are lower than their critical values at .2( level of significance, the null hypothesis which states there is no significant relationship between the learning styles and the learning strategies of the respondents is accepted. Co%"$5sio%s: 7ased on the significant findings, the following conclusions were reached6 ". ;a4ority of the respondents is in the age range "- / "0 years old. ;oreover, there are ore fe ale respondents than the ale respondents. 5urther ore a4ority of

the respondents: fa ily inco e falls under the inco e range $hp"2,222 / $hp32,222. 1. The learning styles of the respondents in ter s of analytical, global, field / independent, and field /dependent are all oftenti es practiced by the respondents. 3. The ost co on learning strategy used by the respondents is outlining and note?

taking. 9. There is no significant relationship between the learning styles and learning strategies used by the respondents. Re"omme%datio%s 7ased on the results of the study, the following reco encouraged by the researchers6 ". #eter ine and test your own learning style in order for you to know your strengths and weaknesses when it co es to learning. 7y finding out whether you are an analytical or global learner, you can find ethod of learning that are appropriate for your style of endations are strongly

learning. If you are an analytical learner, i prove your analytical skills and learn to develop in yourself the skills of global learners. If you are a global learner, try to develop the skills of analytical learners. 1. #eter ine the learning strategy that best fits your way of learning. If you are an analytical learner, try to use strategies that are fit for analytical learners such as putting topics in order and groups to help you understand and learn easier. If you are a global learner, try strategies such as i agery to help you to study ore effectively.

3. Try so ething new. #on:t 4ust focus on one learning strategy. If you find yourself failing on one strategy, e+plore and try other strategies and you fits your way of learning. ight find one that best