Santo Tomas National High School SHS: A Thesis Presented To The Faculty of STNHS-SHS Santo Tomas, Isabela

SANTO TOMAS NATIONAL HIGH SCHOOL SHS
LEARNING STYLES OF GRADE 11 STUDENTS

AT SANTO TOMAS NATIONAL HIGH SCHOOL
_______________
A Thesis
Presented to the
Faculty of STNHS-SHS
Santo Tomas, Isabela
_______________
In Partial Fulfillment
of the Requirement in the subject
Inquiries, Investigation and Immersion
_______________
by
Kristy C. Bangug
Rosel A. Cureg
Jesarie M. Labao
Joepring O. Lopez
Mark Jaypee J. Panganiban
Joner B. Tongcua
March 2018
Chapter 1
THE PROBLEM AND ITS BACKROUND
Introduction
Learning styles can be defined as an individuals’ unique approach to learning based
on strengths, weaknesses and preferences. Once a person connects with a certain style
learning, it provides the opportunity to tap into the brain and learning. There are three
styles of learning —auditory, visual and kinesthetic.
A learning style is a student's consistent way of responding to and using stimuli in
the context of learning. Keefe, 1979 defines learning styles as the "composite of
characteristic cognitive, effective, and psychological factors that serve as a relatively
stable indicators of how a learner perceives, interacts with, and responds to the learning
environment". On the other hand, Stewart and Felicetti, 1992 define learning styles as
those "educational conditions under which a student is most likely to learn". Thus
learning styles are not really concerned with what learners learn, but rather how they
prefer to learn.
Yazdi study and compare the methods and styles of learning of the students at
different colleges Al-zahra University. The result showed that the students at the college
of arts mostly employed concrete experiential method and divergent accommodator
styles; the students at the technical college used reflective observation, abstract
conceptualization, and assimilator styles; those at the psychology college used active
experimentation, abstract conceptualization and convergent styles; and the students at the
college of basic sciences also used abstract conceptualization and convergent styles.
As their formal education continues, most students in a specific classroom are taught
in the same style - the style most compatible to that teacher. Just as each student
possesses different to complete the learning cycle. As a result of the student hereditary
factors, their particular life experiences and the demands of their environment, students
develop learning styles that emphasize certain learning abilities over others (Guild and
Garger 1985 ).
The researchers want to venture this study to determine the different learning styles.
And for the researchers to gain more knowledge. Lessons may be difficult to understand
but through this, it motivates you to study even harder and leads you to success.
Conceptual Framework
Learning is the process whereby knowledge is created through the transformation
of experience (Kolb, 1984, p38). Learning styles can be defined as a set of cognitive,
emotional, characteristic and psychological factors the serve as relatively stable
indicators of how a learner percieves, interacts with, and responds to the learning
environment (Keefe, 1979). A student's style of learning, if accommadated can result in
improved attitudes toward learning and an increase in thinking skills, academic
achievement, and creativity (Ivvine &York, 1995).
Different people naturally prefer a certain single different learning styles. Various
factors influence a person's preffered style. Social environment, educational experiences,

or the basic cognitive structure of the individual. (Kolbs 1974) In addition, knowing a
person’s learning style enables learning to be oriented according to be preferred method.
On the other hand, one of the most accepted understandings of learning style is the
students learning styles fall into three "categories". Visual learners, auditory learners, and
kinesthetic learners, these styles are found within educational theorist Neil Fleming's
VARK model of student learning. Vark is an acronym that refers to four types of learning
styles: Visual, Auditory reading/writing preference and Kinesthetic. The VARK model
acknowledges that students have different approaches to how they process information
referred to as "preferred
INDEPENDENT learning modes" (Fleming & Baume,
VARIABLES 2006). VARIABLES
DEPENDENT
Profile of Respondents Learning Styles of Students

Research Paradigm Visual
A. Sex
Auditory
Reading/Writing preferences
Kinesthetic
The model shows the relationship between dependent variables and independent
variables. The independent variables comprises of profile of the respondents such as
sex, . Moreover, dependent variables comprises of visual, auditory and kinesthetic.

Statement of the Problem
This study aims to determine the learning styles of Grade 11 students at Santo Tomas
National High School at this School Year 2017-2018.
Specifically, it seeks to answer the Following questions:
1. What is the profile of the respondents in terms of:
A. Sex
2. What are the learning styles of Grade 11 students?
3. What is the most employed learning style of Grade 11 students?
Research Hypothesis
The study is guided by the following Hypothesis:
1. There is a significant relationship between the profile of the respondents and their
preferred learning styles.
Definition of terms
For the purpose of this study is to facilitate a precise understanding of this work,
the terms indicated below are defined operationally.
Auditory refers to the sound and music for learning.
Grade 11 refers to the respondents of this study.
Kinesthetic refers to the body, hands and sense of touch in learning.
Style refers to an Individual learning based on what is their preferred.
Visual refers to the use of images, maps, and graphic organizers on learning.
Importance of the study
This study will help School Administrator, the result of the study will serve as a
basis designing more programs and activities to improve the skills of the students in
terms of their learning styles.
Moreover, the Parents will also benefited for theme to know those most prefer
learning style to help their children to excel in their class.
Furthermore, the study will help the Teachers by knowing those different styles that
they can apply in their teaching, and also to strengthen their capacity in caring out their
role.
Also, through this study the Senior High School Students will help them to enhance
their learning style for them to be excellent.
In addition, the Junior High School Students will be benefited because this study
will serve as their basis for them to be excellent and to improve their learning style.
On the other hand, through this study the Future Researchers will help them because
this will serve them as their basis if ever they do research that connected in our study.
Lastly, this study will help the Researcher by gaining new knowledge that they can
apply to themselves and will be informed what to improve on themeself.
Limitations of the study

This study will focus on the learning styles of Grade 11 Students at Santo Tomas
National High School, School Year 2017-2018.
The learning Styles of Grade 11 Students include auditory, visual and kinesthetic. The
respondents also belong to Academic Track and TVL.
Furthermore, Santo Tomas National High School is located at Centre Sto. Tomas
Isabela.
Chapter 2
REVIEW OF RELATED LITERATURE
This chapter presents a review of some relevant literature and studies. To make
this study more enriching and effective, the researchers gathered some relevant findings
which may not have direct similarity with the present study, in one way this have some
relations to this topic.
Learning Styles: An Overview
Learning or thinking styles refer to the preferred way an individual processes
information and also describe a person’s typical mode of thinking, remembering or
problem solving. The basic learning styles are visual that uses visual objects such as
graphs, charts, pictures, and seeing information; auditory that retains information through
hearing and speaking; and kinesthetics that likes to use the hands-on approach to learn
new material. Student’s difficulty in learning may be due to different factors including the
following: intellectual, learning, physical, emotional and social, mental, environmental
and teacher’s personality.
Learning Style has been defined by various scholars mostly as a signal for
individual differences. These differences may manifest itself in ‘life styles’ and even in
personality types (Zhang & Sternberg 2005). Kolb (1984) and Honey and Mumford
(1992) describe learning style as an individual preferred or habitual ways of processing
and transforming knowledge.
According to Kolb (1984), psychological attributes, resulted from individual
differences, determine the particular strategies a person chooses while learning. On the
other hand, Keefe (1987) emphasizes learning styles as cognitive, affective, and
psychological traits that serve as relatively stable indicators of how learners perceive,
interact with, and respond to the learning environment.
Moreover, Dunn and Dunn (1986) hold that each individual’s concentration on,
mental processes, internalization and retain of new and difficult information stem from
his specific learning style. For Felder and Henriques (1995), the criterion for
classifying learners is their perceptual behaviour. They make two categories: sensing and
intuitive learners. ‘Sensing’ learners are concrete and methodical; they are good at
memorising facts and doing hands-on work and are more comfortable with following
rules and standard procedures.
On the other hand, ‘intuitive’ learners tend to be abstract and imaginative; they
like innovation and dislike repetition. As to the ways in which learners prefer input
information to be presented, they can be either visual or verbal learners. Visual learners
are those who prefer to receive in the form of pictures, diagrams, films and
demonstrations while verbal learners prefer words as a medium for information transfer.
Moreover, with respect to the ways of knowledge can be processed, learners can
be put into two categories, namely ‘active’ and ‘reflective’. An active learner, as
suggested by the name, is someone who prefers to be actively involved in examining and
employing knowledge with others. He does so in group discussions and interactions with
others. Reflective learners tend to employ their introspection. Active learners benefit the
most in dialogue, role-play and team work learning activities while reflective learners are
more inclined to ponder on perceived information.
Learning styles were found to affect learners’ learning behaviours. Learners
having different learning style preferences would behave differently in the way they
perceive, interact, and respond to the learning environment (Junko 1998). Since learners
differ in their preferences to certain learning styles, it will be important for teachers to
examine the variations in their students on the features of their learning styles, because
the information about learner’s preference can help teachers become more sensitive to the
differences students bring to the classroom (Felder & Spurlin 2005). Adjustments can
then be made to accommodate the students’ varied needs.
Learning styles refer to the variations in your ability to accumulate as well as
assimilate information. Basically, your learning style is the method that best allows you
to gather and use knowledge in a specific manner.

In addition every individual has its own natural or habitual pattern of acquiring and
processing information in learning situations. The common ways or patterns by which
people learn are known as their learning styles. A core concept is that individuals differ in
the ways they learn. The idea of individualized learning styles was initiated in 1970s and
since then has influenced education remarkably.
Each individual may possess a single style or could possess a combination of different
learning styles. In most cases, the characteristics of a learning style can even be observed
at a relatively young age. Once you have identified your particular learning style you will
be able to identify ways in which you can adapt the learning process and your studies to
maximize your education (Ldpride.net, 2008).
According to Lucas and Corpuz (2007), learning or thinking styles refer to the
preferred way of individual processes information and also describe a person’s typical
mode of thinking, remembering or problem solving.
Many students discover that they are visual learners. It is estimated that
approximately 65% of the population are visual learners. These students commonly use
visual aids, such as graphs and diagrams, to assist them in putting material into
perspective. Such visual aids can make it much easier to remember content later than if
they had just heard the information. Visual learners need to see material in order to
understand it. Preferred test styles for visual learners are essays, maps, and diagramming
while the worst test types for them are listen and respond style (Ldpride.net, 2008).
Kolb model is one of the theoretical perspectives that have been applied to the
investigation of learning Styles. The model has been widely use throughout the field of
educational physcology. The Kolb's Learning Styles Inventory (LSI) has been the most
widely documented test to assess Learning Styles (cano-Garcia and Hughes,2000). Kolb
suggested that experience and the analysis of it, can assist in the formation of concepts.
Then the concept after being assimilated and organized,may be applied to new
experiences. In this model, Learning is conceive as a process through which the
transformation of exerience creates knowledge. In Kolb's model, the person is required to
employ each of the four key learning abilities.Concrete experience (CE), abstract
conceptualizatio (AC), reflective observation (RO) and active experimentation (AE)
(Kolb,1984).The form of Learning Styles is a combination of our learning abilities:
CE,AC,RO and AE (Kolb,2005).
Moreover learning is the prerequisite of learning style has been defined by
Jonassen and Grabousk (1993), as the change due to experience. They go on to
distinguish between learning as a product which explains the end result or outcome of the
learning experience, learning as a process which emphasizes what hapens during the
course of the learning experience in attaining a given learning product or outcome and
learning as a function which emphasizes certain critical aspects of learning, such as
motivation, retention and transfer and which makes behavioral changes in human
learning.
On the other hand, cognitive styles are also seen as information processing habit
which are perception, thinking, remembering and problem solving (Messick, 1969). It is
the way how an individual takes in the information, how it places in the mind, and how it
integrates in mind and makes it the part of personality. This process cannot be completed
without the decisions satisfying and congruent.
In addition cognitive style is some how related to cognitive or internal organization
of the information, that is cognitive styles are particular modes or preferences for
perceiving, thinking or organizing information according to ones own unique cognitive
system. It is : "A compilation of patterns of behaviour that appears consistently in the
learning process of an individual from the initial stimulation to the final recognizable
product of learning. Simply stated, it is how we process out information and work with
the outcome." Booth and Brooks (1995 p.3)
Students Learning Preferences and Instructor's Teaching Style
A good match between students’ learning preferences and instructor’s teaching
style has been demonstrated to have positive effect on student's performance (Harb & El-
Shaarawi, 2006). According to Reid (1995), learning preference refers to a person’s
“natural, habitual and preferred way” of assimilating new information. This implies that
individuals differ in regard to what mode of instruction or study is most effective for
them. Scholars, who promote the learning preferences approach to learning, agree that
effective instruction can only be undertaken if the learner’s learning preferences are
diagnosed and the instruction is tailored accordingly (Pashler, McDaniel, Rohrer, &
Bjork, 2008). I hear and I forget. I see and I remember. I do and I understand.”
(Confucius 551-479 BC) – a quote that provides evidence that, even in early times, there
was a recognition of the existence of different learning preferences among people.

Indeed, Omrod (2008) reports that some students seem to learn better when
information is presented through words (verbal learners), whereas others seem to learn
better when it is presented in the form of pictures (visual learners). Clearly in a class
where only one instructional method is employed, there is a strong possibility that a
number of students will find the learning environment less optimal and this could affect
their academic performance (Mlambo, 2011).
According to Abucay (2009), pupil’s difficulty in learning may be due to these
factors: Intellectual factor which refers to remarkable praises in school is generally
closely related to the intellectual level of a pupil; learning factors which is lack of
mastery of what has been taught, limited background of a certain topic or issue and faulty
methods of work and study are related factors that affect learning; physical factors which
is health, visual and physical defects, nutrition and physical development affect the
learning process; emotional and social factors which recognizes that various responses of
the individual to various kinds of stimuli are determined by a wide variety of tendencies;
mental factors which attitude plays a large role in the mental organization and general
behavior of the individual; environmental factors which is the type and quality of
instructional materials and equipment play an important role in the efficiency of the
school’s instruction; and teacher’s personality wherein the teacher is an important
element in the learning environment or in the failures and success of the learner. The vital
tasks of the teacher should have the power to lead and to inspire pupils through the
influence of his personality and example.

In addition to this, teachers can learn to use learning styles as a cornerstone of
their instruction and students can learn to capitalise on their learning style strengths when
they concentrate on new and difficult information
Learning Style Preferences
Agrawal and Chawla (2005) revealed that the Co-operativeLearning Strategy Based
Material was significantly effective in improving the level of academic achievement.
Another study by Nasir, (2006) examined the learning styles of multi-ethnic students in
four universities of Malaysia. The students were compared on gender, program of studies
and academic achievement levels, using a modified Honey and Mumford Learning Style
Questionnaire. The results showed that both male and female students’ most preferred
learning style was reflector style, while the activist style was the least preferred.
Generally students acquire and process information in different ways: by seeing and
hearing, reflecting and acting, reasoning logically and intuitively, analyzing and
visualizing etc. Teachers also vary in their teaching methods, some apply instructions,
lecture, or demonstrate while others lead students to self-discovery; some focus on
principles and others on applications; some emphasize memory and others understanding.
When learning styles of most students mismatch with teaching styles of the teachers, the
students may become bored and inattentive in the class, do poorly on tests, get
discouraged and lack interest about the courses, curricular activities and themselves too.
In some cases students may lead to poor attendance and dropouts. (Nasir, 2006)
Students preferentially take in and process information in different ways: by seeing
and hearing, reflecting and acting, reasoning logically and intuitively, analyzing and
visualizing. Some instructors lecture, others demonstrate, and leads students to self-
discovery; some focus on principles and others on application; some emphasize memory
and others understanding (Felder [3]). Rita Dunn explains, " learning style is the way in
which each learner begins to concentrate on, process, and retain new and difficult
information. A bioloically and developmentally imposed set of personal characteristics
make the same teaching method effective for some students and ineffective for others."
As Richard M. Felder of the department of Chemical Engineering at North Carolina
State University , " students have different learning styles, characteristics, strengths and
preferences in the ways they take in and process information. Some students tend to focus
on facts, data, and algorithms; others are more comfortable with theories and
mathematical models. Some respond strongly to visual forms of information, like
pictures, diagrams, and schematics; others get more from verbal forms written and
spoken explanations, some prefer to learn actively and interactively; others function more
introspectivity and individually.
Some students learn better in a highly structured environment; some do better in a
more open and student-centered atmosphere. Some students want to solve problems for
themselves; others feel more comfortable if solutions are presented to them. Some
learners think deductively: some are comfortable with inductive thinking. Some students
learn better by themselves, some work better in groups (Gunter, Estes, Schwab).
Students Academic Achievements
There have been many attempts made to enhance students’ academic achievements. It
has always been the main concern of many dedicated teachers and parents that their
students and children be as much successful as possible. In relation to this, many teachers
are convinced that students need the positive attitude to succeed academically. Often,
one’s learning style is identified to determine strengths for academic achievement. Dunn,
Beaudry and Klavas (1989) assert that through voluminous studies, it has been indicated
that both low and average achievers earn higher scores on standardized achievement and
attitude tests when they are taught within the ealm of their learning styles. Chuah Chong-
Cheng (1988) discusses the importance of learning styles as being not only necessary, but
also important for individuals in academic settings. Most students favour to learn in
particular ways with each style of learning contributing to the success in retaining what
they have learnt. As such, studies carried out conclude that students retain 10% of what
they read, 26% of what they hear, 30% of what they see, 50% of what they see and hear,
70% of what they say, and 90% of what they say as they do something (Chuah Chong-
Cheng 1988). These facts reveal that each learning style has its own strengths and
weaknesses. Some students learn in many ways, while others might only favour one or
two. Those students with multiple learning styles tend to gain more and obtain higher
scores compared to those who rely solely on one style (Dunn, Beaudry & Klavas 1989).
Additionally, the differences in learning styles have also been reported between gifted
and the underachievers; between the learning disabled and average achievers; among
different types of special education students; and among secondary students in

comprehensive schools and their counterparts in vocational education and industrial arts
(Dunn & Dunn 1986). Some special students favour Kinesthetic instruction, such as
experiential, active and hands-on, while many others are more auditory and visually
(Dunn 1991).
Dunn and Dunn (1986) also believe that low achievers tend to have poor auditory
memory. Although they often want to do well in school, their inability to remember
information through lecture, discussion, or reading causes their low achievement
especially in traditional classroom environment where teachers dominate and students
mostly listen or read. It is not only the low achievers learn differently from the high
achievers, they also vary among themselves. Impulsive students for instance, when
compared to reflective ones, show poor academic achievement (Kagan and Kagan, 1970).
Other studies show that Field Independent students achieve more than Field Dependent
ones (Chapelle 1995). Studies also reveal that matching teaching and learning styles can
significantly enhance academic achievement at the primary and secondary school levels
(Smith & Renzulli 1984).
According to Felder (1995), students learn more when information is obtainable in a
variety of approaches than when only a single approach is applied. Much experiential
research indicates that learning styles can either hamper or increase academic
performance in several aspects even though not much research has been conducted on the
relationship between instructional design of learning materials and learning styles (Riding
& Cheema 1991). In general, a rich data have been obtained through studies on learning
styles; however, the data have rarely been exploited by designers of instructional
programs thereby a greater understanding of learners’ approaches to learning can be
obtained.
Learning styles and strategies
Learning styles are not dichotomous (black or white, present or absent). Learning
styles generally operate on a continuum or on multiple, intersecting continua. For
example, a person might be more extraverted than introverted, or more closure-oriented
than open, or equally visual and auditory but with lesser kinesthetic and tactile
involvement. Few if any people could be classified as having all or nothing in any of
these categories (Ehrman, 1996)
The word strategy comes from the ancient Greek word strategia, which means steps
or actions taken for the purpose of winning a war. The warlike meaning of strategia has
fortunately fallen away, but the control and goaldirectedness remain in the modern
version of the word (Oxford, 1990).
A given strategy is neither good nor bad; it is essentially neutral until the context of
its use is thoroughly considered. What makes a strategy positive and helpful for a given
learner? A strategy is useful if the following conditions are present: (a) the strategy relates
well to the L2 task at hand, (b)the strategy fits the particular student’s learning style
preferences to one degree or another, and (c) the student employs the strategy effectively
and links it with other relevant strategies. Strategies that fulfill these
conditions“makelearning easier, faster, more enjoyable, more self-directed, more
effective, and more transferable to new situations”(Oxford,1990, p. 8). Learning

strategies can also enable students to become more independent, autonomous, lifelong
learners (Allwright, 1990; Little, 1991).
Yet students are not always aware of the power of consciously using L2 learning
strategies for making learning quicker and more effective (Nyikos & Oxford, 1993).
Skilled teachers help their students develop an awareness of learning strategies and
enable them to use a wider range of appropriate strategies.When left to their own devices
and if not encouraged by the teacher or forced by the lesson to use a certain set of
strategies, students typically use learning strategies that reflect their basic learning styles
(Ehrman & Oxford, 1989; Oxford, 1996a, 1996b).
Chapter 3
Research Methodology
Research Design
The study will use the descriptive method of research employing the survey and
correlational techniques to answer the research question. The survey component of the
study involves describing the Learning Styles of Grade 11 Students.
Correlation analysis will involve as the study to aims to determining the
relationship between the profile of the respondents and Learning Styles of Grade 11
Students.
Population
The study was conducted at Santo Tomas National High School since the
chosen respondents are the Grade 11 Students at said school for the school year 2017-
2018.
The respondents of the study will be the grade 11 students who enrolled at Santo
Tomas National High School . The population compose of 136 girls and 105 boys with
the total of 241 students.
Grade 11 compose of 6 sections namely; Builder, Homemakers, Managers,
Officers, Mentors, and Communicators.
Sampling Method
The Slovin’s Formula will be used to compute the desired sample, Random
Sampling will be used to enable getting more samples from Grade 11 Students. The
researchers chose the K-Interval for choosing the respondents
Sections Populations Samples
Managers 45 9
Builders 36 7
Officers 46 9
Communicators 40 8
Mentors 45 9
Homemakers 29 5
Total: 241 47
Research Instrument
The study will elicit data from the learners through the administration of survey
questionnaire, the primary instruments used in gathering. The learning syles are divided
in to three (3) namely; Visual, Auditoryand Kinesthetic.
Data Collection Procedure
The data collection phase involved a protocol. The researchers will forwaded a
letter of request asking a permission from the principal and the curriculum chair of the
Grade 11 Students.
Before the respondents answered the questionnaire, the researchers through the
assistance of the grade 11 curriculum chairman. First, explained the process and the
purpose of the study is to attain reliability and sincerity of responses. As this goes on, the
researchers will take some photos for documentary purposes. Retrieval of questionnaire
will follow immediately when all the respondents have answered for tabulation and
further statistical analysis.
Before the conduct of the questionnaire, the researchers will oriented the
respondents to the purpose of the study to attain reliable result. The questionnaire will
retrieve right after the given time for answering and check for statistical treatment.
Results of the test will be treated with outmost confidentiality and will use only
for that purpose.

Data Analysis Method
The data gathered or collected were statistically treated to answer the questions
pose in the study. Statistical tools in the analysis and interpretation of data are in the
following:
Frequency Count will use in the analysis of the demographic of the
respondent.
Percentage will use as "numerical analysis on the distribution on the description
of the personal characteristics of the students-respondents and teacher-respondents.
Ranking will use to describe the positional importance of an item in relation to
other items.
Weighted Mean will use to determine the Learning Style of Grade 11 Students
Person Product Moment Correlation will use to determine the degree of
relationship between and among variables

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Part 1: Profile of the Respondents

Sex:______Female ______Male
Directions: Read each statement and check the ONE option that is most like you.
Part 2.
Agree Disagree Agree Disagree
1. when learning a new skill, 1. I prefer
I prefer to watch someone lessons where
else. we can discuss
things.
2. I get distracted in class if I 2. I often sing or
can see something outside the hum to myself in
window. class.
3. I am good of drawing 3. I would prefer
to listen to a
story.
4. Out of these three jobs I 4. I have a good
would prefer to be an artist memory for
(or designer). people's names.
5. If I needed to build a lego 5. If I get in
model, I would follow the trouble in class,
diagram or the picture on the it's for talking.
packet.
6. I prefer lessons where 6. On a long

there is something to look at journey I like to
(like a picture, chart, diagram listen to music
or video) or something to or talk to the
draw. other travellers.
7. I often doodle in class. 7. If I could be
famous, I would
be a singer.
8. I would prefer to see a 8. I would rather
comic strip of a story. listen to my
favourite music.
9. I have a good memory for 9. I am a good
faces. listener.
10. I prefer teachers who use 10. In my spare
diagrams to show us things. time I would
prefer to listen
to music or chat
with friends.
Agree Disagree
1. When learning a new skill, I prefer
someone to expalin to me how to do it.
2. I would prefer to act out a story.
3. I am good at learning physical skills.
4. I prefer teachers who get us to do
something.
5. If I get in trouble in class, it's for
drawing on the desk or all over my
books.
6. On a long journey I can't wait until
we stop so I can walk around.
7. I use my hands a lot when I am
talking.
8. If I could be famous I would be a
sports- person (or dancer).
9.I would rather go outside and play.
10. I prefer teachers who use diagrams
to show us things.

Santo Tomas National High School SHS: A Thesis Presented To The Faculty of STNHS-SHS Santo Tomas, Isabela

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Santo Tomas National High School SHS: A Thesis Presented To The Faculty of STNHS-SHS Santo Tomas, Isabela

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SANTO TOMAS NATIONAL HIGH SCHOOL SHS

LEARNING STYLES OF GRADE 11 STUDENTS

THE PROBLEM AND ITS BACKROUND

Learning styles can be defined as an individuals’ unique approach to learning based

styles of learning —auditory, visual and kinesthetic.

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

characteristic cognitive, effective, and psychological factors that serve as a relatively

of arts mostly employed concrete experiential method and divergent accommodator

Learning is the process whereby knowledge is created through the transformation

emotional, characteristic and psychological factors the serve as relatively stable

environment (Keefe, 1979). A student's style of learning, if accommadated can result in

improved attitudes toward learning and an increase in thinking skills, academic

achievement, and creativity (Ivvine &York, 1995).

factors influence a person's preffered style. Social environment, educational experiences,

person’s learning style enables learning to be oriented according to be preferred method.

Profile of Respondents Learning Styles of Students

variables. The independent variables comprises of profile of the respondents such as

sex, . Moreover, dependent variables comprises of visual, auditory and kinesthetic.

National High School at this School Year 2017-2018.

Specifically, it seeks to answer the Following questions:

1. What is the profile of the respondents in terms of:

2. What are the learning styles of Grade 11 students?

3. What is the most employed learning style of Grade 11 students?

The study is guided by the following Hypothesis:

preferred learning styles.

the terms indicated below are defined operationally.

Auditory refers to the sound and music for learning.

Grade 11 refers to the respondents of this study.

Kinesthetic refers to the body, hands and sense of touch in learning.

Style refers to an Individual learning based on what is their preferred.

Importance of the study

terms of their learning styles.

learning style to help their children to excel in their class.

their learning style for them to be excellent.

apply to themselves and will be informed what to improve on themeself.

Limitations of the study

National High School, School Year 2017-2018.

respondents also belong to Academic Track and TVL.

REVIEW OF RELATED LITERATURE

relations to this topic.

Learning Styles: An Overview

Learning or thinking styles refer to the preferred way an individual processes

information and also describe a person’s typical mode of thinking, remembering or

and teacher’s personality.

(1992) describe learning style as an individual preferred or habitual ways of processing

and transforming knowledge.

According to Kolb (1984), psychological attributes, resulted from individual

interact with, and respond to the learning environment.

rules and standard procedures.

more inclined to ponder on perceived information.

Learning styles were found to affect learners’ learning behaviours. Learners

then be made to accommodate the students’ varied needs.

Learning styles refer to the variations in your ability to accumulate as well as

to gather and use knowledge in a specific manner.

processing information in learning situations. The common ways or patterns by which

since then has influenced education remarkably.

maximize your education (Ldpride.net, 2008).

mode of thinking, remembering or problem solving.

experiences. In this model, Learning is conceive as a process through which the

transformation of exerience creates knowledge. In Kolb's model, the person is required to

conceptualizatio (AC), reflective observation (RO) and active experimentation (AE)

(Kolb,1984).The form of Learning Styles is a combination of our learning abilities: