Chapter 5

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter includes the summary, conclusions, and recommendation

based on the data of the study.

SUMMARY

The study explored the use of different learning styles among senior high

school students in the different private universities in Dagupan City. Specifically,

the study considered the demographic profile of the respondents in terms of age,

sex, civil status, education, length of service, and relevant training. It also identified

the different learning styles used by senior high school students according: visual,

auditory, verbal, and kinesthetic.

Student's preference and teacher's knowledge determined each learning style.

Fleming's Visual, Auditory, and Kinesthetic (VAK) Learning Style Theory framed

this study. Also, the study was conceptualized using independent and dependent

variables, the Descriptive method, and survey questionnaires. The respondents

were thirty (30) teachers and thirty (30) students from different private universities

in Dagupan City. The researcher used frequency distribution, weighted mean,

Analysis of Variance (ANOVA), and Chi-Square.

Moreover, it determined the significant differences in the use of the different

learning styles of senior high school students as assessed by themselves and as

perceived by the teachers and their profile variables. Lastly, it determined the

significant relationships in the extent of use of the different learning styles of senior

high school students as assessed by themselves and as perceived by the teachers

and their profile variables. Lastly, the proposed intervention activities intend to

enhance the learning styles of senior high school students.

SALIENT FINDINGS

The study summarizes the salient findings based on the problem of the study:

For the teacher respondents, majority of the respondents were female (53.33)

ages 21-30 years old (83.33), single (80%) and graduated with the degree of

Elementary/Secondary Education (76.67%), who have a work experience in

teaching senior high school for 0-1 year (46.67%) and trained mostly in the division

level (30%). (49)

As for the student respondents, most of them were female (63.33%) ages

15-16 years old (73.33%) and are currently in Grade 11 (76.67%). (23)

1. Teachers and students believed that kinesthetic and visual learning styles

are effective in learning the lessons (3.96, OWM, effective in transmuted

rating), followed by auditory learning style (3.94, OWM, effective), and

verbal learning style (3.87, OWM, effective). (42).

2. Teachers’ demographic profiles determine the use of the different learning

styles and have a significant difference with age, highest educational

attainment, length of service in senior high school, and the relevant training.

In terms of sex and civil status, the different learning styles have no
 significant difference. Students’ assessment on the extent of use of the

different learning styles has a significant difference with the following profile

variables: sex and grade level, while age has no significant difference with

the different learning styles.

3. Teachers’ perception on the visual learning style has a significant

relationship with age, highest educational attainment, length of service

teaching in senior high school, and relevant training, while it has no

significant relationship with the sex and civil status of the respondents.

The auditory learning style has a significant relationship with the length of

service and training. In contrast, it has no significant relationship with age,

sex, civil status, and highest educational attainment. The verbal learning

style has a significant relationship with age, sex, and civil status. It has no

significant relationship, however, with the highest educational attainment,

length of service, and relevant training of the teachers.

Lastly, the kinesthetic learning style has a significant relationship to

all profile variables of the teachers. Students’ assessment in the extent of

use of the visual learning style has a significant relationship with age, sex

and the grade level of the students. The auditory learning style has a

significant relationship with age but has no significance with the sex and

grade level. Verbal learning style has a significant relationship with age, sex,

and grade level. And lastly, the kinesthetic learning style has a significant

relationship to all the profile variables.

 CONCLUSION

1. The teachers are new to the field of teaching, and their teaching strategies

and methodologies are still on a trial-and-error basis. So, teachers in senior

high school need more training and workshop. The students are also

adjusting to the new environment and curriculum. With appropriate teaching

strategies and methodologies, teachers and students can work together for

a more meaningful learning and teaching experience.

2. The Department of Education promotes a more student-centered approach

and advocates the concept of learning by doing. Thus, it is important to have

an activity that uses real-life examples to explain the training. Also, teachers

should be a well-rounded person and need to prepare for different kinds of

learners in the class and proper collaboration.

3. Teachers' age, educational background, length of service, and relevant

training are important factors that determine the extent of use of the different

learning styles. Teachers who belong to a different age and educational

background differ on their perception about their students. At the same time,

the teachers' experience and relevant training determine their knowledge

about their students.

4. Being new in the field of education makes a difference in their observation

of their students. The more experienced teacher can determine the learning

process of their students more efficiently. Lastly, teachers' length of service

and relevant training influences their perspective with regards to the use of

the learning styles. The more experienced teachers have in teaching with
 relevant training, the more they perceived their students as capable of

learning.

RECOMMENDATION

The following recommendations are formulated based on the findings and

conclusion.

1. Teachers require additional training and seminars to familiarize themselves

with the different methods and strategies they could use to deliver lesson

properly.

2. Teachers should always emphasize the keywords in the lesson so students

will be able to determine key ideas in the discussion. And teachers should

be clear and concise on the lesson since the students prefer teachers who

explain the lessons.

3. The researcher recommends profiling the learning habits and styles of the

students. The researcher also recommends checking the result of the

National Career Achievement Examination (NCAE) for additional reference

of the student's learning styles.

4. The researcher recommends that teachers should not limit the class activity

in group-based selection. Studying alone allows students to learn the

material with success.

5. The researcher recommends the implementation of the proposed

intervention activities to enhance students’ learning styles provided in the

study.

6. Further research on learning styles of the senior high school students is

recommended for future research.