Chapter 1

Background of the Study

Learning process differs from individual to another. No two persons are ever

the same in the way they learn and recalls information differently. For example,

some students remember information by looking at concrete examples. Both

emotional and environmental conditioning form one’s learning style. Therefore,

teachers require a working knowledge about differences in learning styles.

Conventional teaching methods often prevent a student from learning

effectively because of its reliance on book-based teaching, pen-and-paper test. In

addition, such teaching procedures limit the range of learning and teaching

experiences that may lead to smart or dumb student categorization.

Basically, students respond differently to various instructional materials

(Brown, 2000 as cited by Gilakjani, 2012) and learn more by using multiple ways

of learning. Some have a dominant learning style, while others are less dominant.

But there are people who mix different ways of learning. The student cannot learn

using only a single learning style. But learning style also depends on the student’s

circumstances.

Learning styles portray the diversity of the student’s way of learning. Visual

learner learns through picture presentation, graphs, or maps and understands the

lesson through their visual senses (Moussa, 2014). Visual learners make up 65%

of all the students (Ezekiel, Studying Style).

 Auditory learners acquire information through listening and enjoy lectures

and discussion. Information is meaningful to them when heard. They also enjoy

talking to others and listen to music. About 30% of students are auditory learners.

Verbal learner students, on the other hand, learn through re-reading, rewriting, and

speaking aloud their notes when they review. They prefer explaining and

discussing their ideas in their own words. Lastly, kinesthetic learners are those

who learned by moving around.

Learning styles vary among individuals due to factors like mental abilities,

school environment, peer interaction, self-awareness, and learning involvement

(Babu, 2015). More often, however, teachers perceive students differently from

one another and often rely on their limited observations and hunches. They tend

to assume that all their students are kinesthetic learners.

This study examines the learning style of senior high school students in

private universities in Dagupan City SY 2018-2019. This study intends to help

improve the learning style of senior high school students and teacher’s teaching

approaches. This study examines the learning style of senior high school students

in private universities in Dagupan City SY 2018-2019. This study intends to help

improve the learning style of senior high school students and teacher’s teaching

approaches.
Statement of the Problem

This study aimed to determine the Learning Styles of Senior High School

Students in Private Universities during the school year 2018-2019.

Specifically, this study answered the following questions:

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

1.1. Teachers

a. age;

b. sex;

c. civil status;

d. highest educational attainment;

e. length of service teaching in Senior High School; and

f. relevant training?

1.2. Students

a. age;

b. sex; and

c. grade level?

2. What is the extent of the use of different learning styles of senior high school

students as assessed by themselves and as perceived by the teachers

along:

a. visual / spatial;

b. aural/auditory;

c. verbal / linguistic; and

 d. physical/kinesthetic?

3. Are there significant differences in the extent of the use of different learning

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

perceived by the teachers across their profile variables?

4. Are there significant relationships in the extent of the use of different learning

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

perceived by the teachers and their profile variables?

5. What intervention activities can be proposed to enhance the learning styles

of senior high school students?

Research Hypothesis

This study tested the following hypotheses tested at alpha .05 level of

significance.

1. There are significant differences in the extent of the use of different learning

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

perceived by the teachers across their profile variables.

2. There are significant relationships in the extent of the use of different

learning styles of senior high school students as assessed by themselves

and as perceived by the teachers across their profile variables.

The significance of the Study

The result of the study will offer benefit to the following:

School Administrators. The results of this study will provide

administrators, higher school officials and authorities in the Department of

Education and the Commission on Higher Education baseline information about

students’ learning styles.

Teachers. The results of this study will assist teachers to implement a

learning style program that will enhance their existing instruction by considering

students’ learning styles.

Senior High School Students. The result of the study will help the student

be aware of their strengths and weaknesses in learning.

Researchers. This will give clarification to the researchers about the

learning styles of senior high school students and how to utilize it using different

strategies and techniques.

Research Enthusiasts. This research will serve reference towards a wider

perspective and more intensive research on different learning styles.

Scope and Delimitation of the Study

This study examined the learning styles of senior high school students in

private universities in Dagupan City. It explored the profile of the Senior High

School teachers and students.

 The subjects of this study were the Senior High School teachers and

students in private universities in Dagupan City SY 2018-2019. This study only

focused on the learning styles of senior high school students as assessed by

themselves and as perceived by the teachers in relation to their profile variables.

Furthermore, the researcher used the descriptive – correlation method of research

with the questionnaire checklist as the main data gathering instrument.

Definition of Terms

The following are the lexical and operational definition of the term as used

in this study.

Learning Styles. Refers to personal qualities that influence a student’s

ability to acquire information. In this study, learning style can also be described as

a set of factors, behaviors, and attitudes that facilitate learning for an individual.

Senior High School Students. Refers to the last two years of the K to 12

programs. In Senior High School, students go through a core curriculum and

subjects of choice. This prepares them future employment, entrepreneurship, skills

development, or higher education.

Private School. Refers to independent schools, non-governmental,

privately funded, or non-state schools, and not administered by local, state or

national governments.

Visual / Spatial Learning Style. Refers to the learning style of students

who prefer the use of pictures, images, diagrams, colors, and mind maps.
 Aural / Auditory Learning Style. Refers to the students learning style who

prefer using sound, rhythms, music, recordings, clever rhymes, and so on.

Verbal / Linguistic Learning Style. Refers to a learner who prefers using

words, both in speech and in writing to assist in their learning. They make the most

of word-based techniques, scripting, and reading content aloud.

Physical / Kinesthetic Learning Style. Refers to the learning style of

students who prefers "learning by doing". These are the people who use their body

to assist in their learning. Drawing diagrams, using physical objects or role-playing

are all strategies of the physical learner