Professional Documents
Culture Documents
Introduction
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Science Majors of Basilan State College and relate it to the different
learning facilities and academic performances.
Theoretical Framework
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Fleming’s also proposed the multimodality learners, who do not
show a defined preference or statistical score which is high above the
others. These learners possess the capability to access two or more
methods of learning. They may use on mode of learning in one situation
and another mode in a different situation. VARK above all is designed to
be a starting place for a conversation among teachers and learners
about learning. It can also be a catalyst for staff development thinking
about strategies for teaching different groups of learners can lead to
more, and appropriate, variety of learning and teaching.
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standardize their study habit in order to boost their academic
performance.
Conceptual Framework
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Statement of the Problem
a. Gender;
b. Age;
c. Year-level
b. Academic Performance
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Statement of Hypothesis
The result of this study will provide insights, feedback and baseline
data to school administrators on the importance of the learning style
preferences and to know the needs of the students for quality education.
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The Teachers
The Students
The result of this study will help the Bachelor of Secondary Education
Science major student in assessing their learning style preferences in their
academic course.
The subject of the study will be thirty six (36) science major students
across the year level of the College of Education in Basilan State College
except the second year level due to the decreasing number enrolees.
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Definition of Terms
Science Major- The student that took Science as his/her specialization for
career choice. In this study, it refers to the students on College of
Education in Basilan State College taking Science as their specialization.
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CHAPTER II
Related Literature
Learning Style
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In a learning environment there are many stimuli created by the
teacher. A student collects the information and chooses from among
these stimuli. Additionally, every student might have different senses that
preferred to use. When one student tries to learn by listening to the
teacher, another might be interested in the behaviours of the teacher or
the script and pictures of the book open in front of him/her. Every student
has a different strategy of coding information to their long-term memory.
Some try to learn by giving meaning to them at once, whereas some try
to learn by repeating. Some students can remember what they learned
easily and quickly. Conversely, some have difficulty remembering and
organizing what they know. Some students like learning in groups, and
some might find it disturbing (Erden & Altun, 2006).
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Dwyer (1996) emphasized that no matter the learning environment,
students’ learning styles should be taken into consideration while
designing the learning process.
The learning style of an individual not only shows how the learns but
also gives information about how to design a learning environment.
Although all the students in a class are at the same age, at the same
developmental phase, and offered mutual chances by the teacher,
different behaviours, learning styles, and achievements in a class can be
observed.
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In general psychology, interest in learning styles goes back to at
least the 1920s when Carl Jung proposed the theory of psychological
types (Sternberg and Grigorenko 1997). In the field of education, the
learning style concept has been recognized since at least the mid-1970s
(Griffiths 2012).
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Visual Learning preference includes the depiction of information in
maps, spider diagrams, charts, graphs, flow charts, labelled diagrams,
and all the symbolic arrows, circles, hierarchies and other devices,that
people use to represent what could have been presented in words. This
mode could have been called Graphic (G) as that better explains what it
covers. It does NOT include still pictures or photographs of reality, movies,
videos or PowerPoint. It does include designs, whitespace, patterns,
shapes and the different formats that are used to highlight and convey
information. When a whiteboard is used to draw a diagram with
meaningful symbols for the relationship between different things that will
be helpful for those with a Visual preference. It must be more than mere
words in boxes that would be helpful to those who have a Read/write
preference.
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A Reading/Writing preference learning is in line for information
displayed as words. Not surprisingly, many teachers and students have a
strong preference for this mode. Being able to write well and read widely
are attributes sought by employers of graduates. This preference
emphasizes text-based input and output – reading and writing in all its
forms but especially manuals, reports, essays and assignments. People
who prefer this modality are often addicted to PowerPoint, the Internet,
lists, diaries, dictionaries, thesauri, quotations and words, words, words…
Note that most PowerPoint presentations and the Internet, GOOGLE and
Wikipedia are essentially suited to those with this preference as there is
seldom an auditory channel or a presentation that uses Visual symbols.
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MULTIMODAL
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STUDENTS ACADEMIC PEFORMANCE
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academic performance in different setting. The utility of these studies lies
in the need to undertake corrective measures that improve the
academic performance of graduate students.
From the last two decades it has been noticed significantly that
there is great addition in research literature and review material relating
to indicators of academic achievement with much emphasis on this
dialogue, whether traditional achievement measures of academic
performance are best determinants of future academic gain at university
or higher level or innovative measures.
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life. Their attitude towards learning affects not only the amount of
education they received but also their desire for education. A good
attitude in learning will ensure a positive outcome towards a systematize
knowledge, however changing the negative attitude towards learning is
a process that involves determining factors, driving the attitude and using
this information to bring about concrete change.
RELATED STUDIES
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leading to selection of specific approaches to individual learning
(Entwistle, 2000). As a result, approaches to learning can be considered a
bridge between learning environment and learning styles.
In the past twenty years, the study on learning styles, both applied
and theoretical form, simultaneously sparked a strong interest, but also a
whole controversy of opinion among both academic experts and among
those who learn independently. Much of the research and practice went
forward "in the face of significant difficulties in the confusion of definitions
surrounding the conceptualization disturbing cognitive styles and learning
styles (Coffield et.al, 2004). The concept of "style" is introduced in
psychology by Adler (apud Kramar, 2001) in the phrase "life style", but the
question of style becomes a concern, especially in current scientific
psychology in the second half of the twentieth century. Currently, the
literature abounds with theoretical models and experimental studies
designed to lead to a better understanding of how strategies can be
deciphered and learning styles. The large number of models and theories
is justified, since the theoretical premises that generate their authors are
different. Moreover, a growing number of psychologists have embraced
the idea that learning styles have a substantial cognitive component, a
personal side, and a contextual one. The premise from which they started
is that the explanation of the student’s choice of a particular learning
strategy is at the intersection of two areas: the context and individual
peculiarities.
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A very important contribution to progress in knowledge of learning
styles have been brought by classified studies in cognitive and
constructivist paradigms. They have allowed the development of a highly
prolific line of research that led to a better understanding of this concept,
which led to the development and implementation of effective tools and
techniques of intellectual work. The two theoretical approaches Trying
to explain the cognitive learning process and to propose methods of
knowledge and skills training / skills. The cognitive paradigm researchers
are trying to extract regularities of functioning of various components of
cognitive-behavioral processes, generally valid for all individuals,
regardless of context. On the other hand, constructivists agree that the
subjective interpretation of the requirements of the task, quality content
and personal significance of context are factors that influence the quality
of cognitive and meta-cognitive strategies involved in learning.
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with the power of individuals to learn independently and efficiently with
the maturity and efficiency attributes of cognitive, motivational, affective
and volitional, strategies and learning style. Although there are substantial
differences between the claims, methods and results of different studies,
all have in common a dichotomy between deep and superficial
approach to learning. The distinction between the two approaches is
obvious if we consider that each approach has a specific type of
motivation and a type of processing strategy. An important step in this
area is to introduce guidelines and learning concepts in the definition of
learning style. Thus, learning style is to organize and control strategies for
learning and knowledge acquisition, which are influenced by
conceptions of student learning. As a result, learning styles are flexible
structures and not immutable. Many theories of learning styles manage
each of them only partially explain this process, but no theory has
provided a system invulnerable to criticism. Building a learning theory
seems totally satisfactory but that is still an issue for the future. Coffield,
Moseley, Hall and Ecclestone (2004) consider that the issue of learning
styles, a simple task at first glance, is actually a complex and varied. At
the same time, the authors stress the importance of continuing research
on learning styles and support the theory formulated by Vermunt (1998).
This model enjoys a solid empirical support, is an integrative theory of
learning responsible for the current prospects and reserves can be
exploited without the student-centered education.
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SYNTHESIS
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CHAPTER III
METHODOLOGY
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Table 1
Population
First Year 5 12 17
Third Year 3 2 5
Fourth Year 6 8 14
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following rating scale will be used. Each item has five (5) alternative
responses, consisting of:
2= Disagree (D)
3= Uncertain (U)
4= Agree (A)
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The Validity and Reliability of the Instrument
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Statistical Treatment of Data
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