PREFERRED LEARNING STYLE OF GRADE 12 SENIOR HIGH SCHOOL STEM

STUDENTS

RICHARD R. VILLAR
MONIQUE N. GONZALES
MENA INEZ B. SALIDO
BABYLYN D. CONDE
REINAMARIE ANGEL THERESE P. BOOC

A RESEARCH PROPOSAL SUBMITTED TO THE FACULTY OF THE

DEPARTMENT OF BIOLOGY, COLLEGE OF ARTS AND SCIENCES, CENTRAL
MINDANAO UNIVERSITY, IN PARTIAL FULFILLMENT OF THE REQUIREMENTS
FOR THE COURSE IN

SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS (STEM)

MARCH 2019
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 Table of Contents
TITLE PAGE .............................................................................................................. i

TABLE OF
CONTENTS…………………………………………………………………………........….ii
INTRODUCTION ....................................................................................................... 1

General Objective .................................................................................................... 2

Specific Objective.................................................................................................... 2

Significance of the Study ........................................................................................ 2

Scope and Limitations ............................................................................................ 3

Review of Related Literature .................................................................................. 4

Methodology .......................................................................................................... 11

Research Locale 11
Population 11
Data gathering procedure 11
Data Gathering Instruments 12
References ............................................................................................................. 13

APPENDICES ......................................................................................................... 16

Letter of Permission to the Respondents 17

Survey Questionnaire 18
Time Table 21
 INTRODUCTION
Background of the Study

“A learning style is the way students begin to concentrate on, process, internalize
and remember new and difficult academic information” (Dunn, 8). Students nowadays
prefer to learn by themselves in their own rather than in groups. Students tend to perceive
information differently, such as by viewing, listening, acting, to reasoning logically,
intuitively and visualizing. The learning styles of the students influence their ability to
acquire information and respond to the learning environment. Students can plan and
manage their language learning activities better if they can discover their preferred learning
styles. This can “assist the students to enhance and take advantage of their natural skill
and inclinations. As students’ motivation will be sustained and they can progress well in
the learning process” (Azlinda, 2006).

This study will discuss about the different preferred learning styles of Grade 12
Senior High School Science, Technology, Engineering, and Mathematics students in
Central Mindanao University. This will tell the students how knowing about learning style
can help them understand their own learning processes, identify their learning needs and
develop new and more effective learning behaviours.

A key learning styles assumptions is that if students learn using methods that
complement their preferred learning style, processing the concepts takes less cognitive
capacity (which is limited in working memory) and more attention can be given the actual
concepts, resulting in improved academic performance.

The findings of this study will indicate the most effective learning style
perceived by the students. Also, the findings of this study will help identify the student’s
preferred learning style and create a study habit that will complement the students
learning preference.
General Objective

This study aims to determine the differences in learning style preferences

among Grade 12 Senior High School STEM students in Central Mindanao University.

Specific Objective

1. To be able to determine what learning style works best for the Grade 12 STEM
students.
2. To be able to identify the most preferred learning style of Grade 12 Senior High
School STEM students.
3. To be able to understand the students’ learning style and how it could affect
their academic performance.

Significance of the Study

This study will be significant to the students of Grade 12 STEM students of

Central Mindanao University. The results from the study will provide the students an
opportunity to assess their learning preferences especially in learning. Besides that it
will enlighten them that there is more than one learning style or preference in learning.
As a result, students will be able to develop a sense of responsibility towards their own
learning and at the same time they may want to implement other learning style to create
an environment that will be suitable for the students. Overall, this study will help the
students determine what learning style works best for them which will help them
improve their academic performance.

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Scope and Limitations

The study only focused on the different preferred learning style of Grade 12 Science,
Technology, Engineering and Mathematics students in Central Mindanao University and in
what learning style best suits them.

The study is only limited on Grade 12 STEM students of Central Mindanao

University. The result of this study cannot be generalize to the entire population as it is
randomly selected only. The researcher only focused on VAK learning styles model which
consists of Visual, Auditory and Kinesthetic concepts rather than all of the six basic models
introduced by Reid (1987). As such, the findings focused only towards the VAK model. The
reason why the VAK dimensions were selected for the study is to focus only on the main
learning styles that are commonly used in learning.

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Review of Related Literature

Learning Style

A study was conducted by John, A., Shahzadil, G., and Khan, K.I. (2016) with
the title; Student’s learning style and academic performance. The study was all about
elaborating the preferred learning styles of business management students and its
impact over academic performance in different universities of Pakistan. Felder’s Index
of Learning Styles was used to conduct the empirical study. The researchers were able
to identify four learning styles: Active/Reflective, Sensing/Intuiting, Visual/Verbal and
Sequential/Global. The findings of the study showed that predominant profile of
respondents consists of following preferred learning styles: active, reflective, sensory
and intuitive. It also suggests that the academic performance of business students
does not effect by any specific learning style. Limitations, future dimensions and
recommendation on the basis of results have been discussed at the end.

Another study was also conducted by Lopez, D. and Schroeder L. (2008) with
the title; Designing strategies that meet the variety of learning styles of students. The
study was all about addressing the different learning styles of students and
implementing various strategies in order to maximize the learning for all students. The
students in the targeted school exhibited difficulty in experiencing academic success
while exposed to conventional teaching strategies. A student survey was then
administered to determine a preferred learning style and the researchers used
observation checklists, formal assessment, and informal assessments. After the
interventions were executed, assessments revealed higher than average grades when
the teaching methods were varied.

A study was conducted at La Consolacion University in the Philippines about

Assessing the Learning Styles of Senior High School Students. The study sought to
discover the different learning styles of the said university. According to the authors,
several studies have long proven that there is no need to modify teaching to suit and
accommodate the students’ learning styles, and that it works to create an effective
learning condition for students. The researchers gathered students for the study.
Results showed that, according to the Canfield LSI scale, most SHS students are
Social learners.
 A study was conducted by Nasreen, S. (2014) with the title; Learning Style
Preferences of Junior School Students in Bangladesh. The study was all about
identifying the learning style preferences of English medium junior school students in
Bangladesh. A questionnaire was distributed to 500 randomly selected students from
the five topmost English medium schools of Bangladesh. The researcher used a
questionnaire that was taken from an unpublished dissertation and then modified it for
using in this research. The researcher define the learning style, and different types of
learning style models. This research mainly focuses on identifying the learning style
preferences of the junior school students in Bangladesh.

According to Kolb (1984), learning refers to the process whereby knowledge is

created through the transformation of experience. There are numerous definitions of
learning styles being used and redefined by researchers to suit purpose of their
studies. There is “perplexity that comes from deviation in the scale and scope of
learning, school achievement and other behaviour predicted by diverse learning style
terms” (Nel, 2008). As stated by numerous researchers, the term ‘learning style’ has
been defined differently by different people. For some, it is “congruent with ‘cognitive
style’, and for others it denotes preferred approaches to learning based on modality
strengths” (Nel, 2008).

Lawrence (1984) stated that the term learning style is used to “incorporate four
aspects of the person which include, cognitive style (preferred or habitual patterns of
mental functioning), patterns of attitudes and interests that affect an individual’s focal
point in a learning situation, a tendency to pursue situations attuned to one’s own
learning patterns, and an inclination to use certain learning strategies and evade
others”. Bennet (1979, p. 262) has defined learning styles as:

“A constant pattern of behavior and performance by which an individual

approaches educational experience. It is the composite of characteristics of cognitive,
affective and physiological behaviors that serve as relatively stable indicators of how
a learner perceives, interacts with and responds to learning environment. It is formed
in the deep structure of neural organization and personality which molds and is molded
by human development and the cultural experience of home, school and society.”

Stewart and Felicetti (1992) elucidated learning styles as those educational

conditions under which a student is most likely to learn. As such, learning styles are

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not really concerned with "what" learners learn, but rather "how" they prefer to learn
(Rosalind, 2001).

These models of learning styles provide good frameworks for designing

assessment instruments. It is difficult to single out learning styles without appropriate
assessment instruments. Beaty (1986) noted that teachers cannot recognize students’
learning styles meticulously without using any valid instrument. In addition, Dunn and
Dunn (1993) stated that a decisive, valid and comprehensive instrument can diagnose
many learning styles traits that perturb individuals. This chapter discusses a few
learning styles models that can be used in determining students learning styles.

The VAK learning style model is based on three main sensory receivers: Visual,
Auditory, and Kinesthetic to determine the dominant learning style (Clark, 2008). Clark
(2008) stated that:

“VAK is derived from the accelerated learning world and seems to be about the
most popular model as a result of its simplicity. While research has shown a connection
with modalities and learning styles (University of Pennsylvania, 2009), however the
research has so far been unable to prove the using one's learning style provides the
best means for learning a task or subject. This is probably because it is more of a
preference, rather than a style.”

According to Clark, learners use all three modalities to receive and learn new
information and experiences. Nonetheless, according to the VAK or modality theory,
one or two of these receiving styles are normally dominant. This dominant style
delineates the best way for a person to acquire new information by sifting what is to be
learned. This style may not always be similar for some tasks. The learner may prefer
one style of learning for one task, and a combination of others for a different task (Clark,
2008).

According to the VAK theorists, educators need to present information by using

all the three styles. This allows the learners to become involved, regardless of their
preferred learning style (Clark, 2008), thus VAK theorists have come up with three
main categories as follows:

1. Auditory learners often talk to themselves. They may also move their lips
and read out loud. They may have difficulty with reading and writing tasks. They

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 often do better in talking to a classmate or a tape recorder and hearing what
has been said.

2. Visual learners have two sub-channels - linguistic and spatial. Learners who
are visual-linguistic like to learn through written language, such as reading and
writing tasks. They remember what has been written down, even if they do not
read it more than once. They like to write down directions and pay better
attention to lectures if they watch them. Learners who are visual-spatial usually
have difficulty with the written language and do better with charts,
demonstrations, videos, and other visual materials. They easily visualize faces
and places by using their imagination and seldom get lost in new surroundings.

3. Kinesthetic learners do best by touching and moving. They also have two
sub-channels, which are kinesthetic (movement) and tactile (touch). They tend
to lose their focus or attention if there is little or no external stimulation or
movement. When listening to lectures, they may want to take notes for the sake
of moving their hands. When reading, they like to scan the material first, and
then focus in on the details to get the big picture. They use color highlighters
and take notes by drawing pictures, diagrams, or doodling. (Adapted from:
http://www.nwlink.com/~donclark/hrd/styles/vakt.html)

A study was conducted by Leite, W., Svincki M., & Shi Y. with the title the
VARK: Learning style inventory with multitrait- multimethod conformatory factor
analysis models. The authors examined the dimensionality of the VARK learning styles
inventory. The VARK measures four perceptual preferences: visual (V), aural (A),
read/write (R), kinesthetic (K). VARK questionnaire can be viewed as testlets because
respondents can select multiple items within a question. The correlation between items
within testlets are a type of method effect. Four multirait-multimethod confirmatory
factor analysis models were compared to evaluate the dimensionality of the VARK the
correlated method model had the best fit to the VARK scores. The estimated reliability
coefficient were adequate. The study found preliminary support for the validity of the
VARK scores. Potential problems related to item wording and the scale’s scoring
algorithm were identified, and cautions with respect to using the VARK with research
were raised.

The study was conducted by Tyas, P. A. and Safitri, M. (2017). The study was
all about investigating pre dominant learning style of third semester students of English

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language education program in faculty of cultural studies of Universitas Brawijaya
according to gender. All participants were administered an Indonesian translated
version of Reid’s (1984) Perceptual Learning Style Preference. Questionnaire
consisting of visual auditory, kinesthetic tactile group and individual included 30 items.
This study used quantitative survey designed and Microsoft Excel 2007 as the analysis
software. The result of the study showed that both male and female tend to be
kinesthetic.

Research done by Reid (1987) to know the learning style preferences among
ESL students in 43 university-affiliated intensive English language programs across
the United States, found that most Korean students preferred the visual learning style.
They were significantly more visual than U.S. and Japanese students (Reid, 1987).
The selection of visual learning style seemed minor to the native speakers which
negated Bennett’s (1979) research, which reported that ‘mainstream culture
emphasized visual learning through the written word’. As for the auditory style,
Japanese speakers least preferred this style compared to Arabic and Chinese
speakers who manifested a strong preference for auditory learning. Chinese speakers
had similar preferences with Korean, Indonesian and English speakers, all whom had
chosen the auditory learning style as their preeminent learning style. Reid’s study
found that most ESL students strongly preferred the kinesthetic learning style as a
major learning style. The strength of most ESL students’ preference for kinesthetic
learning has given significant implications for both teachers and students in rolling in
and learning English language programs (Reid, 1987).

In connection with this study, Reid found that Malay respondents were prone
to the kinesthetic learning style followed by tactile, auditory and visual. Based on the
research, Malay students’ preferred to move around and make physical contact during
their learning to enable them to comprehend the subject better. In terms of interaction,
the Malay respondents exhibited the highest scores for group learning style among all
the samples selected by Reid. According to Reid this could be attributed to the
influence of the students’ culture as well as previous educational experience that
emphasized the feeling of togetherness while attempting any learning activities. This
is a very important research as it has studied a Malay sample which is also the focus
of this study. In this study similar variables were investigated that is the most preferred
learning style of SMK Tengku Intan Zaharah students who were all Malay in learning
the 1119 English paper.

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 Reid’s findings are supported by Hamin, S. study (2000) which found that her
respondents also preferred to work in small groups and in pairs. Through this finding,
she concluded that the respondents “feel comfortable, productive and relaxed by
working in small groups and in pairs, where their voices would be heard, and views
listened to and valued ( Hamin, S. 2000).

Rosniah (2004) conducted another study with four less proficient first year
Bachelor of Arts students’ studies at Universiti Kebangsaan Malaysia. These students
scored less satisfactory results in the English proficiency exam. This study investigated
the major and minor learning style preferences of the students and to discover whether
the students could adapt to the other learning styles that were not their preferred styles.
The result shown that the students had multiple learning styles with at least a
Kinesthetic or Tactile as their major preferences (Rosniah, 2004). Besides, the
research revealed that students were having problems in coping with Visual and
Auditory activities during the early stage of the research. These students had
difficulties in listening to a passage without seeing it in written form. One of the reasons
according to the researcher was because the students were not familiar with the tasks
provided as they did not have the exposure and unfamiliarity with listening techniques
in school (Rosniah, 2004). However, throughout the eight months all the four students
manage to integrate well to the new Visual and Auditory learning styles. The
investigation supported Claxton and Murrel’s (1987) statement that personality traits
and information-processing is the most stable component of an individual learning style
and the least to change even been intervened by the teacher. This is also one of the
issues that were investigated in this research, which looking into the matter whether
the students of SMKTIZ will prefer Visual and Auditory for their most preferred learning
styles in learning the 1119 English paper.

Moreover, in this research, the researcher is interested in identifying the most

preferred learning styles of the students in SMKTIZ according to gender and also
slightly related to the students race as the entire sample used in this research are
Malay students. Almasa, Parilah and Fauziah (2009) had investigated UNITEN
(Universiti Tenaga Nasional) ESL students Perceptual Learning Style and had
analysed the differences in the learning styles based on students’ demographic factors
such as gender and race. 160 students were selected with racial composition of 56
Malays, 52 Chinese and 52 Indians. The study findings revealed that there as a
significant difference between male and female students towards Auditory and

9
Kinesthetic learning styles (Almasa, Parilah & Fauziah, 2009). The male students
favored Kinesthetic and Auditory learning styles more than the female students.
According to the researchers, the male students preferred field independency and they
were objective as well as analytically minded in processing the language and due to
that they were prone to Kinesthetic and Auditory learning styles. On the other hand,
the female students favored learning styles that associate with feelings, as they were
more reflective, field-sensitive and subjective compared to the male students. Besides
that, this research has given an insight of how ethnicity does play a major role in
students’ learning styles. The result revealed the Malay students preferred Kinesthetic
learning style but showed a negative learning towards Tactile learning style. Moreover
the Malay students reported to be minor in group and individual learning compared to
other races in the study. This research has somehow motivated the researcher to look
into the difference of learning styles according to gender and ethnicity, as it is important
to determine students learning styles especially for teachers as it will help them in
accommodating those differences in the classroom. By accommodating with the
differences of learning styles it will “influence students’ achievement at all levels”
(Almasa, Parilah & Fauziah, 2009). Due to that it is vital for the teachers or lecturers to
be aware of the students preferred learning styles Abdul and Abdullah (2000), stated
that “teachers who manage to understand and are aware of the students learning
styles will be able to adapt with appropriate teaching styles to suit the students as to
make the learning more effective”.

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 Methodology
This study is a descriptive research. Descriptive study, according to Best &
Khan (2011), describes and interprets what is. It is concerned with the conditions or
relationships that exist, opinions that are held, processes that are going on, effects that
are evident, or trends that are developing.

Research Locale
This study will be conducted at Central Mindanao University College of
Education.

Table 1 shows the breakdown of respondents from the research locale.

SECTION NO. OF RESPONDENTS

STEM-2A 25
STEM-2B 25
STEM-2C 25
STEM-2D 25
STEM-2E 25
STEM-2F 25
STEM-2G 25
STEM-2H 25
STEM-2I 25
STEM-2J 25
Table 1. Breakdown of the Respondents

Population
This research includes the selected Grade 12 Science and Technology,
Engineering, and Mathematics students of Central Mindanao University. There are 250
respondents overall. The respondents of the study are the Grade 12 STEM students
of Central Mindanao University.

Data gathering procedure

The first step that will be applied by the researchers is to secure a permit from
the classroom teachers by presenting a letter signed by the researchers and noted by
the Research Adviser.

The researchers will then go to the classrooms where they will personally
administer the questionnaires. Few minutes will be allotted in explaining the students
the purpose and the procedure of answering the questionnaire. Fishbowl sampling will
be used to select the respondents. 25 students will be randomly selected every
classroom.

The researchers will use the qualitative approach to interpret and analyze the
data that the researchers had collected in order to find underlying meanings and
patterns within it. The qualitative approach is suited to uncovering how the respondents
interpret situations, and what their perspectives are on preferred learning styles.
Furthermore, the use of qualitative approach in this research is to assist the researcher
to collect verbal data (Fraenkel & Wallen, 2008).

Data Gathering Instruments

This study will be done through a survey questionnaire given to the
respondents regarding their responses to the items in the questionnaires. Items 1-12
focused on the Visual learning styles, due to that the interview question asked by the
researcher was based on students’ preferences in learning via pictures, diagram and
a few. Items 13-24 looked at the Auditory learning style which the interview question
asked whether the students learnt best by listening to the teachers’ explanation, read
aloud or listening to audio recorder. As for items 25-36 focused on the Kinesthetic
learning style, thus the researcher asked questions pertaining the best way the
students learn through participating in the learning session by take part in drama or
role play. The students’ learning style will depend on which category they will get the
highest score.

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 References
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High School Students of La Consolacion University Philippines: Implication in
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Leite, W., Svincki M., & Shi Y. (2016). VARK: Learning style inventory with multitrait-
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Tyas, P., Safitri, M. (2017). Kinesthetic Learning Style Preferences: A Survey of

Indonesian EFL Learners by Gender. Retrieved from
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tyle_Preferences_A_Survey_of_Indonesian_EFL_Learners_by_Gender/down
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Ahmad, A.R., Noor, A.M. (2000). Kepelbagaian gaya pembelajaran pelajar dan
pencapaian akademik. Proceedings of National Education Seminar held on
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students. Science Research. 1(2), 9-17. Retrieved 15 August, 2010, from
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Norzila, A.R, Parilah, M. S., & Fauziah, A. (2007). Perceived and preferred teaching
styles (methods) of English for specific purposes (ESP) students. Social
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Almasa, M., Parilah, M. S., & Fauziah, A. (2009). Perceptual learning styles of ESL
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Bennett, C. (1979). Teaching students as they would be taught: The importance of

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Clark, D. (2008). Visual, Auditory, and Kinaesthetic Learning Styles (VAK). Retrieved
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OF These Learning Styles?. Retrieved from
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15
APPENDICES
 Letter of Permission to the Respondents

Republic of the Philippines

CENTRAL MINDANAO UNIVERSITY

University Town, Musuan, Maramag, Bukidnon

March 17, 2019

Dear Student,

Good Day!

We, the researchers from Grade 11 STEM1C are conducting a research study
entitled “Preferred Learning Style of Grade 12 Senior High School Science,
Technology, Engineering and Mathematics in Central Mindanao University.” In
connection with this, we humbly ask for your participation on this study as our
reference. We would greatly appreciate it if you could answer this questionnaire.

We believe that you are with us in our enthusiasm to finish this requirement. We hope
for your positive response on this humble matter. Rest assured that the data we will
gather will remain absolutely confidential and to be used on academic purposes only.

Thank you very much!

Respectfully yours,

Researchers
Richard R. Villar
Monique N. Gonzales
Mena Inez B. Salido
Babylyn D. Conde Noted By:
Reinamarie Angel Therese P. Booc Ms. Marilag T. Mateo
Research Insturctor

17
 Survey Questionnaire
Name (optional): _______________________________________________
Age: _________________
Gender: Male Female
Section: STEM2____
Average Grade (1st Semester): _____________________

Read each statement carefully. To the right of each statement, put check that best
describes how each statement applies to you by using the following guide:

1 2 3 4 5
Almost Never Applies Once Sometimes Almost Always
Often Applies
Applies in a While Applies Applies

Answer honestly as there are no correct or incorrect answers. It is best if you

do not think about each question too long, as this could lead you to the wrong
conclusion.
BIL STATEMENTS
1 I take lots of written notes and/or draw mind maps.
2 When talking to someone else I have a difficult time
understanding those who do not maintain good eye
contact with me.
3 I make lists and notes because I remember things better if I
write them down.
4 When reading a novel, I pay a lot of attention to passages that
picture the clothing, description, scenery, setting, etc.

5 I need to write down directions so that I can remember them.

6 I need to see the person I am talking to in order to keep my

attention focused on the subject.
7 When meeting a person for the first time, I notice the style of
dress, visual characteristics, and neatness first.
8 When I am at a party, one of the things I love to do is stand
back and people-watch.
9 When recalling information I can see it in my mind and
remember where I saw it.
10 If I had to explain a new procedure or technique, I would
prefer to write it out.

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11 In my free time, I am most likely to watch television or read.

12 If my teacher has a message for me, I am most comfortable

when he or she sends a memo.
13 When I read, I read out loud to hear the words in my head.

14 When talking to someone, I have a difficult time

understanding those who do not talk or respond to me.
15 I do not take a lot of notes but I still remember what was said.
Taking notes often distracts me from the speaker.
16 When reading a novel, I pay a lot of attention to passages
involving conversations, talking, dialogues, etc.

17 I like to talk to myself when solving a problem or writing.

18 I can understand what my teacher says, even if I am not

focused on him/her.
19 I remember things easier by repeating them over and over
again.
20 When I am at a party, one of the things I love to do is talk in-
depth about a subject that is important to me with a good
conversationalist.
21 I would rather receive information from the radio, rather
than read a newspaper.
22 If I had to explain a new procedure or technique, I would
prefer explaining it.
23 In my free time I am most likely to listen to music.
24 If my teacher has a message for me, I am most comfortable
when he or she calls me on the phone.
25 I am not good at reading or listening to directions. I would
rather just start working on the task or project at hand.

26 When talking to someone, I have a difficult time

understanding those who do not show any kind of emotional
or physical support.
27 I take notes and doodle (sketch), but I rarely go back to look at
them.
28 When reading a novel, I pay a lot of attention to passages
revealing feelings, moods, action, drama, etc.
29 When I am reading, I move my lips, without even make my
voice audible.
30 I often having conversation, about places or things, and use
my hands a lot when I can't remember the right thing to say.

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31 My desk appears disorganized.
32 When I am at a party, one of the things I love to do is enjoy
the activities such as dancing, games, and totally losing myself
in the action.
33 I like to move around. I feel trapped when seated at a desk for
long periods of time.
34 If I had to explain a new procedure or technique, I would
prefer actually demonstrating it.
35 In my free time, I am most likely to exercise.
36 If my teacher has a message for me, I am most comfortable
when he or she talks to me in person.

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 Time Table
ACTIVITY DATE

Proposal Defense March 11-15, 2019

Pass a request form to the registrar’s office March 25-27, 2019

for the list of names of all Senior High Grade
12 STEM students.
Entry Protocol March 28-29, 2019

Survey April 1-5, 2019

Data Gathering April 8-12, 2019

Data Analysis April 15-19, 2019

Results and Discussion April 22-24, 2019

Finalizing Manuscript (ready for printing) for April 29- May 12, 2019
oral defense.
Final Research Defense May 13-15, 2019

Finalization of Manuscript May 16-17, 2019

Submission of Manuscript May 20, 2019

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