LEARNING TECHNIQUES OF GRADE 11 ABM, GAS, & STEM As students’ motivation will be sustained and they can progress
ustained and they can progress well in the
CHAPTER 1
THE PROBLEM AND ITS BACKGROUND
In this chapter, the researchers presents the problem and the
background of the research.
Introduction
Learning is a very important thing in our life. Every day a person
learns new things until the end of their life. People cannot stop the learning and
everyone starts learning from childhood.
Different Learning Styles Students have different ways to learn.
Some people are hands on learners or visual learners. Teachers try to adapt the
way they teach; to the way their students learn the best. The information that is
being taught should be made fun so that the students remember the information.
Learners adopt their own methods and strategies depending on their
styles of learning. They select the more appropriate strategies to fit their
learning styles. This paper focuses on the role of learning techniques of students
to help the teachers’ awareness inside the classroom. It is the responsibility of
the teacher to be aware of the learning techniques of the learners to make the
learning teaching process an effective one.
Background of the Study
Learning is an interaction process between students and teachers and
study material in teaching learning process (UUSPN No.20, 2003). In other
words, learning is a process to help the students to study well. The media and
the method of learning process in transferring the material will be an important
factor to get the best result.
There are different methods of delivery to students, one of them the
lecture method.The lecture method is the explanation and narrative verbally by
teacher in the class, while the role of student is to listen carefully, and noted of
which presented by the teacher (Surahmad, 2003). The lecture method has
disadvantage that the interaction to be centered on teachers so teachers cannot
know with certainty how far students understand about the material
(Muhammad, 2011). This has resulted in education institutions paying a great
deal of attention to students’ learning styles in order to nurture them to be
responsible towards their own learning process so that they can achieve
excellent results in the national examinations.
“Some students prefer to learn by themselves in their own time, in
familiar surroundings rather than in groups. Students tend to perceive
information differently, such as by viewing and listening, reflective and acting,
to reasoning logically and intuitively and also scrutinizing and visualizing”
(Felder & Henriques, 1995, p. 1). This has clearly portrayed that all students
display characteristics of various dimensions, and may move from one extreme
to the other depending on the topic, its context, and the particular task demands
made on the students (Wong, 2004, p. 9). The learning styles of the students
influence their ability to acquire information and respond to the learning
environment (Azlinda, 2006, p. 1).
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 skills and inclinations.
language learning process” (Azlinda, 2006, p.1).
If simple techniques were available that teachers and students could
use to improve student learning and achievement, would you be surprised if
teachers were not being told about these techniques and if many students were
not using them? What if students were instead adopting ineffective learning
techniques that undermined their achievement, or at least did not improve it?
Shouldn’t they stop using these techniques and begin using ones that are
effective? Psychologists have been developing and evaluating the efficacy of
techniques for study and instruction for more than 100 years.
Nevertheless, some effective techniques are underutilized—many
teachers do not learn about them, and hence many students do not use them,
despite evidence suggesting that the techniques could benefit student
achievement with little added effort. In addition, some learning techniques that
are popular and often used by students are relatively ineffective.
One potential reason for the disconnect between research on the
efficacy of learning techniques and their use in educational practice is that
because so many techniques are available, it would be challenging for educators
to sift through the relevant research to decide which ones show promise of
efficacy and could feasibly be implemented by students (Pressley, Goodchild,
Fleet, Zajchowski, & Evans, 1989). Therefore, teachers should not disregard
the importance of choosing the appropriate teaching method to suit students’
learning styles, as both teaching and learning styles play a crucial role in
language learning development and achievement.
Statement of the Problem
This research aims to answer the following questions:
1.) What are the learning techniques of the students from grade 11
ABM, GAS and STEM of Holy Rosary Academy of Las Pinas
City?
Objectives of the Study
The following are the objectives of this research:
• To be able to know the learning techniques of the students
from grade 11 ABM, GAS and STEM of Holy Rosary
Academy of Las Pinas City.
Assumptions
The researchers assumes that the students from grade 11 ABM, GAS
and STEM uses learning techniques such as:
1.) Writing some importance details about their lesson.
2.) Highlighting key words.
3.) Do some research in the library or internet search engine.
Study Framework
This contains the theoretical and conceptual framework of the study.
Theoretical framework consists the theories about the researcher’s study. While
the Conceptual framework consists the diagram and explanations about the
researcher’s study.
Theoretical Framework
John Flavell introduced the theory about metacognition in the early
1970’s. Flavell (1979) viewed metacognition as learners' knowledge of their
own cognition, defining it as 'knowledge and cognition about cognitive
phenomena'. Metacognition is often referred to in the literature as 'thinking
about one's own thinking', or as 'cognitions about cognitions'. In a much simpler
definition, the word “Meta” means self-referential and the word “Cognition”
means the process of acquiring knowledge through thought or experience
according to Google Dictionary. Therefore, metacognition is defined as the
awareness of one’s own thought processes.
Metacognition is a way for students to cope up with their studies.
The students may want to learn more about their specific topic. Thus, the
students will start to process in their minds about which type of learning
techniques would they use to be able to gain more knowledge with their lesson.
Other students may start to dissect the given information by searching the
meanings of the words. Other students may also ask their subject teacher, search
the web, read books and articles or create their own examples and other students
may want a visual representation about the given topic. From this way of
thinking, students would be able to make a transition from “I can’t learn” to the
proactive “How I will learn?”
Conceptual Framework
Figure 1. The Theory of Metacognition by John Flavell (1970);
Metacognition — Using Personalized Theories for Learning
https://www.asa3.org/ASA/education/teach/active.htm#way
From the specific topic given, the students would be able to process
how would they learn more or gain more knowledge about it. Therefore, the
students will create their own learning techniques in which the teachers will
improve or create a new teaching strategy, thus, the students would be able to
understand the topic or lesson.
Scope and Delimitation of the Study
This research focuses on different learning techniques that may be
able to help Senior High School learning techniques of the students from grade
11 ABM, GAS and STEM students and teachers of Holy Rosary Academy of
Las Pinas City. It will be able to determine which learning techniques will be
effective for students to understand the lesson well.
Significance of the Study
The significance of the study will not just benefit the researchers
that they will know the students’ preferred learning techniques but also the
others who has a problem identifying the students’ preferred learning
techniques. This part includes the potential benefits of the research.
To the Government
The outcome of the study will help the government enlighten the
teachers to improve their teaching skills by informing them the
different learning techniques.
To the Management
The given data will give information to the management that
students will learn by using different learning techniques. They may
introduce the different learning techniques to the other teachers so
they can apply it in class.
To the Students
The result of the study will help the students to understand the lesson
well. It will encourage the students to study well due to different
learning techniques. This study will help specially those students
having a hard time to catch up the lessons.
To the Teachers
The given data will provide an idea that the teachers may use in class
by applying the different learning techniques. The teachers would be able to
understand why students does not catch up some lessons. The
subject teachers will be able to know how their students learn. According to
Jeanne Shay Schumm and Maria Elena Arguelles, “No two learners learn
alike.”
To the Parents
Like teachers, the result will inform them that their children do not
catch up some lessons due to lack of learning techniques in which
the teacher of their children should have.
To the Future Researchers
The outcome of the study will help the future researcher by having
an idea which learning techniques would be helpful for the students
to understand the lesson well.
Definition of Terms
These are the terms that are used by the researchers and its
definitions:
Learning. Learning is the process of acquiring new, or modifying existing,
knowledge, behaviors, skills, values, or preferences that is acquired through
experience, study, or being taught.
Techniques. A way or method for someone to carry out a specific task that may
require planning and skills.
CHAPTER 2
REVIEW OF RELATED LITERATURE
In this chapter, the researchers are going to cite some related literatures and
studies that they found from different sources that can possibly elaborate why
they chose those variables stated on chapter one. These research aims to adapt
the students' learning techniques. By that, the teachers can make or improve
their teaching method to help their students to learn better.
Active Learning Techniques versus Traditional Teaching Styles
According to McCarthy (2000), group role-playing and
collaborative exercises are exciting ways to diversify college students'
classroom experience and to incorporate active learning into your teaching.
This article reports the results of two experiments that compared the
effectiveness of role-playing and collaborative activities to teacher-centered
discussions and lectures.
Active Learning Techniques versus Traditional Teaching Styles,
reports the results of two experiments that compared the effectiveness of role-
playing and collaborative activities to teacher-centered discussions and
lectures. Using both history and political science classes, the studies found
that students who participated in the role- plays and collaborative exercises
did better on subsequent standard evaluations than their traditionally
instructed peers.
Active Learning Techniques to Empower Students
According to Jacobson et al. (1995), as students grapple with new
and often confusing information technologies, librarians must be able to adapt
their teaching methods to address student anxieties, while simultaneously
enhancing student learning.
In other words, as students grapple with new and often confusing
information technologies. We must development activities, which allow
students to both confront and think critically about new material and concepts.
In this article, it discussed the active learning techniques on how to help
students enhance their thinking capacity.

Assignments can be an Effective Learning Technique
According to Norma C. Holter (2010), “For almost a decade,
studies have concluded that sole reliance on the lecture method is not effective
because the student is the passive recipient in the learning process.” Yet the
lecture format teaches many of the company lessons in higher education.
When applied to team tasks, it explores the benefits of cooperative learning.
Team tasks are suggested as a complement to the lecture, an active application
of theory. It discusses a team assignment framework and the "free rider" issue.
Classroom Assessment Techniques
According to Thomas A. Angelo & K. Patricia Cross (2010),
“Learning can and often does take place without the benefit of teaching – and
sometimes even in spite of it – but there is no such thing as effective teaching
in the absence of learning. Teaching without learning is just talking.”
Effective assessment begins with clear goals. It usually takes some
hard thinking before teachers can articulate the specific skills and
competencies. They hope to teach through the course content. What is most
important to teach and what students should really learn. Classroom
Assessment Techniques give faculty feedback on how well they are achieving
their teaching goals.
Definitions of Learning Styles
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 behavior 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).
Factors in Disengagement
In Australia, a study shows that the profile background of student
is affected by national policies and state policies; the local community; the
student’s family, peers; features of the school and its program in student
disengagement or non- participation.
An improvement and development of this factors can use against
disengagement in the study. By considering each factor of the student, a good
program and teaching style might help them to cope up in more learning that
is effective.
Flow Theory
A flow theory view of student engagement Csikszentmihalyi
(1990a) reported that when people experience optimal experience they often
used the term flow. Base on him the higher the level of challenge the higher
the level of skill is required. The effort must balance to meet the goal by
demanding more work but the enjoyment of the experience after finishing task
proves their skills.
The study suggests that the more difficult the task can be, the more
it stimulate the brain. The task also helps the student to improve their skill and
in this way, the student can prove what they got and what they can do.
Improving Students’ Learning with Effective Learning Techniques
According to Dunlosky et. al (2013), many students are being left
behind by an educational system that some people believe is in crisis.
Improving educational outcomes will require efforts on many fronts, but a
central premise of this monograph is that one part of a solution involves
helping students to better regulate their learning with effective learning
techniques. The techniques include elaborative interrogation, self-explanation,
summarization, highlighting (or underlining), the keyword mnemonic,
imagery use for text learning, rereading, practice testing, distributed practice,
and interleaved practice.
Inexpensive Techniques to Improve Education
According to Roediger et al. (2012), cognitive and educational
psychologists identified strategies that greatly improve learning and retention
of information. It can definitely help to improve learning without wasting too
much money and those techniques are actually effective.
The need to improve the educational system has never been
greater. People in congress and business argue for expensive technological
applications to improve education despite a lack of empirical evidence for
their efficacy and these techniques are not generally applied in education nor
taught in education schools.
Preferred Learning Styles of Students
According to Wan Shaaidi, Wan Raihan. (2012), some students
prefer to learn by themselves in their own pace, in familiar surrounding rather
than in groups. Students tend to perceive information differently, such as by:
“viewing and listening, reflection and action, to reasoning logically and
intuitively and also scrutinizing and visualizing” (Felder & Henriques, 1995).
This has resulted in education institutions paying detail to students’
learning styles to nurture them to be responsible towards their own learning
process. With this in mind, a study was conducted to investigate the most
preferred learning styles of students taking English 1119 paper in SMK
Tengku Intan Zaharah and if the teachers were aware of these learning styles.
More specifically, the study aims to identify the most preferred learning styles
of students learning the 1119 English paper according to gender and academic
streams (Pure Science and Account).
In addition, this study investigated whether their teachers are aware
of the learners’ language learning needs. This research found out that the most
preferred learning styles of the students is Visual learning style while the
major factor that influenced their learning style is that they are ‘digital
natives’. Finally, this study revealed that the teachers were aware of the
students’ preferred learning style and tried their best to match their teaching
styles to suit the students’ preferences. From these findings, a few
recommendations suggested that it is crucial to understand the importance of
learning styles, to be effective and sensitive in teaching styles, to have flexible
and wide-ranging instructional planning, and use diversity of teaching aids.
Reading Is Not Studying
According to Davis (2007), active studying does not mean
highlighting or underlining text, re-reading, or rote memorization. Though
these activities may help to keep you engaged in the task, they are not
considered active studying techniques and are weakly related to improved
learning.
Organization and planning will help you to actively study for your
courses. When studying for a test, organize your materials first and then begin
your active reviewing by topic (Newport, 2007). Often professors provide
subtopics on the syllabi. Use them as a guide to help organize your materials.
Label each pile with the topic and study by topics.
Secrets in Learning
According to (McDaniel et al., 2011; McDaniel, Roediger &
McDermott, 2007; Roediger, Putnam & Smith, 2011), the secret to doing well
is testing yourself on what you’ve studied — asking yourself questions,
retrieving the answers, going back and restudying what you didn’t know, and
testing yourself again and again until you learn the material. Even when you
learn it, you need to keep testing yourself regularly over the semester so that
what you have learned stays learned.
Student’s Participation
 Harris (2008) conducted an investigation of teachers’ conception
of student engagement in studying. His study suggested different categories
“participating in classroom activities and following rules; being interested in
and enjoying participation in what happen at school; being involve in thinking
learning to reach goals; and Owning and valuing learning”(p. 65)
He interpreted these categories as concerning behavioral
understanding of engagement, a psychological focus and emphasis on
cognitive engagement.
Techniques for a lifelong learning
Effectiveness of an oral presentation relies upon on the capacity of
the speaker to speak with the audience. According to Jannette Collins (2004),
“a necessary section of this conversation is focusing on two to 5 key points
and emphasizing those factors throughout the presentation.” Everything in the
presentation should be purposeful and directed at facilitating learners’
fulfillment of the objectives. This necessitates that the speaker has cautiously
developed the objectives and constructed the presentation around attainment
of the objectives.
A presentation should be intended to include as much attendance
as possible, regardless of the audience's size. Encouraging audience
involvement techniques include questioning, brainstorming, small-group
activities, role-playing, case-based examples and direct listening.
Techniques to Support Students’ Motivation and Achievement
According to Cauley et al. (2010), Formative assessment can have
a powerful impact on student motivation and achievement. This article
discusses five key practices that teachers can use to gather important
information about student understanding, provide feedback to students, and
enable students to set and attain meaningful learning goals. Each of the
techniques can enhance student motivation as well as achievement. This
article discusses five key practices that teachers can use to gather important
information about student understanding. Each of the techniques can enhance
student motivation as well as achievement.
Formative Assessment can have a powerful impact on students’
motivation and achievements. When students and teachers attribute student
successes to effort, these attributions supports future successes.
The Theory of Metacognition
John Flavell introduced the theory about metacognition in the early
1970’s. Flavell (1979) viewed metacognition as learners' knowledge of their
own cognition, defining it as 'knowledge and cognition about cognitive
phenomena'. Metacognition is often referred to in the literature as 'thinking
about one's own thinking', or as 'cognitions about cognitions'.
In a much simpler definition, the word “Meta” means self-
referential and the word “Cognition” means the process of acquiring
knowledge through thought or experience according to Google Dictionary.
Therefore, metacognition is defined as the awareness of one’s own thought
processes.
Metacognition is a way for students to cope up with their studies.
The students may want to learn more about their specific topic. Thus, the
students will start to process in their minds about which type of learning
techniques would they use to be able to gain more knowledge with their
lesson. Other students may start to dissect the given information by searching
the meanings of the words. Other students may also ask their subject teacher,
search the web, read books and articles or create their own examples and other
students may want a visual representation about the given topic. From this
way of thinking, students would be able to make a transition from “I can’t
learn” to the proactive “How can I learn?”
Students are not the only one who will benefit because the subject
teachers will be able to know how their students learn. According to Jeanne
Shay Schumm and Maria Elena Arguelles, “No two learners learn alike.” It is
because there are factors that influence the acquisition of basic literacy skills
like cognitive, physical, language, personality, educational and family factors.
Visual Learners, Additive Learners, Read Style Learners, and
Kinesthetic Learners (VARK)
Center's (2016) study found the following: Research on learning
designs within the 1970s (Kolb’s Experiential Learning Model) and 1980’s
(Honey and Mumford’s social control Model) united in the 1990’s as Neil
Fleming developed The VARK form.
VARK deals with four primary learning designs. Visual learners
like better to see diagrams, maps and graphics. Additive learners like lectures
or hearing explanations. Those who have the read/write style, like data written
out, whereas kinesthetic learners like active learning experiences like
simulations or demonstrations.
These four designs will overlap in people who have multimodal
style. Many lecturers have used VARK with their students, therefore it is
common to encounter a student during a category who is extremely vocal
concerning having a learning style and feeling they cannot learn in different
ways. Though the terms learning style and learning preference are used
interchangeably within the literature, it is necessary to assist students draw a
distinction if they believe their style is ready in stone and that they cannot
learn in alternative ways. For instance, students who believe they will only
learn through a visible style could question, “Why are you not using
PowerPoint or posting your notes online, even though that doesn’t work with
the pedagogy of the course.” The teacher ought to have a conversation with
them regarding study methods for his or her course, such as creating their own
diagrams from their notes.
Synthesis
Learning is the ability to lean and technique is the way or strategy
of someone to do a certain task. Learning techniques are often related to
cognition and metacognition for its definition are mostly alike. Cognition is
the ability to acquire new knowledge and Meta means being self-reliant. There
are various ways, strategies, or techniques for a student to learn at something
better but no two learners are alike since students have different kind of ways
to have a cognitive process in learning. The teachers are ignoring some of
them because not all students are able to ask questions or open-up for many
kinds of reasons. It is important to remember that everyone learns differently.
There are 17 RRL’s in total. 7 Articles; 4 Books; 2 Blog Posts 4
Research/Study; 1 Presentation Paper.
CHAPTER 3
DESIGN AND PROCEDURE
In this chapter, you will find out the research design and
procedures for data collection. As well as the different sampling and sampling
techniques, research instrument and statistical tools that the researchers will
use for this study.
Research Design
The research design for this research is quantitative. Since the
topic is about the learning techniques of grade 11 ABM, GAS, and STEM, the
researchers must find out specifically what are the student preferred learning
technique that must be implemented more in schools. The researchers are
aiming for statistical results that are interpreted objectively.
Sample and Sampling Technique Used

The sample that the researchers will take as respondents are the
grade 11 ABM, GAS, and STEM from Holy Rosary Academy of Las Piñas
City School Year 2019-2020. The sampling technique that the researchers will
be using is Simple Random Sampling under the Probability Sampling because
it is not needed to get the prior information and to have equal chance to be a
respondent.

Research Instrument

The instrument used by the researchers was a survey. They used

survey to gather information needed.
The draft of the questionnaire was based on the researchers’
readings about the different learning techniques that can help students
understand their lesson very well. In this way, the researchers can collect
response to the chosen students of grade 11 ABM, GAS, and STEM from
Holy Rosary Academy of Las Piñas City School Year 2019-2020.

The material that was used for the questionnaires are papers,
preferably a standard short bond papers. The questionnaires are distributed by
the researchers using the RTR or room-to-room method.

Data Collection Procedure

The data collection process was formally conducted with a letter

requesting permission to survey the chosen students of grade 11 ABM, GAS,
and STEM from Holy Rosary Academy of Las Piñas City School Year 2019-
2020 by the researchers. The researchers will find out the views of students
about their techniques in learning.

The researchers will give respondents an orientation on what they

are going to do. In view of the purpose of this study, the researchers depend
mainly on students perspectives as a source of data collection.

Data Analysis Procedure

This research used descriptive statistics analysis wherein the data

is summarized in a useful and informative way. The researchers used a bar
chart to show the results and comparison among the preferred learning
techniques of the students. The researchers come up with this procedure to
indicate results from the data collection in a more meaningful way.

Statistical Formula Used

The statistical tools is needed to use when analyzing a data. The

researchers will use frequency in determining the number of respondents
included in each category of variable. As well as percentage in order to in
determining the percentage of students with their ways and opinions on their
learning technique

The statistical formula that will be used is Slovin’s formula

because it is used to calculate an appropriate sample size from a population

The researcher use the Slovin’s formula as the statistical tool because it is
used to calculate the sample size given the population size and a margin of
error (e). In addition, it is used to calculate an appropriate sample size from a
population.

-It is computed as n=N/(1+Ne^2 )

Whereas,
n = no. of samples
N = total population
e = error margin / margin of error