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CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

Introduction

Learning can be defined as permanent changes in behavior induced by life. It

is a knowledge that is gained and acquired through living, and also a process whereby

knowledge is created through the transformation of experience. Facilitating the

learning process is the primary aim of teaching. Understanding the learning behavior

of the students is considered to be a part of the process of learning. Therefore the

concept of learning style has become a popular topic in recent literatures, with many

theories about learning styles put forward to better understand the dynamic process of

learning.

“Learning Style”, a comfort of an individual to be able to understand and gain

new information and learning in its own unique way. It can also be a new strategic

instrument to improve student’s academic performance as visual, kinesthetic, and

auditory.

Additionally, learners could have different learning styles namely: Visual,

auditory and kinesthetic learning style. Visual learning style is defined as the gaining

of information through the use of images, videos, tutorials, and other visual materials.

Next is auditory learning style, it is when the learners much prefer to study in a quiet

place or listening to music, speaking, and through the use of other audio materials.

Lastly is kinesthetic, it is when the learners used to gain information by application,

handy work, and actual making to retain the learning in their memory.

According to Ibrahim R.H. and Hussein D. (2016) learning style refers to the

ability of learner to perceive information in learning situation. Visual, auditory, and

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kinesthetic (VAK) learning style is a learning style in which students use three of

sensory perception to receive information. Visual learners learn through seeing, so

tools like diagrams, flowcharts, pictures, and symbols as the key for better

understanding concepts. Auditory learners learn through listening. As such, attending

lectures, tutorials and group discussion are really significant to them. Kinesthetic

learners learn through doing. They learn by trying to take an example from the text, or

lecture, or lab, and then try creating your own example.

Many researchers studied the relationship between the learning style and

academic performance of High School, college and Elementary students. They

conducted certain studies on how learning styles affect the academic performance of

the said students and formulated possible solutions and recommendations for the

improvement of their academic performance.

Since K-12 program, is timely and relevant to the Philippines, and senior high

school was just freshly introduce, the researchers found out that there is no further

study that focuses only on the learning style and its correlation to the academic

performance of senior high school students.

The researchers conducted a quantitative study that will investigate the

relationship between learning style and academic performance among grade 11 senior

high school students. The researchers contextualized the quantitative study in the

grade 11 senior high school students at Vicente P. Trinidad National High School.

The purpose of this study is to determine the relationship between learning

styles and academic performance of senior high school students. The researchers

aimed to know the preferred style of learning of the grade 11 students in order to

improve their academic performance

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Statement of the problem

The general problem of this study is: how may the learning style correlate to

the academic performances of the senior high school students.

Specifically, it sought to answer the following questions

1. What is the demographic profile of the respondents?

2. What is the academic performance of the respondents in terms of their general

average during first grading period of the 1st semester in S.Y. 2019-2020?

3. What is the preferred learning style of senior high school students?

4. Is there a significant relationship between learning style and academic

performance of senior high school students?

Significance of the study

This study was conducted to determine the learning styles of the grade 11

senior high school and how does it correlate to their academic performance. The result

of the study will be great significant to the following:

Students – This study benefited the learners in the sense of helping them to

know their own prefer learning style, and give them further knowledge about the

relationship of learning style and academic performance.

Teachers – This study served as a guide to understand the various learning

style favored by the learners. The given data enabled the teachers to match their

teaching strategies to their students learning styles by explaining and presenting

things in different ways using alternative teaching aids and techniques and tailoring

the activities that they provide to suit their student’s learning style.
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Parents – Like the teachers, the parents benefited by this study in a sense that

they will have further understanding about the different learning style of their

children. Furthermore, it gives them an idea on how they can help their children to

develop their learning style towards good academic performance.

School Administrators-The given data guided the teachers and administrators

on what to do and what program to conduct in order to enhance the students learning

style towards academic performance.

Future Researchers: To conduct a further study that will fills other gaps.

Furthermore, it served as the guide for them to provide deep understanding with

regards to learning style of senior high school students and their academic

performances.

Scope and delimitation of the study

This study limits its coverage only to the grade 11 senior high school students.

Its main purpose is to determine the learning style used by the students and its

correlation to their academic performance. This study conducted at the senior high

school building in Vicente P. Trinidad National High School located at Ruby St.,

Phase V, Sta. Lucia Village Punturin Valenzuela City. The timeframe of this study is

limited only for the second quarter of second semester in school year 2019-2020.

The study is limited only to a small number of respondents. The results and

findings may differ upon the number of respondents because if there are more

respondents’ different results may find and it will give more accurate learning styles

of grade 11 senior high school. Furthermore, the study did not include: the effect of

teaching strategies to the learning style of the students in academic performance, and
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comparison of learning style among senior high school to junior high school. Also,

the study did not include the comparison of learning style among tracks and the

concept of multiple intelligences in identifying student ways of processing

information.

The study focused only to the three learning styles which are visual, auditory

and kinesthetic (VAK), and its relationship to their academic performance. The

respondents had given a questionnaire containing a question used to determine the

different learning style of the students.

As the researchers only focused on three mention learning style, they did not

include other leaning styles aside from visual, auditory and kinesthetic. Therefore, this

study suggest to the future researchers to find what are the other learning styles of the

senior high school student and also it suggests to the future researchers to focus on

this area that the researcher did not include.

Definition of terms

The following terms are being defined conceptually;

Academic Performance- It is defined as how well a student meet the standards

set out by the by the local government which is the Dep-Ed and its institution.

Furthermore, it is a result of every action and performance of the students inside the

school.

Learning Style- defined as the way human beings prefer to concentrate on or

to learn in an easiest way, store and remember new and/or difficult information It is a
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comfort of an individual to be able to understand and gain new information and

learning, can also be a new strategic instrument to improve student’s academic

performance as visual, kinesthetic, and auditory.

Learning – a process of gaining information through experience and the use of

learning styles

Auditory learning style- is defined as the gaining of information through

listening to music, speaking, and other audio materials. It enables auditory learners to

learn best by hearing or through verbal communication.

Kinesthetic learning style- is defined as the gaining of information by

application, handy work, and actual making to retain the learning in their memory. It

is the prefer learning style by kinesthetic learners wherein they are comfortable to

learn things by applying and performing it handily.

Visual learning style- is defined as the gaining of information through the use

of images, videos, tutorials, and other visual materials. It is the prefer learning style

by visual learners wherein they use those sensory objects and images which stimulate

and support learning.

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CHAPTER II

THEORETICAL FRAMEWORK

This chapter presents a substantial amount of literature at the beginning of the

study to provide direction to the research question and hypothesis. It is also used to

introduce a problem or to describe in detail the existing literature in the “learning style

and academic performances of senior high school students”, or more other similar

phrase. Furthermore, this chapter also introduce relevant theories, and describe each

theory that will be used and suggest why it is a useful theory to examine.

Relevant Theories

The researchers present the following relevant theories that are related to the

study of relationship of learning style and academic performance of senior high

school:

Meta-cognition – this theory is first to defined by Flavell (1978). It is a

knowledge that takes as its object or regulates any aspect of cognitive endeavor. The

term meta-cognition used to describe the awareness of knowing in relation to

memory. Brown and Baker (1984) further defined the idea of meta-cognitive

knowledge by emphasizing the difference between static and strategic knowledge.

Static knowledge is what people are able to verbalize about cognition; whereas

strategic knowledge consists of strategies that people used to regulate in a particular

cognitive activity. In addition, meta-cognition is an awareness of what skills,

strategies and resources are needed to perform the task effectively.

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In similar to this theory, the study is also discusses about learning by using

meta-cognitive thinking skills and it will be more maximize through the use of

learning style. Moreover, like what the theory says, the meta-cognition used to

describe the awareness of knowing in relation to memory. Meaning to say, using

visual, auditory and kinesthetic learning style can help the learner retain the

knowledge durably and easily.

Constructionism – this theory states that a learner are constructing knowledge

and learning through experience. Constructionism is a building of knowledge

structure through progressive internalization of actions. It then adds the idea that this

happens especially suited and appropriate in an environment where the learner is

consciously engage in constructing knowledge while doing an actual work. In

addition the theory says that the learners should have greater focus on learning

through making rather than cognitive potentials (Papert, 1980, p.1)

The theory is closely related to the study particularly in kinesthetic learning

style where in it says that learners who have this kind of learning style are very much

prefer to gain knowledge through making, handy works, actions and applications. The

theory helps us understands how the ideas are formed and transformed when

expressed through different media, when actualized in a particular environment, and

when work out in individual minds.

The theory that supported to the study is the VAK theory it is designed to

describe how distinct type of learner’s process information. VAK stands for visual,

auditory, and kinesthetic. The VAK learning style uses the three main sensory

receivers to determine a person’s preferred learning style. The Visual learners learn

best from charts, graphs, pictures, videos and others. They process the information
 9

much quicker when the information is presented in front of them while auditory

learners learn best through listening such as discussion, talking things through and

listening to what others have to say and lastly kinesthetic learners learn best through

moving, doing and touching. They learn through hands on approach and actively

exploring the physical world around them. This theory was pioneered in 1987 by Neil

Fleming.

As similar to the theory, the researchers also focus to the three types of

learning style namely: visual, auditory and kinesthetic. Visual learning style is defined

as the gaining of information through the use of images, videos, tutorials, and other

visual materials. Next is auditory learning style, it is when the learners much prefer to

study in a quiet place or listening to music, speaking, and other audio materials.

Lastly is kinesthetic, it is when the learners used to gain information by application,

handy work, and actual making to retain the learning in their memory.

Related Literature

On one hand, the concept of learning style became synonymous with the

concept of multiple intelligences. According to the theory of multiple intelligences,

human being has one central “computer “where intelligence stored” (Howard

Gardner, 1983). Meaning to say, different intelligences are being installed and used at

the same time and depending upon the situation.

On the other hand, learning styles based on the study of Barbara Prashnig

(2005), defined as the way human beings prefer to concentrate on or to learn in an

easiest way, store and remember new and/or difficult information. It means that a

learner has one dominant unique way of gaining knowledge which is called the

learning style. On the other hand, multiple intelligences did not give information
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about the specific learning needs of a student has during the information intake

process.

It only scopes the ability to reason, calculate and handle logical thinking while

in the other hand learning style are the ways in which an individual approach a

range of tasks. It provides insight into students’ reflective or impulsive thinking

styles, sequential or simultaneous brain processing and overall possibilities for either

analytic or holistic brain dominance (Prashnig, 2005).

Moreover, learning style is defined as consistent way of functioning that

reflects the underlying causes of learning behavior. It is both a characteristic which

indicates how a student likes to learn, as well as instructional strategy informing the

cognition, context and content of learning. Previous studies have reported that

student’s learning performance could be improved if proper learning style dimensions

could be taken into consideration when developing any learning or instructional

process (Graff, Liu &Kinshuk, 2010). Furthermore, it is a comfort of an individual to

be able to understand and gain new information in a unique way; it can also be a new

strategic instrument to improve student’s academic performance as visual, kinesthetic,

and auditory.

Additionally, learners can have different learning styles namely: Visual,

auditory and kinesthetic learning style. Visual learning style is defined as the gaining

of information through the use of images, videos, tutorials, and other visual materials.

Next is auditory learning style, it is when the learners much prefer to study in a quiet

place or listening to music, speaking, and other audio materials. Lastly is kinesthetic,

it is when the learners used to gain information by application, handy work, and actual

making to retain the learning in their memory.

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According toIbrahim R.H. and Hussein D. (2016) learning style refers to the

ability of learner to perceive information in learning situation. Visual, auditory, and

kinesthetic learning style is a learning style in which students use three of sensory

perception to receive information. Visual learners learn through seeing, so tools like

diagrams, flowcharts, pictures, and symbols as the key for better understanding

concepts. Auditory learners learn through listening. As such, attending lectures,

tutorials and group discussion are really significant to them. Kinesthetic learners learn

through doing. They learn by trying to take an example from the text, or lecture, or

lab, and then try creating your own example.

In addition, academic performance is defined as how well a student meets the

standards set out by the local government and its institution and its result (Bell J.

2018).

At the end of the study, the researcher then revisits the literature and makes a

comparison between the results with the existing findings in the literature. In this

model, the quantitative researchers use the literature deductively as a framework for

the research question or hypothesis.

The researchers used Library research gathering data from library materials

which includes textbooks, both published and unpublished academic documents such

as journal articles, conference proceedings, dissertations and theses. Library research

also has information and data got from internet search. Moreover, the researchers used

international journals especially those that report foreign research studies. There are

journals widely read at your field, and typically they are publication with high quality

editorial board consisting of individuals from around the United States or abroad.
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The researchers also used local studies those studies that was conducted in the

Philippines, to have comparison with the foreign. Lastly is web, it also gives helpful

materials, related studies and related concepts for the literature review. Follow up on

references at the end of the articles for more resources to examine.

This paper used thematic approach. In a thematic literature review, the

researchers arrange, discuss and organize existing literature based on topics themes or

theoretical concepts he or she thinks are important in understanding the topic of the

study. Moreover, thematic analysis provides a highly flexible approach that can be

modified for the needs of many studies, providing a full and detailed, yet complex

account of data (Braun & Clarke, 2006; King, 2004).

Related Studies

As stated by the study of Jahambakhsh R. (2012), the study investigates the

relationship between the learning styles of Iranian high school girl’s student and their

academic achievement based on their majors. The 3483 students were chosen by

means of random sampling method. The results of the study showed that the learning

styles of the student have significant correlation with the academic achievement of the

student whose major was science.

In addition, the article of Ilcinet, et al (2018) determines if the learning styles

of the students could affect their academic performance. 184 physiotherapy students

were selected. The result found out that the participants learning styles was related

with significantly higher academic performance.

Moreover, the study of Amad F., et al. (2009), determines the most dominate

learning styles of students taking English paper in SMK TengkuIntanZahara and if the
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teachers were aware of these learning styles. The study used cluster random sampling

among 60 selected form 4 students and 48 form 5 students. The study found out that

the most preferred learning styles of the students is visual learning style and also the

study showed that the teachers were aware of the students preferred learning styles

and tried their best to match their teaching styles to synchronize the student

preferences.

In similar to the study of Kibasan& Singson (2016), that determines the

learning style of Libyan college students in Tripoli, Libya. The result of the study

found out that majority of the Libyan college students were visual Learners.

In the study of Almigbal (2015), determines the relationship between the

learning style preferences of Saudi Medical Students and their academic

achievements. The study has 600 medical students-respondents at King of Saudi

University. The VARK Questionnaire was used to categorize and identify the learning

style preferences. The result shows that 43% of the students preferred to learn using

all VARK modalities (visual, auditory, read/write, and kinesthetic).

While in the Philippines the study of Lumanong (2016), determine the

learning styles and preferred effective learning styles of the college freshmen students

in Bukidnon State University. The gathered among 43 regulars first year students. The

findings discovered that there are 44% and 28% who are visual and auditory learners

who prefer the facilitator teaching style.

Then in the study of Magulod (2019), determine the learning style preference,

study habits and level of academic achievement, of the students enrolled in applied

science that needs to complement instructional strategies and activities to become

better learners. The study uses a descriptive correlation research design in a total of 75
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respondents. The results of the study acknowledge that the students need visual, group

and kinesthetic as a major learning style.

The study of Carbonel (2013), focused on the description and evaluation of

perceptional learning style, study habits and academic performance of the college

students at Kalinga-Apayao State college, Philippines. The study includes 100 college

students enrolled during second semester of 2013 at Kalinga Apayao colleges. The

results showed that 46% of the students are have desirable learning through visual

style, 36% prefer auditory and 18% prefer tactile style of learning.

Additionally, the study of Magulod (2019) learning styles, study habbits and

academic performance of Filipino University students in applied science courses,

examines the learning style preferences of students enrolled in applied science courses

of one campus of a public higher education institution in the Philippines. The study

found out that the student respondents in applied science course preferred visual and

kinesthetic learning styles as major learning style

This study focuses and aims to identify the learning styles of the senior high

school students and their academic performance. The study aims to identify the

relationship between SHS learning styles and their academic performances.

Majority of the study agrees that the use of visual and kinesthetic learning

style is the most effective way on how the students learn. Also, the study agrees that

the learning style has significant correlations with the academic achievement of the

student. In contrast, some of the study indicated that there is no significant

relationship in the academic achievement of the students that correspond to their

preferred learning style.

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The study is conducted to investigate the relationship between learning style

and academic performance among senior high school students. Future studies on this

topic should continue to investigate whether teaching strategy correlate to the learning

style of the student and to their academic performance. Furthermore, due to a small

number of respondents, it is anticipated that future researchers will consider bigger

number of respondents in which results can be different and more accurate the results

of this study.

Overall, the study aims to conduct a quality quantitative researched that will

give the beneficiaries an idea regarding the learning styles of the senior high school

students and its correlation to their academic performances. Furthermore, this study

will help the students to identify their preferred learning style and to help them

develop it and to focus on that strength of them.

Conceptual Paradigm of the Study

Independent Variable Dependents Variable

1. Demographic
Profile
2. Learning Style Academic
Performance
2.1Visual
1stgrading Period in
2.2Auditory S.Y 2019-2020.
2.3 Kinesthetic

Figure 1: Relationship between learning style and academic performances of SHS.

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According to Regoniel (2015), conceptual framework represents the researcher’s

syntheses of literature on how to explain a phenomenon. It maps out actions required

in the course of study given his previous knowledge of other researcher’s point of

view and his observation on the subject of research. Statistically speaking, the

conceptual framework describes the relationship of the variables identified in the

study. The conceptual framework is also called the research paradigm

In the independent variable, the researcher used rectangular shape because they

are manifest variables wherein the variables can be measured easily. Inside the

rectangle the independent variable are the demographic profile and the learning style

which is the visual, auditory and kinesthetic (VAK).

On the other hand, the dependent variable is putted on the oval shape for latent

variable wherein the variables cannot be measured easily which is the academic

performance of the grade 11 senior high school student in the 1st grading period in

school year 2019-2020.

Hypothesis of the Study

The learning style of senior high school students has no significant

relationship to their academic performance

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CHAPTER III

RESEARCH METHODOLOGY

This chapter explained the method adopted by this research. This chapter

mentioned every component involved in conducting this research from selecting

participants, research design and sampling techniques used for the survey. Finally,

this paper provides a detailed explanation of the selected mode of analysis used and

data collection method.

Methods and technique of the Study

The researchers used quantitative research method. A quantitative research is

defined as the systematic investigation of phenomena by gathering quantifiable data

and performing statistical, mathematical or computational techniques. The researchers

used the descriptive correlation as a research design

A descriptive correlation study is a type of research design where a researcher

used to understand if there is a correlation and what kind of relationships naturally

occurring variables have with one another. In other words, correlation research is used

to determine if two or more variables are related and, if there is, in what way Mertler

((2016) define descriptive research as a non-experimental research design that

embody a group of techniques used to conduct quantitative research where there is no

manipulation done to any variable in the study. Mertler (2016) also states that in a

descriptive research, the researcher simply studying the phenomenon of interest as it

exists naturally, no attempt to manipulate the individuals, condition, or it is used to

describe and interpret, the current status of individuals, settings conditions of events
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This research design will help to understand what a variable is. Variables can

be seen as topics of interest that can take on different values. A naturally occurring

variable is a variable that has not undergone any manipulation by the researcher. Data

are gathered from multiple variables then correlation statistical techniques are applied

to the gathered data.

Sampling technique

To determine the number of respondents that will be taken from grade 11

senior high school student, proportional stratified sampling technique was used.

Johnson & Christensen (2014) define proportional sampling technique as a sampling

technique in which the sample proportion is made to be the same as the population

proportion in the stratification variable.

Population and Sample of the study

Variable

Sex Frequency Percentage

Male 54 40.3

Female 80 59.7

Age Frequency Percentage

15 – 17 116 86.57

18 – 20 16 11.94

Above 20 2 1.49
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This study was conducted to the total number of 134 respondents among grade

11 senior high school students, age range 15-20 years old, male and female in Vicente

P. Trinidad National High School located at Ruby St., Phase V, Sta. Lucia Village

Punturin Valenzuela City, specifically in senior high school department. The building

of senior high school was built last May 2014. It is a four-storey building that is

consists of seven classrooms for the accommodation of the learners in each academic

strand they had offered namely: General Academic Strand (GAS), Technical

Vocational and Livelihood (TVL), and lastly the Accountancy, Business and

Management (ABM). Each strand has one section per year level.

Research Instrument

The researchers used a standardized test which was used by the previous

researcher therefore the test used has been tested. The researchers are just

contextualized the question according to the respondents which are the grade 11

senior high school students of Vicente P. Trinidad National High School.

Specifically, the research instrument used in the study is consists of three

sections: section one is for visual learning style, section two is for auditory learning

style and section three is for kinesthetic. Each question has a range of 5-1. Each

category or range stands for ALWAYS (5), VERY OFTEN (4), SOMETIMES (3),

RARELY (2) and NEVER (1).

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Data gathering procedure

The researchers asked permission from the grade 11 student-respondents of

this research study with the help of the letter of consent signed by the teachers and the

principal. The respondents will be given a questionnaire. They will write their answer

on questionnaires itself. If the respondents are done answering the questions, their

papers will be collected, and the researcher will give their appreciation to the

respondents for cooperating. The result of the collected papers will be the researcher’s

basis for the analysis, interpretation, findings, conclusion and recommendations of the

study.

The researcher used a survey questionnaire as major instrument to collect

data and information. This questionnaire is designed to acquire information on the

learning style of senior high school student and their academic performance. All

surveys were structured; it is a document that consists of a set of standardized

questions which specifies the exact wording and order of the questions, for gathering

information from respondents. The survey was conducted with the total number of

grade 11 senior high school students. The survey questions focus to the different

learning styles of the students.

Data Processing and Statistical Treatment

To determine the relationship between learning style and the academic

performance of the senior high school students, this study used Pearson Correlation

Coefficient as a statistical treatment. The Pearson correlation coefficient is a technique

for investigating the relationship between quantitative, continuous variable. Pearson

correlation coefficient is a measure of strength of the association between the two

variables (O’Loughlin E., 2015).

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CHAPTER IV

DATA PRESENTATION AND INTERPRETATION

This chapter presents the analysis and interpretation of data which were

obtained through survey questionnaire pertaining to the specific problems posed by

the study. All information from Vicente P. Trinidad National High School were

tabulated and analyzed and data were organized in tabular form.

Table 1

Frequency and Percentage Distribution of Respondents by Personal Profile

Variable

Sex Frequency Percentage

Male 54 40.3

Female 80 59.7

Age Frequency Percentage

15 – 17 116 86.57

18 – 20 16 11.94

Above 20 2 1.49

N = 134

Table 1 shows the description of personal profile of the senior high school

respondents.
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In terms of age variables, students ranging 15-17 years old is the dominant

among population with the total number of 116 out of 134 respondents with the

frequency of 86.57%.On the contrary, students whose age ranging above 20 has the

least respondents of 2 with the frequency of 1.49%.On one hand, students whose age

is 16 is the most dominant among ages of 15, 17, 18, 19, 21, and 22, representing the

mode with relative frequency of 60%. The group is considered teenager with the mid

age of 18 years old

For the gender variable, it is indicated that there are more female compared to

male by the frequency distribution of 80 for female and 54 for male. It also indicates

that the senior high school student respondent is 60% female and 40% male.

Table 2
Frequency Distribution on Responses Academic Performance

Range Description Frequency Mean Percentage

90 – 100 Outstanding 7 92.43 5.22

85 – 89 Very 35 86.71 26.12

Satisfactory

80 – 84 Satisfactory 54 81.85 40.30

75 – 79 Fairly 37 77.68 27.61

Satisfactory

Below 75 Did Not Meet 1 70.00 0.75

Expectations

N = 134
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The Table 2, Shows the frequency distribution of the general average of the

senior high school students of Vicente P. Trinidad National High School in the first

grading period, school year 2019-2020 of their academic performance.

Based on the data presents on the table, majority of the senior high school

students are having satisfactory average with the frequency of 54 ranging to 80-84 %.

Moreover, most of the students are in the middle average of below 75 (did not meet

expectation) which has 0.75 percent and ranging 90-100 (outstanding) with 5.22 %.

The findings indicate that most of the senior high school students are on average state

in terms of academic performance in acquiring knowledge; not excelling higher nor

failing too low but in the middle of two.

Table 3
Summary of Respondents’ Learning Style

Learning Style Point Average Descriptive

Equivalent

3.47 To a very great extent

Visual

Auditory 3.31 To a great extent

Kinesthetic 3.32 To a great extent

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The table 3 presents the summary of respondents learning style in terms of

visual, auditory and kinesthetic (VAK).

Based on the table, the visual learning style has the highest point average in

the conducted survey. A point average of 3.47 signifies that most of the senior high

school students prefer to learn using images, text and other visual materials. On the

same hands, kinesthetic is the second preferred learning style at point average of 3.32

which means that the senior high school students also comfortable to learn things by

applying and performing it handily. On the other hand, auditory learning style with

the total average of 3.31 is the least preferred learning style of the student’s which

means that not most of the senior high school students prefer to learn by listening oral

lectures and other auditory materials.

The findings of the result of the conducted survey on the most preferred

learning style of the senior high school students indicates that majority of the said

students are more acquiring knowledge through visualization. It means that using

images, texts, arts, and other forms of visual learning materials help the students

understand and gain more knowledge.

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Table 4

The relationship between Learning Style and Academic Performance

Performance Interpretation

Pearson Correlation -.154

No Not
Visual Sig. (2-tailed) .075
Correlation Significant

N 134

Pearson Correlation .004

\ No Not

Auditory .968 Significant

Sig. (2-tailed) Correlation

N 134

Pearson Correlation -.035

No Not
Kinesthetic Sig. (2-tailed) .691
Correlation Significant

N 134

A Pearson product-moment correlation coefficient was computed to assess the

relationship between the learning style and the academic performance. The result

shows that there is a negligible correlation between the two variables: Visual (r = -

.154, n = 134, p =.075), Auditory (r = -.004, n =134, p= .968), Kinesthetic (r= -.035,

n= 134, p=.691)
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CHAPTER V
FINDINGS, CONCLUSION AND RECOMMENDATION

This chapter presents the summary of the study, the presentation of findings,

conclusion and recommendations derived from analysis and interpretation of data

presented in the previous chapter.

Findings

The general problem of the study is: Is there a significant relationship between

learning style and academic performance of senior high school students?

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

It is indicated that there are more female compared to the male respondent in

grade 11 studying in Vicente P. Trinidad National High school. Based on the result,

the common age of the grade 11 students is sixteen years old. Few respondents

belong to eighteen years old.

This finding is supported by the study of Wehrwein et.,al (2007), conducted a

gender differences learning style preference among Undergraduate Physiology

Students. 48 out of 86 (55.8%) students, where female is 54.2% and male is 12.5 who

returned the survey. Questionnaire indicates that among students, 4.2% preferred

visual learning style, 16.7% prefer reading & writing and 33% preferred kinesthetic

while 0% preferred auditory.

2. What is the academic performance of the students-respondents in the 1st

grading period?
 27

The findings indicate that most of the senior high school students are on

average state in terms of academic performance in acquiring knowledge; not excelling

higher nor failing too low but in the middle of two.

3. What is the preferred learning style of senior high school students?

Most of the senior high school students prefer to learn using images, text, and

other visual materials. On the same hand, kinesthetic is the second preferred learning

style which indicates that they also comfortable in applying the learning handily. On

the other hands, the least prefer is the auditory learning style which means that not

most of the students prefer listening, oral lectures and other auditory materials.

Furthermore, the finding indicates that majority of the said students are more

acquiring knowledge through visualization. It means that using images, texts, arts, and

other forms of visual learning materials help the students understand and gain more

knowledge.

In similar to the result, the study of Amad F., et al. (2009), determines the

most dominate learning styles of students taking English paper in SMK TengkuIntan

Zahara and if the teachers were aware of these learning styles. The study used cluster

random sampling among 60 selected form 4 students and 48 form 5 students. The

study found out that the most preferred learning styles of the students is visual

learning style and also the study showed that the teachers were aware of the students

preferred learning styles and tried their best to match their teaching styles to

synchronize the student preferences.

Additionally, the study of Magulod (2019) learning styles, study habbits and

academic performance of Filipino University students in applied science courses,

examines the learning style preferences of students enrolled in applied science courses
 28

of one campus of a public higher education institution in the Philippines. The study

found out that the student respondents in applied science course preferred visual and

kinesthetic learning styes as major learning style

4. Is there a significant relationship between the learning style and the academic

performance of the senior high school students?

The result of the study indicates no relationship between the learning style and

the academic performance of the grade 11 students.

On one hand, the study of Katowa-Mukwato et. al (2017) is similar to the result

of the study. It determines the learning styles and intelligence types and academic

performance of nursing students of the University of Zambia. Data was collected

using the VARK questionnaire proposed by Neil Fleming. The result finds out there

is negative correlation and no significant association with the academic performance

of the student. The negative correlation of the two variables indicates that the

teaching methods really affect the performance of students without necessarily

favoring a specific learning style.

Conclusions

The demographic profile of the students indicated that more female

compared to the male respondents are enrolled in Vicente P. Trinidad National

High School. While, in terms of age, the common age of the grade 11 students is

sixteen years old.

While in the academic performance of grade 11students is in the

average level. Based on the findings, although they are not that excellent at all

most of them are doing their best not to have a failing remark in every quarter.
 29

Majority of the student-respondents are visual learners wherein they

prefer to learn easily using images, texts, arts, and other forms of visual learning

materials help the students understand and gain more knowledge

There is no relationship between the learning style and the Academic

Performance of the grade 11 Senior high school students. Therefore, accept the

null hypothesis. This indicates that there are more possible variables that may

affect the academic performance of senior high school students in Vicente P.

Trinidad National High School aside from learning style.

Overall, the researcher concluded that although the senior high

school students have a preferred learning style which is visual learning style, it is

still has no correlation with the academic performance because in senior high

school curriculum, not all the subject, visual can be apply. There are applied

subjects that are needed another learning styles. For instance, the Cookery,

Information and Communication Technology (ICT), Practical Research,

Accounting, and Personality Development are subjects that needed an application

work.

Recommendation

Based on the foregoing findings and conclusions, the following

recommendations are humbly offered:

Students- This study informing the grade 11 students of senior high school in

Vicente P. Trinidad National High School that there preferred learning style was

visual learning style. In that point, they will focus on that strength of them. So that it

will help them to learn more easily.

 30

Schools administrators and teachers- Since the study finds out that the

preferred learning styles of grade 11 senior high school students was visual learning

style, the researchers suggest to the school administrators and teachers to use visual

materials such as: visual aids, text, images and drawing that will make students learn

easily. For the teachers, it is primary concern for them to know the preferred learning

style of their students so they can develop better teaching strategy to enhance student

ways of processing information.

Future researchers- It is recommended for the future researchers to conduct

further study about other variables that affects the student academic performance

aside from learning style. Moreover, this study suggests the future researcher to focus

on the delimitations that were mentioned on the previous pages. In addition to that,

since the researchers focused only to the three learning styles which are visual,

kinesthetic and auditory (VAK), the future researcher may focus on the other learning

style that may affect or have a relationship with academic performance.

 31

Reference

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[Link]

STYLE_PREFERENCE_OF_ESL_STUDENTS.

Brown A. (1984) Metacognition, executive control, self- regulation, and other more

mysterious mechanisms. Metacognition, motivation, and understanding pp.65-

116. Erlbaum, Hillsdale, NJ

Flavell, J.H. (1987) Speculations about the nature and development of metacognition.

Metacognition, Motivation, and Understanding pp.21-29. –In F.E Weinert and

R.H Kluwe (Eds); (Hillsdale, NJ: Lawrence Erlbaum)

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Learning Style in an Online Course. Journal of Computer Assisted Learning,

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of Advanced Nursing Studies. Retrived from

[Link]/[Link]: 1014419/ijans.v5il5124

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types versus academic performance of nursing students of the University of

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Zambia. Journal of nursing Education and Practice 7 (10), 83-90, 2017.

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Learning_style_and_intelligence_types_versus_academic_performance_of_nu

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[Link]

Magulod G.C., Jr (2019). Filipino University students in applied science courses:

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Filipino university students in applied science courses: Implications for

instruction. Journal of Technology and Science Education, 9(2), 184-

[Link] from https:/[Link]/10.3926/jotse.504

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Prashnig B. (2005). Learninng Styles in Action. Retrived from

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among Undergraduate Physiology Students. Retrieved from

[Link]

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guide/?fbclid=IwAR3gxVxxNdj_UhhYG41n5wMaUTUkJYz6AXqrgMG-

3FWpLFgyL_p2GBKnPaM

O’Briens (1985). Learning Style. Retrieve from [Link]

 34

APPENDICES

A. Letter to the Respondents

 35

B. Research Instrument

Part I. Name: __________________________

Direction: Put check or write down your answer on the given line.
Gender:

( ) Male

( ) Female

Age: ___
Average in 1st Grading Period: ___
Part II. This is an adaptation of questionnaire by O’ Brien (1985).

Direction: Read each sentence carefully and consider if it applies to you. Check the
appropriate box to indicate your response. Each category stands for ALWAYS (5),
VERY OFTEN (4), SOMETIMES (3), RARELY (2) and NEVER (1).

No. STATEMENT 5 4 3 2 1
1 I enjoy doodling and even lots of picture and arrows in them.

2 I remember something better if I write it down.

3 I get lost or am late if someone tells me how to get to a new place, and I don’t write down the direction.

4 When trying to remember someone’s telephone or something new like that, It helps me to get picture of it in my
mind.
5 If I am taking a test, I can “see” the textbook page and where the answer is located.
6 It helps me to look at the person while listening; it keeps me focused.
7 Using flashcard helps me to retain material for tests.
8 It’s hard for me to understand what a person is saying when there are people talking or music playing.

9 It’s hard for me to understand a joke when someone tells me.

10 It’s better for me to get work done in a quiet place.

SECTION ONE: VISUAL

AVERAGE:

No. STATEMENT 5 4 3 2 1
1 My written work doesn’t look neat to me. My papers have crossed-out words and erasures.

2 It helps to use my finger as a printer when reading to keep my place.

3 Papers with very small print, blotchy dittos or poor copies are tough on me.

4 I understand how to do something if someone tells me, rather than having to read the same thing to myself.

5 I remember things that I hear, rather than things I see or read.

6 Writing is tiring. I press down too hard with my pen or pencil.

7 My eyes get tired fast, even though the eye doctor says that my eyes are not ok.
8 When I read, I mix up words that look alike, such as “them” and “then”, “bad” and “dad”.
9 It’s hard for me to read other people’s handwriting.
10 If I had the choice to learn new information through a lecture or textbooks, I would choose to hear it rather
that read it.
 36

SECTION TWO: AUDITORY

AVERAGE:

SECTION THREE: KINESTHETIC

No. STATEMENT 5 4 3 2 1
1 I don’t like to read directions; I’d rather just start doing.
2 I learn best when I am shown how to do something, and I have the opportunity to do it.

3 Studying at a desk is not for me.

4 I tend to solve problems through a more trial and error approach, rather than from a step by step method.

5 Before I follow directions, it helps me to see someone else do it first.

6 I find myself needing frequent breaks while studying.

7 Using flashcard helps me to retain material for tests.
8 I do not become easily lost, even in strange surroundi9ngs.

9 I think better when I have the freedom to remove around.

10 When I can’t think of a specific word, I’ll use my hands a lot and call something a “what-cha-ma-call-it” or a
“thing-a-man-jig”.

AVERAGE:

The research instrument is consists of three sections: section one is for visual

learning style, section two is for auditory learning style and section three is for

kinesthetic. Each question has a range of 5-1. Each category or range stands for

ALWAYS (5), VERY OFTEN (4), SOMETIMES (3), RARELY (2) and NEVER (1).

This questionnaire is an adaptation of Learning Style Questionnaire by O’

Brien (1985).
 37

C. Certificate of Plagiarism
 38

D. Certificate of Grammar Check

 39

E. Certificate of Statistics Check

 40

F. Defense Document