1

CHAPTER I

THE PROBLEM AND ITS SCOPE

INTRODUCTION

Rationale

Mathematics has been part of people’s lives since the very beginning of

human kind. It can be found everywhere, from the simplest tool to the most

intricate building designs. Galileo Galilei (1564–1642) quoted that “Mathematics

is the language with which God wrote the universe.” The language of the

universe is said to be Math; people study it to be able to understand the ways of

how the things are created and worked. However learning math might be a little

bit difficult for those who are not mathematically inclined and as a result people

tend to stereotype the subject as a complicated one because mainly it takes not

just analytic ability but also fast computational skill which most of the people are

not fond of. There are multiple intelligences and those who are not good in math

might be good in other things such as writing and speaking. However, people can

improve their abilities in the subject of math by studying and learning different

techniques.

It is essential to study math in order for us to fully know how the things

work around us, and the information provided by math is the fundamental way to

unlock the unknown discoveries about the world. Improving our abilities and

learning everything that we can learn is a step in understanding and improving

our lives for the better. Indeed, Math is not just a simple computation,
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measurement of things and calculations of number; it is a way of life. Through

education, people can realize how important math is to the human evolution and

modern society.

Moreover, Mathematics is a skill that an individual must have. It can be

taught through physical activities during the early age of humans. Hence, Math is

being served in a fun way. Opportunities come daily and these opportunities

provide Mathematical experiences that can enhance one’s perception to

Mathematics. With that, the act of learning Mathematics is done naturally. It goes

with the flow. Perhaps, the fun comes out as a challenge.

In addition, Mathematics is always involved in everyday living. Others may

find it difficult because of how complicated it can be yet providing the learners

with the appropriate tool for learning will help enhance one’s system towards

Math. In this manner, educators must know the learners’ different preferential

learning styles to get the easier way out. Delivering information will fall into

convenience, once the educators have learned the learners preferred learning

styles.

This tells that time is being valued and that the learning styles are being

respectfully recognized. Furthermore, Mathematics is indeed essential, since it

mostly contains important branches that enable people to be knowledgeable, to

communicate well, and to critically think of some circumstances. For short,

Mathematics is unique. It leaves a sensation that takes away ignorance.

Mathematics is a methodical application of matter. It involves full pledge of

critic and justification which can be done in the most reverse way depending
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upon one’s mind innovation. Mathematics makes life easier and orderly.

Portraying Mathematics back then by ancient people comes in the vaguest way.

It is more like a routine that repeats without recognizing that Mathematics has

already taken place. This signifies that anyone can become a Mathematician. Be

it a cook, a farmer, a carpenter, a doctor, a nurse, an engineer, a lawyer, a

teacher, a musician, a magician, a mechanic, a shopkeeper, everyone applies

Mathematics because the involvement of Mathematics calibrates results. These

results will then come to realization that Mathematics is everyone’s partner on

anything.

Since the application of Mathematics offers rationality to the learners’

thoughts, this makes Mathematics more challenging. Hating Mathematics can

never does well just because it gets more challenging as the learners’ level of

education increases over time. It is a meticulous way of embracing the nature

because life as it is caters Mathematics. Then humans, on the other hand, must

be attracted to Mathematics. Moreover, the attraction to Mathematics isn’t

precise. This has come to excavating what went wrong and fully taking heed on

solutions.

Among all of the academic subjects, Mathematics ranks as the lowest.

Now, this has to be cured. Learners’ Mathematics performance must be

enhanced thoroughly. Getting low grades on Mathematics contributes a huge

impact to the education system. In addition to this, the educators must provide

educational response that give benefits to both party (the educators and the

learners). Identifying the learners’ preferential learning styles is the best

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education response for this. Allowing the educators and learners to have an

assessment regarding this matter approaches fairness and intellect.

Being Activist, Theorist, Pragmatist, and Reflector, are in this study. The

advancement on knowledge regarding these learning styles developed by Peter

Honey and Alan Mumford are gained. This study has essential learning that

emphasizes the relevance of learning styles on Mathematical proficiency. The

researchers also aim to identify the relationship between the learning

preferences of the students and their academic performances. It is essential to

help understand

Theoretical Background

This study is anchored by Peter Honey and Alan Mumford’s Learning

Style Theory which is based upon the work of David Kolb, and they identified four

distinct learning styles: Activist, Theorist; Pragmatist and Reflector. They suggest

that most of us tend to follow only one or two of these styles and that different

learning activity may be better suitable to particular styles. The following are

definitions of the four distinct learning preferences identified by Honey and

Mumford.

Activists. Are people who learn by doing. They like to involve themselves in new

experiences, and will ‘try anything once’. They tend to act first and consider the

consequences afterwards (Rosewell, 2005). From the word “active”, activists

tend to prefer things that give them new experience because they like to fully

involve themselves in the tasks. Most of the activities they like involve
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brainstorming, problem solving, group discussion, puzzles, competitions, and

role-play.

Theorists. People like to understand the theory behind the actions. They need

models, concepts and facts in order to learn. They like to analyze and

synthesize, and feel uncomfortable with subjective judgments. Preferred lessons

involve models, statistics, stories, quotes, background information, and applying

theories. Theorists learn best when: an activity is backed up by ideas and

concepts that form a model, system or theory; in a structured situation with a

clear purpose; they have the chance to question and probe; required to

understand a complex situation.

Pragmatists. People are keen on trying things out. They look for new ideas that

can be applied to the problem in hand. They like to get on with things and tend to

be impatient with open-ended discussions; they are practical, down-to earth

people. They are the sort of people who return from courses brimming with new

ideas that they want to try out in practice. They like to get on with things and act

quickly and confidently on ideas that attract them. They are essentially practical,

down to earth people who like making practical decisions and solving problems.

(Mobbs, 2005)

Reflectors. Learn by observing and thinking about what happened. They like to

consider all the possible angles and implications before coming to a considered

opinion. They spend time listening and observing, and tend to be cautious and

thoughtful (Rosewell, 2005). They like to observe and think about the task first

before doing it. They also need time to think about how to apply their learning to
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be able to successfully complete the given task. However reflectors least learn

when being forced to take lead in a group and doing things without preparations.

The four types of distinct learning styles can help each individual to

identify their learning preferences and improve how to they acquire knowledge in

the most effective way as possible. Through knowing one’s own learning

preferences, there is a greater chance to learn.

Overall, the theory of Honey and Mumford stated that it depends of what

learning styles or preferences that the person used while learning. In addition to

Gardner (1991, p12), " we are all able to know the world through language,

logical mathematical analysis, spatial thinking, the use of the body to solve

problems on to make things an understanding of other individuals, and a

understanding of ourselves. Gardner continues (1991, p12): " where individuals

differ is the strength of these intelligences - the so called profile of intelligences

and in the ways of in which such intelligences are invoked and combined to carry

out different task, solve diverse problems, and progress in various domains.
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Honey and Mumford’s

Learning Style Theory

A T P R
Activist Pragmatist Reflector
Theorist
st

Grade 12 Students of Alcoy

National High School

Sections: Honesty, Gratitude,

Industry

Proposed Learning
Methods based on
preferred learning styles

Figure 1
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Theoretical Framework

Finally, with regards to cases it should be noted that lesson study is

predicted on the examination of student understanding. However, it is important

to avoid categorizing and to acknowledge that many studies support the view that

there is no single learning style typical for the members of cultural, national,

racial or religious group. Learning styles tends to be the tool in learning. It has

been a great help for the learners to interpret and comprehend well especially in

dealing with Mathematics.

Learning style is defined as the preferred way of how students encode and

decode information (Felder and Brent, 2005; Hsieh et al, 2011). It refers to every

person’s own method or style for learning (ChanLin, 2009).For instance, learning

styles are generally considered as characteristics, cognitive, affective and

psychological behaviors serves as the stable indicators on how learner absorb

and process information. Even though there are different definitions of learning

styles, methods of affective learning and absorbing procedure are widely

accepted (Weinstein, 1996).

Students who learned effectively consistently give higher ratings.

Likewise, learning styles are defined as the different ways used by individuals to

take in, to absorb, to process and to organize information. To Kolb (2009),

learning style is a personal choice of individual to perceive and organize

information. In this sense, learning style is sensory yet mental. Everyone learns

more when information is presented both visually and verbally. Visual learners
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understand effectively through visual information; auditory learners learns (Miller

2001) through hearing; and kinesthetic learners learn through touch or through

movement or by merely performing the actual task by himself.

In other hand, building students’ confidence and competence for test

taking by way of mathematics homework may also sound unrealistic. According

to E.B. Thorndike (1992) learners tend to perform much task and practice more

in dealing Mathematics. It will serves as their guide on how to enhance their

csritical thinking and power of reasoning as well as in problem-solving ability.

Therefore, it can be a great help for both educators and learners on what

preferred learning styles in which they comfortable with.

Furthermore, the learning-styles concept is accepted in many of current

educational textbooks. For example Omrod (2008) wrote,‘‘Some cognitive styles

and dispositions do seem to influence how and what students learn. . . . Some

students seem to learn better when information is presented through words

(verbal learners), whereas others seem to learn better when it’s presented

through pictures (visual learners)’’. This only means that we as individuals have

different ways of acquire information, whether it’s with pictures or sounds. By

recognizing these differences we can assure that we can improve our knowledge

if we can attain them through the easiest way as possible in lined with our

learning preferences. The effort should not be just with the student but also with

the educators that they too can study the different learning styles and provide

students not just the old and basic method of teaching but to explore the other

number of ways to inform to cater the needs of every students inside the learning
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institution. In this aspect of study the researchers will find out the different

theories that are related with the topic, find out how important or what is needed

to improve or the possible outcomes and the specific generalization about a

certain topic.

According to the study of (Phil O' Reilly, 2009) unlike job specific skills,

transferable skills can be used in many ways, gained through past experiences.

This implicates that there are many ways in enhancing mathematics proficiency

others may get lessons from past that carries the better and improving skills to

the present. Everyone has different skills in improving and motivating the

knowledge in enhancing the mathematical proficiency. Through motivations and

focus in targeted plan. Also not all past experiences you need to forget maybe it

serves as your inspiration, guide and lesson in pursuing the aimed.

There are many ways or works in learning especially in math. It depends

on the task might give. You will be more effective if you aware the possible

learning method. According to Peter Honey and Alan Mumford (1986a) identify

four distinct styles or preferences that people use while learning. This four

distinct style identify whether the learners are activist, reflector, theorist and

pragmatist this distinct style help us especially to students because it give idea or

a guide where may the learners belong.

Note that student’s exhibit complacent attitude towards mathematics even

when they know that they need it to forge ahead in their studies and in life such

students who have already conditioned their minds serious in the learning of
 11

mathematics Eleckwa (2010).Therefore students perform poorly in mathematics

test and examination.

Statement of the Problem

This study assessed the relationship of learning styles and the

Mathematics performance of the Grade 12 students of Alcoy National High

School.

This study genuinely assures to find answers to the following questions:

1. What is the demographical profile of the respondents as to:

1.1 Age & gender; and

1.2 Parent’s SES;

1.2.1 Parent’s Highest Educational Attainment;

1.2.2 Combined Monthly Income; and

1.2.3 Occupation?

2. What are the dominant learning styles of the Grade 12 students according

to Honey and Mumford’s learning styles as to:

2.1 Activist;

2.2 Theorist;

2.3 Pragmatist; and

2.4 Reflector?

3. Is there a significant relationship between student’s Mathematics

performance and:

3.1 Age & Gender; and

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3.2 Parent’s SES in terms of:

3.2.1 Highest Educational Attainment;

3.2.2 Combined Monthly Income; and

3.2.3 Occupation?

4. Is there a significant relationship between the student’s Mathematics

performance and the learning styles according to Honey and Mumford’s

learning styles as to:

4.1 Activist;

4.2 Theorist;

4.3 Pragmatist; and

4.4 Reflector

5. What are the problems met by the learners in leaning Mathematics?

6. Based from the results of the study, what recommendations could be

made?

Statement of Null Hypothesis

The given null hypothesis was tested at 0.05 level of significance. The study

was subjected to statistical tools to substantiate the content of the study.

Ho1. There is no significant relationship between student’s Mathematic

performance and students’ age & gender.

Ho2. There is no significant relationship between student’s Mathematic

performance and students’ parent’s social economic status.

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Ho3. There is no significant relationship between student’s Mathematic

performance and the learning styles according to Honey and Mumford’s learning

styles as to:

3.1 Activist;

3.2 Theorist;

3.3 Pragmatist; and

3.4 Reflector.

Significance of the Study

The results of this study will greatly give benefit to the following characters

and personalities:

Government. The government can be aware of the difficulties of the

students because of the mismatched learning and teaching methods, this study

can be the basis for them to make a move and improve the educational system.

Educational Institution. These institutions can benefit from this study by

being informed of what problems students are facing every day, especially in

terms of their hardships in learning mathematics. It will help them realize that

they need to improve the basic learning methods and to improve the students’

performance in school.

Principals. Known to be the head of the school, principals, have the

ability and power to implement action plans for the students who believed to be

different from each other especially to their preferred learning styles. This

research will also give them further knowledge about how a learning style can

give impact and how it plays an essential part towards the academic
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performance of student’s .This study will help them to have conductive place for

learning.

Principals. Known to be the head of the school, principals, have the

ability and power to implement action plans for the students who believed to be

different from each other especially to their preferred learning styles. This

research will also give them further knowledge about how a learning style can

give impact and how it plays an essential part towards the academic

performance of student’s .This study will help them to have conductive place for

learning.

Teachers. They are most important beneficiaries of the study because

through this awareness (the differences among students in terms of their learning

styles), they will be able to aid the learning process through acknowledging the

differences and to fill the gap, this will give them an idea not to stick to one

teaching method in order for students to absorb and process information

efficiently.

Parents. This study will contribute to the parents because they will be

knowledgeable enough and will be well-informed about the different preferred

learning styles and how it gives impact towards their students’ academic

performance. It will give them a double sense of responsibilities in assessing

their children towards their academic performance in school.

Future Researchers. For the future researchers, it will really contribute to

their studies and will soon make this study as a basis and guide in conducting

and performing their researches.

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RESEARCH METHODOLOGY

In order to reach the goal of the study, there are several methods and

procedures that need to be followed. These methods should be strictly

implemented in order to make the research successful. The research methods

and procedures are significant parts of the research because they will establish

the basis of the results; one wrong procedure can affect the entire validity of the

research paper that might become a cause for a failed conduction of the study.

Design

This educational prose done in a quantitative kind of research is one way

to acquire knowledge. Based on purpose of the research this is a correlation

research in which the connectedness of the two factors is the main concern.

Indicating the main relation between the two variables here can provide the

development of the relationship of the correlated factors. Through inferential

statistics, the scrutiny of data is done to predict or infer about the entire set of

data. An analysis is formed from the sample which is being generalized to a

population.

In getting hold of the data, participants are asked to fill the form with their

profile. The questionnaire used is adapted from Honey and Mumford’s Learning

Style Inventory. The validity and reliability of this questionnaire copes the

assessment of learning styles which enables the participants to know their

preferred learning styles. This is a good way to test whether the participant is an

activist, theorist, pragmatist, and reflector learner. The questionnaire is applied

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inside the classroom and in the work scopes (for immersion) with selected

participants. All of the participants are assured of utmost confidentiality with their

answers.

Flow of the Study

The flow of the study is the from the word flow meaning it is the course of

the procedures that should be conducted in the study. This part is also essential

because it will serve as the researchers’ guide in order to conduct the study

successfully. The flow of the study is composed of three parts. These three parts

are the input, process and the output as shown in figure 2.

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1.Profile of the -Gathering Proposed

data from the learning
students in terms of respondents. methods
their:
-Tabulating the based on
1.1.Age data gathered. preferred
1.2.Gender learning styles
- Computation of the Grade
1.3.Parent's SES of the data 12 students of
-Presenting Alcoy National
2. What are the Process data through High School
dominant learning tabulation
styles of the Grade
12 students -Analyzing and
according to Honey interpreting of
and Mumford’s the datas.
learning styles as to:
• Activist;
• Theorist;
• Pragmatist; and
• Reflector?
3. ...

Figure 2

Flow Chart of the Study

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The input is where the study will start; it is composed of the problems of

your research that the researchers wish to answer in the study, in this case the

input contains the profile of the students in terms of their age, gender, and

parents’ socio-economic status as shown in the first box of the figure 2.

The second box holds the process; the research process is the

procedures that need to be conducted in the study like data gathering, where the

measures of selecting the respondents and how the researchers are able to

collect the data effectively are shown. The second box shows the gathering of

data from the respondents, tabulating the gathered data, intensive computation

of the data, presenting data through tabulation, then lastly analyzing and

interpreting of the data. All of this process is essential in order to effectively

present the study.

The output in the flow of the study is where the researchers recommend

useful measures in order to treat the identified problem based on the results. The

result of the study is the proposed learning methods based on preferred learning

styles of the Grade 12 students of Alcoy National High School. The researchers

hope to help those students improve their mathematics performance especially

those who are not mathematically inclined and are having difficulties in terms of

the subject because of mismatched learning and teaching methods.

Environment

The study was conducted in Alcoy National High School, located in

Poblacion, Alcoy, Cebu. Alcoy is one of the municipalities in the province of

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southern Cebu. In the province of Cebu, Philippines, it is a 5th income class

municipality. It has a population of 16,979, according to the 2015 census. It is

93 km (58 mi) from Cebu City, and is bounded by the municipalities

of Dalaguete to the north, Boljoon to the south, Badian and Alegria to the west;

with Cebu Strait to the east. Alcoy National High School is located in the

barangay of Poblacion.

As shown in the figure 2, there are composed of 8 barangays, the

principal barangay of Alcoy is Poblacion. It is where the main facilities of the town

are located: the municipal government center, police station, and main health

center. Alcoy is mainly an agricultural town with Nug-as, a mountain barangay,

more than half of commercial crops.

The rest of the communities rely on subsistence fishing and backyard

farming. The country's largest dolomite quarry is mined in Pugalo. Beaches are

located in Guiwang and Daanlungsod. These beaches are famous tourist

destination in Alcoy, where white sand beaches are very common in the locality.

Alcoy National High School is one of the prominent public schools in

Cebu. Established in 1972, ANHS has been educating and furnishing the minds

of the youth in the municipality of Alcoy and preparing them to be functional

members of the society.

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Figure 3
Location Map of the Study
 21

There are a total of 29 teachers and a current population of 1209 students.

Alcoy National High School might not be the biggest school in the province but it

sure plays a great role in molding the values and characters of the students.

It is a very child friendly institution that encourages everyone to respect

one another. The grade levels are from grade 7 to grade 12, there are a total of 5

sections in the 7th grade, also 5 in the 8th grade, 4 sections in the 9th and 10th

grade. Due to the K-12 program of the government, senior high school was

added in the curriculum. The grade 11 and 12 have three sections which is

composed of three strands, the General Academic Strand (GAS), Humanities

and Social Sciences (HUMSS) and one technical-vocational strand which is the

Information and Communication Technology (ICT).

The study was conducted in sections of Honesty (Humanities and Social

Sciences strand), Gratitude (General Academic Strand) and Industry (Technical-

Vocational Strand) which were more convenient and the easiest source to gather

data in the needed amount of time.

The senior high school building is located in the west part of the campus; it

is a three-story building that holds the overall 6 sections from grade 11 to grade

12. The school has several numbers of trees that give shade for most of part in

the school area, especially the big mango tree located in the center of the school

campus. It is also located just few walks from the local sea that separates Bohol

island from Cebu. The provincial atmosphere of the school provides refreshing

and calming sensations different from the noise and air pollutions in the cities.
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Respondents

The respondents of this study were the Grade 12 Honesty students of

Alcoy National High School who contributed a lot in this research study. The

participants joined well in answering the questionnaire that was given. The

researchers assisted the participants in answering through specific instructions

given the whole duration of the activity. From the class population of 141

students, 104 students were formally used to start the data gathering, 35

students in Industry; 35 students in Honesty; and 34 students in Gratitude. The

respondents were informed about the purpose and content of the study.

Table 1
Respondents of the Study
Section 𝒇 %
Honesty 35 33.65
Industry 35 33.65
Gratitude 34 32.69
TOTAL 104 100

A total of 104 students were invited to answer a survey questionnaire

adapted from Honey and Mumford learning style inventory to find out where they

belong in the four types of learners: Activist, Theorist; Pragmatist and Reflector.

Students from Grade 12 were selected by quota sampling. It indicates that

33.65% respondents are from Honesty, another 33.65% from Industry and 32.69

percent from Gratitude. We can infer that the respondents are almost equally

distributed from the three sections of Grade 12.

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Instruments

The research study entitled “Enhancing Mathematics Performance

through Preferential Learning” was conducted through an adapted questionnaire

(Honey and Mumford’s Learning Style Inventory).

Part I of the questionnaire was the demographical profile of the respondents in

which Parent’s SES and problems met by respondents in learning mathematics

were included to be answered religiously.

Part II of the questionnaire was the students’ preferred learning styles.

Treatment of Data

To treat the data which covers the profile of the respondents, a simple

frequency and percentage were used.

To treat the data of respondents’ learning styles preference, the chi-

square independent was used.

All statistical computations are set at 0.05 level of significance as basis for

the rejection or acceptance of the null hypotheses.

The data gathered from the respondents is organized in different tables to

compute their frequencies and show percentage to be able to have a clear

interpretation of the data.

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RESEARCH PROCEDURES

Gathering Data

Before conducting the research, permission was sought from the principal’s office

by the researchers’ adviser. It was orally presented by the adviser and was taken

seriously by all of the researchers. Furthermore, through the adapted

questionnaires and random sampling a quick gathering of data happened.

Interpretation and examination of data took place after the data gathering.

DEFINITION OF TERMS

LEARNING

LEARNING STYLES

MATHEMATICS

MATHEMATIC

Analytic is multidisciplinary. There is extensive use of mathematics and

statistics, the use of descriptive techniques and predictive models to gain

valuable knowledge from data—data analysis. Skilled in or using analysis

especially in thinking or reasoning

Breadth means comprehensive quality and wide range or extent, it also

refers to the extent of the area or subject matter.

Brim is the upper edge of anything hollow or full to the point of

overflowing.
 25

Calibrate means to check, adjust, or determine by comparison with a

standard (the graduations of a quantitative measuring instrument). It also means

making precise measurement.

Computational is an act, process, or method of computing; calculation or

a result of computing

Decode is to convert (a coded message) into intelligible language pr to

extract meaning from (spoken or written symbols).

Domain is a specified sphere of activity or knowledge. It also means area

of territory owned or controlled by a ruler or government.

Evolution is a scientific theory used by biologists. It explains how living

things change over a long time, and how they have come to be the way they are.

A product of such development; something evolved

Excavate is to expose to view by or as if by digging away a covering or to

make (a hole, cavity, or tunnel) in (solid matter) by hollowing or removing the

centre or inner part

Forge is to produce a copy or imitation of (a document, signature,

banknote, or work or art) for the purpose of deception.

Fulminate means to utter or send out with denunciation or to express

vehement protest.

Fundamental is serving as, or being an essential part of, a foundation or

basis; basic; underlying and a central or primary rule or principle on which

something is based.
 26

Incline is the feeling of willingness or favorably disposed toward (an

action, belief, or attitude) and have a tendency to do something.

Intricate means complex or complicated; hard to understand, work, make:

or very complicated or detailed.

Invoke means to cite or appeal to (someone or something) as an authority

for an action or in support of an argument and to declare to be binding or in

effect.

Preferential is showing or giving preference, or giving preference

especially in hiring to union members.

Rationality is the quality or state of being agreeable to reason:

reasonableness, rational opinion, belief, or practice —usually used in plural.

REFERENCES

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Appendix A

SURVEY QUESTIONNARE

Honey and Mumford’s Learning Style Inventory

This questionnaire is designed to find out your preferred learning

styles. Over the years you have probably developed learning habits that help

you benefit more than from others. Since you are probably unaware of this,

this questionnaire will help you pinpoint your learning preferences so that you

are in a better position to select learning preferences that suit your style and

having a greater understanding of those that suit the style of others.

This is an internationally proven tool designed by Peter Honey and Alan

Mumford.

There is no time limit to this questionnaire. It will probably take you 10-15

minutes. The accuracy of the results depends on how honest you can be. There

is no right or wrong answers.

If you agree more than you disagree with the statement put a tick by it.

If you disagree more than you agree put a cross by it.

Be sure to mark each item with either a tick or process.

1. I have strong beliefs about what is right and wrong, good and bad.
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2. I often act without considering the possible consequences.

3. I tend to solve problems using step-by-step approach.

4. I believe that formal procedures and policies restrict people.

5. I have a reputation for saying what I think, simply and directly.

6. I often find that actions based on feelings are as sound as those based

on careful thought and analysis.

7. I like the sort of work where I have time for thorough preparation and

implementation.

8. I regularly question people about their basic assumptions.

9. What matters most is whether something works in practice.

10. I actively seek out new experiences.

11. When I hear about a new idea or approach, I immediately start working

out how to apply it in practice.

12. I am keen on self-discipline such as watching my diet, taking regular

exercise, sticking to a fixed routine, etc.

13. I take pride in doing thorough job.

14. I get on best with logical, analytical people and less well with

spontaneous, irrational people.

15. I take care over how I interpret data and avoid jumping to conclusions.

16. I like to reach a decision carefully after weighing up many alternatives.

17. I am attracted more too novel, unusual ideas than to practical ones.

18. I don’t like disorganized things and prefer to fit things into a coherent

pattern.
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19. I accept and stick to laid down procedures and policies so long as I

regard them as an efficient way of getting the job done.

20. I like to relate my actions to a general principle, standard or belief.

21. In discussions, I like to get straight to the point.

22. I tend to have distant, rather formal relationships with people at work.

23. I thrive on the challenge of tackling something new and different.

24. I enjoy fun-loving spontaneous people.

25. I pay careful attention to detail before coming to a conclusion.

26. I find it difficult to produce ideas on impulse.

27. I believe in coming to the point immediately.

28. I am careful not to jump conclusions too quickly.

29. I prefer to have as many sources of information as possible –the more

information to think over the better.

30. Flippant, superficial people who don’t take things seriously enough

usually irritate me.

31. I listen to others people’s points of view before putting my own view

forward.

32. I tend to open about how I’m feeling.

33. In discussions, I enjoy watching the plotting and scheming of the other

participants.

34. I prefer to respond to events in a spontaneous, flexible way rather than

plan things out in advance.

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35. I tend to be attracted to techniques such flow charts, contingency plans

etc.

36. It worries me if I have to rush work to meet a tight deadline.

37. I tend to judge people’s ideas on their practical merits.

38. Quit, thoughtful people tend to make me feel uneasy.

39. I often get irritated by people who want to rush things.

40. It is more important to enjoy the present moment than to think about

the past or future.

41. I think that decisions based on a careful analysis of all the information

are better than those based on intuition.

42. I tend to be a perfectionist.

43. In discussions, I usually produced lots of spontaneous ideas.

44. In meetings, I put forward practical, realistic ideas.

45. More often than not, rules are there to be broken.

46. I prefer to stand back to a situation and consider all the perspectives.

47. I can often see inconsistencies and weaknesses in other people’s

arguments.

48. On balance I talk more than listen.

49. I can often see better, more practical ways to getting things done.

50. I think written sports should be short and to the point.

51. I believe that rational, logical thinking should win the day.

52. I tend to discuss specific things with people rather than engaging in

social discussions.
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53. I like people who approach things realistically rather than theoretically.

54. In discussions, I get impatient with irrelevant issues and digressions.

55. If I have a report to write, I tend to produced lots of drafts before

settling on the final version.

56. I am keen to try things out to see if they work in practice.

57. I am keen to reach answers via a logical approach.

58. I enjoy being the one that talks.

59. In discussions, I often find I am a realist, keeping people to the point

and avoiding wild speculations.

60. I like to ponder many alternatives before making up my mind.

61. In discussions with people I often find I am the most dispassionate and

objective.

62. In discussions I’m more likely to adopt a low profile than to take the

lead and do most of the talking.

63. I like to be able to relate current actions to the longer-term bigger

picture.

64. When things go wrong, I am happy to shrug it off and put it down to

experience.

65. I tend to reject wild, spontaneous ideas as being impractical.

66. It’s best to think carefully before taking action.

67. On balance, I do the listening than talking.

68. I tend to be tough on people who find it difficult to adopt a logical

approach.
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69. Most times I believe the end justifies the means.

70. I don’t mind hurting people’s feelings so long as the job gets done.

71. I find the formality of having specific objectives and plans stifling.

72. I’m usually one of the people who put life into a party.

73. I do whatever is practical to get the job done.

74. I quickly get bored with methodical, detailed work.

75. I am keen on exploring the basic assumptions, principles and the

theories underpinning things and events.

76. I’m always interested to find out what people think.

77. I like meetings to be run on methodical lines, sticking to laid down

agenda.

78. I steer clear of subjective biased or ambiguous unclear topics.

79. I enjoy the drama and excitement of a crisis situation.

80. People often find me insensitive to their feelings.