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Chapter 1

THE PROBLEM AND ITS SETTING

Introduction

School is an institution that provides instruction. It is also a place where children

are supposed to learn academically. But what if a student does not perform well

academically? Can we already consider them as a poor performer? Or maybe their

learning styles are not just being emphasized and considered in their classroom setup.

Since an individual is created differently, they also have the capacity to absorb

information in different ways. In a class where such a mismatch occurs, the students tend

to be bored and inattentive, do poorly on tests, got discouraged with their studies. They

may even think that they are not really good.

The same scenario goes with an elementary classroom setup. An observation as

part of the Field Study 1 in different elementary schools captured the attention of the

researchers. Since they have observed that every individuals behaves and reacts

differently in a classroom setup during a particular discussion, the student-observers come

up with this topic wherein they try to find different classroom activities and through this,

they will be able to determine the students learning style.

The researchers have observed that when learning a particular topic, some of their

students easily lost their attention with their study. Rather, they are more focused on doing

other things like talking with their seatmates. But sometimes, when the teacher is lively

and diligent in providing classroom activities they can capture the student’s attention and

they can easily engage with their discussion.

The researchers got their interest on this issue when they are assigned to

observed in the field (different elementary schools) namely: Jose Rico Cruz Elementary

School, Cabiao Central Elementary School and Sinipit Elementary School as part of their
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field study 1, students-observers have observed that there exist a preferential way of

learning among them.

The respondents were the Grade V students from Cabiao Central School with 34

respondents, Jose Rico Elementary School with 24 respondents and Sinipit Elementary

School with 35 respondents.

According to their teachers, students exhibit different ways on how they learn in a

certain discussion. Some of them are willing to recite, some are just listening and writing

down notes in their discussions, while some of them are more willing to take paper exams

and some enjoy participating performing related activities in their classroom. But majority

of the class are just quietly sitting on the chair and serve as a good listener.

Some of the students, are really great achievers. They got higher grades and may

even top within their classes and won different academic contest. In contrast with that,

there are large numbers of students who cannot perform well due to mismatch of

classroom activities provided during their discussion.

In the recent years there’s still an increasing number of argument about the

relationship of learning styles to one’s academic performance. This is one of the reasons

why it has also got an attention and had been a popular topic of many researches. The

students’ performance was getting failed, their learning was going slow and their academic

performance was not good. This problem must be guided to improve and supplement their

learning.

Theoretical Framework

This learning style theory has served as an instrument for the researchers so that

they may be able to locate the areas of activities to be developed in order to match the

students’ preferential ways of learning.

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How we learn is a fascinating and individual process. A Jung’s Theory of

Personality Styles. As a Carl Jung discovered, any learning process requires both

perception- how we find out about persons, places, and things- and judgement- how we

process or make judgments about what we perceive. Perception occurs in one of two

ways, either by “sensing” or “intuiting”, and judgement occurs either by “thinking” or

“feeling”.

The preference for sensing or intuition is independent of the preference for thinking

or feeling. As a result, for distinct combinations produces a different kind of learning style

characterized by particular interest, habits of mind, and l earning behaviours. A style is a

basic orientation toward the world based upon functional (sensing vs. intuition, thinking

vs. feeling) preferences. The four learning styles are Mastery, Understanding, self-

Expressive, and Interpersonal- with an emphasis on what motivates each type of learner

and how they learn most easily.

Sensing- Thinking or Mastery Learners rely on sensing as a made of perception

and thinking as a means of judgment or decision making. They prefer well-organized,

highly-routinized, classrooms where expectations are clearly described and strongly

related to practical outcome such as good grades, things they can make or do, and

practical connections to jobs and careers. The combination of sensing with thinking

creates students with a strong need for purposeful action. They are frequently

uncomfortable with both reading and lecture and prefer to learn from brief demonstrations

followed by immediate opportunities to practice what they have seen or heard. They learn

most easily in skill-based content areas where each step is modelled in step-by-step

manner, and where practice is followed by immediate feedback on how well they have

done. They also look for clear instructions on how they can improve their performance.

They prefer work that calls for short, right or wrong answers, and they learn most easily

where there is a physical object they can manipulate or a visual diagram they can follow.
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Intuitive- Thinking or Understanding Learners rely on intuition as a made of

perception and thinking as a means of judgement or decision making Intuition focuses the

learners’ attention on ideas rather than details, abstractions rather than facts, patterns

rather than components, forests rather than trees. It thrives in an intellectual atmosphere

and has a strong drive for perfection. Rigorous texts, demanding and complex ideas, well

organized but provocative lectures stimulate understanding learners’ brain to action. But

this intellectual atmosphere needs to be balanced effectively with opportunities for them

to develop their own ideas and to question, revise, and criticize the ideas of others. They

may grasp new concept with frightening speed and lucidity but may require more time to

think things through and put the new learning into action. The demand for logical

consistency means they have a strong need to question and test ideas. Finally, their

concern with intellectual content and reasoning sometimes causes them to undervalue the

need for routine work and practice resulting in boredom when teachers insist on drill and

practice.

Intuitive – Feeling or Self Expressive Learners uses hunch, guessing and insight

to organize the world into shifting patterns of possibility. Meanwhile, their feeling function

applies association, memory, and emotion to the task of turning these patterns into

concrete images meaningful products. It is through these processes of imagination

creatively, personal expression, and communication that Self-Expressive learners

become excited and motivated in the classroom. The learners need stimulation and

surprise to engage and focus their attention. They thrive on imaginative literature and

provocative prose in science and Social Studies. They also need sustained, quieter times

to work through and implement their ideas.

Sensing – Feeling or Interpersonal Learners rely on sensing (focus on the physical

nature of the world) as a made of perception and feeling as a means of judgement or

decision making Interpersonal Learners look to extend these physical sensations into
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images and emotions and strive to connect this new information to their own body of

personal experience. The combination of sensing and feeling provokes in the

Interpersonal student a strong need for conversation. The Interpersonal student best

confirms and reinforces new learning through conversation, personal connections, and

shared projects. When it comes to skills, both Mastery and Interpersonal learners need

modelling and demonstration, but Interpersonal learners prefer a more personal approach

where feedback and correction are carried by the human voice of the teacher or another

student. Though they show some preference for short answer work, they are quite

comfortable with work that asks for their thoughts, feelings, and personal opinions.

Physical objects and visual diagrams can aid in their learning, but it is the quality of the

social content, learning partner, cooperative group, or relationship with the teacher that

drives them to do their best work.

Conceptual Framework

The researchers used a correlational research framework or also known as

associational research. It is a type of research design which examines the relationship of

two or more variables without any attempt to influence them.

DEPENDENT
INDEPENDENT VARIABLES
VARIABLES
Academic Performance of
Learning Styles the respondents

FIGURE 1. Research Paradigm

Figure 1 shows the relationship between dependent and independent variables.

In this research, the researchers include the Learning Style as the independent

variable and the Academic Performance of the respondents as the dependent variable.
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They used this framework to test if there a significant relationship between the students’

learning styles and their academic performance.

A learning style paradigm shows that whenever there is a mismatch between

strategies and learning styles, a learner is frustrated, and learning is more difficult and less

effective. Learning styles will be tested for the relationship with their Academic

Performance (Keefe, 2006).

Statement of the Problem

The general objective of the study is to determine the relationship between the

learning styles and the academic performance of the selected Grade V students in the

selected elementary schools in Cabiao, Nueva Ecija. Specifically, it aims to determine the

following:

1. How the respondents do the following learning styles during the classroom

discussion?

1.1 Mastery

1.2 Understanding

1.3 Interpersonal

1.4 Self-Expressive

2. What is the academic performance of the students?

3. Is there a significant relationship between the frequently used of the respondents

in the learning styles in classroom discussion to the academic performance?

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Hypothesis

There is no significant relationship between the frequently used of the respondents

in the learning styles in classroom discussion to the academic performance at 0.05 level

of significance.

Scope and Limitation of the Study

This study aims to determine the relationship between the learning styles and

academic performance of the grade V students among the selected elementary schools

namely: Cabiao Central School, Jose Rico Cruz Elementary School and San Fernando

Sur Elementary School.

The researchers choose Grade V pupils because it is the stage where the students

can actually acquire knowledge and also students are easily characterized by their

different learning styles. Moreover, they administer the test among section 1 and lower

sections for them to have a comparison regarding to their academic performance. They

can also easily determine the learning styles of the students because in this grade level

they are starting to focus and become aware on their learning.

Significance of the Study

The success of the study will benefit the following:

Students. Students will benefit from this study because if their styles are

incorporated well, they may be able to improve their knowledge and develop their

strengths and capabilities so that they can excel more in their class.

Teachers. Teachers are the role model for every student so they have a major

duty in guiding the learners in their different learning style. This study will enhance their

awareness in handling the difficulties of students. It may also refer to distinguish how they
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will handle every learner. It can help them to know every students strengths and

weaknesses.

School Administrators. This study will help them in implementing and improving

the learning style of every student in terms of giving an activity that fits to their ability.

Future Researchers. This study will encourage their interest in focusing their

studies in different learning style. And also they may use the result of the study by sharing

new information in the different learning styles encountered by the elementary grade

pupils.
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Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the different literature and studies that related to the present

topic on the Relationship between the Learning Styles and the Academic Performance of

the Selected Elementary Schools in Cabiao, Nueva Ecija.

Learning is an activity of one who needs to acquire knowledge. It may be

intentional or at random; it may involve acquiring new information, new attitudes and

understanding or values. It is usually accompanied by a change in behaviour and goes on

throughout life. It is often thought of as both processes and outcomes. Education can then

be defined as the organized, systematic effort to faster learning to establish the conditions

and to provide the activities through which learning can occur (Gross, 2004).

According to the International Journal of Educational Research and Technology,

awareness of the Learning styles is vital for allowing adjustment in the educators’

pedagogic approaches. Thus, some researchers pointed out that the learners’ unique

learning style and their academic achievements are powerfully related and it has its

insightful impact on the particular dimensions of teaching and learning processes.

Students have their own preferred way to recognize, retain and retrieve information

(Cuthbert, 2005).

Learning is generally identified with a change in behaviour as a result of the

development of a learning experience. There are two contrasting approaches to support

learning as a course of action or a process which brought about transformation or change;

the acquisition learning and formalized learning Acquisition learning refers to the

unconscious learning or simply called contained learning. It is the unconscious learning

and change by a person after doing a specific task. Formalized learning on the other hand

takes place through facilitation. In this approach the learner is aware that what he is doing
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involves learning. Formalized learning is making learner conscious of the learning and

thus enhancing it this note, enhancing learning would mean involving learners in the

process; it necessitates recognition of how they learn in order for learning to be successful;

thus a study of students learning styles is beyond doubt a requisite to appreciate the

process called learning (Rogers et al., 2003).

Readiness implies a degree of concentration and eagerness. Individuals learn best

when they are physically, mentally, and emotionally ready to learn, and do not learn well

if they see no reason for learning. Getting students ready to learn, creating interest by

showing the value of the subject matter, and providing continuous mental or physical

challenge, is usually the instructor’s responsibility. If students have a strong purpose, a

clear objective, and a definite reason for learning something, they make more progress

than if they lack motivation (Thorndike, 2000).

One of the best ways in educating students is through self-expression. Self-

expression is crucial for the development of pupils’ identity and personhood, and Art as a

subject lends itself very well to promoting that. When pupils feel like they can freely

express themselves, they can then begin to explore their interests and strengths. This

helps them think about who they are and who they want to grow up to be (Baldenfenor,

2014).

Moreover, the constructivism theory states that people construct their own

understanding and knowledge of the world, through experiencing things and reflecting on

those experiences. When we encounter something new, we have to reconcile it with our

previous ideas and experience, maybe changing what we believe, or maybe discarding

the new information as irrelevant. In the classroom, the constructivist view of learning can

point towards a number of different teaching practices. In the most general sense, it

usually means encouraging students to use active techniques (experiments, real-world

problem solving) to create more knowledge and then to reflect on and talk about what they
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are doing and how their understanding is changing. The teacher makes sure she

understands the students' pre-existing conceptions, and guides the activity to address

them and then build on them (Bruner, 1996).

Student must realize the importance and objectives of having knowledge, skills

and attitude which are significant and their future employment. In learning the alphabet,

you made some mistakes along the way, but at some point you learned all yours letters.

You changed from someone who did not know the alphabet to someone who did. Learning

anything new involves change. But it is also a relatively permanent influence on behaviour.

Once you learned the alphabet, it did not leave you. Once you learn how to drive a car,

you do not have to go through the process again in at a later time. You learned the

alphabet through experience with the letters-you may have learned it by watching Sesame

Street. Through experience, you may have also learned that you have study to do well on

test, that there usually is an act at a rock concert, and that field goal in American football

adds 3 points to the score. Putting these pieces together, we arrive at a definition of

learning: a relatively permanent change in behaviour that occurs through experience

(Santrock, 2005).

Learning is the process of gaining understanding that leads to the modification of

attitudes and behaviours through acquisition of knowledge, skills and values, through

study and experience. Learning causes a change of behaviour that is persistent,

measurable, and specified or allows an individual to formulate new mental construct or

revise prior construct (conceptual knowledge such as attitudes or values). It is a process

that depends on experience and leads to long-term changes in behaviour potential.

Behavioural potential describes the possible behaviour of an individual learning is not

periodically reinforced, it becomes shallower, and eventually, will be lost in that individual

(Ornos, et al., 2011).

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Student prior knowledge, skill and abilities do not more nearly as much differences

to their style of learning. This concept is all about to the learning style that is rooted in the

classification of psychological types. The learning styles theory is based on research

demonstrating that, as the result of heredity upbringing and current environmental

demands every individual has their unique way to process and perceive information. The

different ways of doing are concrete and abstract perceivers and active and reflective.

Concrete perceive simply absorb information by doing or by their experiences. Abstract

perceives, absorb information through analysis, observation and thinking. Active

Processor Immediately using the new information. Reflective processors make sense of

an experience by reflecting on and thinking about it (Laguador, 2013).

Nowadays, teacher are successfully using learning styles as a means of getting

students to reflect on their learning and to develop their metacognitive capacities.

Significant numbers of studies have been carried out, mainly in the Western and

Asian countries, to establish whether learning style preference has any relationship with

academic achievement. Much of these past studies have sought to establish the

relationship between the two variables; whereby learning styles have been independent

variable (IV) and the academic performance taken as the dependent variable (DV). Some

of these studies have also sought to understand the relationship by gender, and most of

them have found significant relationships between the two variables and by gender

(Kopsovich 2001).

Another study conducted explored on the student‘s preferred learning styles and

their academic achievements. The specific objectives of the study were to: describe the

learning style preferences of the students; to find out whether learning style preferences

of the students differed with age, gender and academic program; and determine the

relationship between the learning style preferences and the students’ academic

performance. The participants of the study consisted of all 131 the freshman students who
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were accepted during the first trimester of the academic year 2012-2013, composing of

118 national youth and 13 young adults. Thus, the research revealed that there is no

significant relationship between the learning styles when the students are grouped

according to their profile. Thus, even many researches reject the relationship of the

learning styles, studies about this topic still increase. One of the reasons is because they

are curious on how they could provide quality education for the learners (Gappi, 2013).

A study carried out on the relationship between learning styles of students and

their Mathematics scores on the Texas assessment of academic skills test established

that the learning style preferences of all students in the area of persistence significant

impacted their math achievement scores. Gender and ethnicity were mitigating factors in

the finding The Pearson Product Moment Correlation coefficient and the Point-biserial

correlation analysis was applied to the data collected from 500 randomly selected fifth

grade students attending a North Texas Intermediate school. There was a significant

relationship of 0.542 at the 0.05 level of significance. Part of the data was the student’s

responses to the Learning Style Inventory by Dunn, Dunn and Price. In summary, the

author suggests that supplying the teachers with information concerning student’s learning

style preferences will benefit student achievement. A closely related study that

investigated the impact of learning styles on the academic achievement of secondary

school students in Iran. It has also contributed to the learning styles discourse. The Kolb

Learning Style Inventory (1999) was administered in eight public schools in Tehran. The

mean of test scores in five subjects, namely English, science, mathematics, history and

geography, was calculated for each student and used as a measure of academic

achievement. A total of 285 Grade 10 students were randomly selected as sample of the

study. The results of the analyses of variance showed that there is a statistically significant

difference in the academic achievement of the Iranian students that correspond to the four

learning styles; in particular, the mean scores for the converging and assimilating groups
 14

are significantly higher than for the diverging and accommodating groups (Jilardi

Damavandi et al, 2011).

A study conducted among five faculties at Bilkent University First Year. Students

has contributed to the field of learning styles in education. The study was conducted

among 102 freshman students between the age of 18 and 23 who responded to the Jeffrey

Barsch’s Learning Styles Inventory and their test scores were used to calculate the

statistical coefficient between the two variables. The study showed that there is a weak

positive statistical relationship between the learning styles of the students and their

achievement in foreign language (English 101 course) with a correlation coefficient of

0.306 (Erton, 2010).

Although these studies were conducted based on different learning style models,

that is, cognitive learning styles, sensory learning styles, and personality styles, the results

show a positive relationship between learning styles and academic achievement

regardless of the model used. It is inevitable that diverse assessment instruments of

learning styles exist. It is difficult to find a comprehensive assessment instrument because

of the complex nature of learning styles. The majority of the assessment instruments are

only to measure one or two dimensions of learning styles. Since the above described

related studies were conducted in non-African countries, the present study will help in

understanding the relationship between learning styles and academic achievement.

Many have proposed matching students and teachers who have similar learning

styles in an effort to provide a learning environment where students are able to be taught

by someone with similar personality attributes, who processes information in a manner

similar to the students. Some research has found that when the students’ and teachers’

learning styles are seriously mismatched, the students are likely to be uncomfortable,

bored, and inattentive, resulting in poor performance There are, however, problems with

this type of matching. The primary concern is that students who are taught only in the
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type of method that they are comfortable with, fail to develop the skills required to learn in

other ways. Students who are channelled into certain teaching environments may begin

to believe that they are only capable of learning in certain environments and may discount

other methods of learning, of which they may not have previously been exposed. As these

students progress in their educational careers, they may enter environments that do not

offer such flexible teacher-student matching and find themselves unable to adapt to their

current environment (Felder, 1998).

However, the benefits of this type of matching may increase student learning

outcomes in the short run, the long run consequences may be detrimental to the student.

A better solution that has been proposed is for teachers to modify their methods of

teaching in accordance with the learning styles of their students. This first requires

teachers to understand the learning styles of both their students and themselves. In the

absence of any formal assessment it is generally thought that teachers default to their own

learning preferences, presumably because they found that style of learning effective for

themselves. Teachers may be unaware that their style of teaching is ineffective for the

majority of students in their classroom. By having a general understanding of the spectrum

of learning styles most effective for their students, teachers can tailor their instruction in a

way where the students are exposed to a variety of teaching methods (Healey et al. 2005).

It is important that the learning styles of the students are matched by the

instructional strategy of the teacher. Teachers should always have background knowledge

about the different students learning styles so that they will be able to provide approaches

that will fit into the learning needs of every student. By the first quarter the children go to

school, teachers should know how to identify the learning style of her students as well as

their parents before their children enter a formal school. Through providing them

immediate instructional strategies it will ensure that students have an upper hand in

performing well in school.

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The identification of learning styles to be employed at any teaching situation is

deemed important. It may vary depending on the need and preference of the students.

However, recommends that there preference must be developed and harnessed among

school children so they will get used to it as they progress on higher levels of their

educations (Corell, 2007)

Thus, recognizing the students learning style not only benefit the students but also

the teachers. It is believed that it can help the teachers to develop an educational program

that will offer the most effective activities for the students. It is beneficial too for the new

teachers because it will be very useful for them in their early years of teaching. Teachers

should be able to know how to recognize their students learning style for them to easily

cope and adapt from the students learning abilities. It will also help to improve their

academic performances (Cuaresma, 2008).

Since every human being is created provided their individual differences, expect

that they also have different ways of acquiring information. Some argued that this is

learning styles and every individual only prefer one learning style over other. But with or

without the evident effectiveness of learning styles for any individuals, educators as well

as future educators should always be prepared and should always provide and try different

kinds of instructional approaches in order to address every student learning needs

especially an elementary levels because this stage serves as a learning foundation of

every individuals.

Learning style is an important variable in student’s academic performance.

Learning style was reported to be important on how student learning and how teachers

teach, student-teacher interaction and student academic achievement. In educational

institutions, success is measured by academic performance, or how well a student meets

standards set out by the institution itself. As career competition grows ever fiercer in the
 17

working world, the importance of students doing well in school has caught the attention of

parents, legislators and government education alike (Graham, et.al 2001).

During the early years of education in educational institutions, most likely success

is measured through the students’ academic performance as well as how he performs to

meet the standards that are set by the institution itself. As the career competition grows in

the working world, the importance of the students’ performance has captured the attention

of the parents, legislators and the government educators alike.

A research revealed that majority of the respondents had satisfactory

performance in achievement test. The researcher had observed that the academic

performances of her pupils were on the average level and needs an improvement. Hence,

they need remedial measures to encourage the poor learners in class (Digma, 2011).

The result of a study revealed that most of the students use collaborative learning

styles in Mathematics, English and Science and Technology. The students mostly got an

average academic performances, with means ranging from 80.09, 82.18. Students’

academic performances differed significantly in their first grading ratings in Science and

Technology. Except for lecture and traditional methods, most of the teaching methods

were significant in providing for the learning styles of the students. A highly significant

relationship was established between the students’ academic performances and learning

styles. Majority of the students got average academic performances except for students

with avoidant learning styles and only few of them got high academic performances in the

rest of the learning styles (Velasquez, 2007).

It is necessary for every teacher to provide different kinds of instruction in teaching

so that she will be able to incorporate those strategies with each learning preference of

her students so that everyone will be able to meet their learning needs. However, providing

instruction that are not really that appropriate for every students will also benefit the
 18

students because they will be able to cope with other strategies provided by their teachers

that may help and encourage them to learn with the use of other preferences.

Synthesis of Review of Related Literature and Studies

The studies and literatures used in this chapter by the researchers were related to

the present study instance for that dealt in finding the strength and weaknesses of the

respondents in terms of the students learning style and its relationship to their academic

performance. In line with this, the different studies are adapted by the researchers to

define the difficulties encountered by the respondents in defining the students learning

styles.

Education is an organized, systematic effort to faster learning to establish the

conditions and to provide activities through which leaning can occur (Gross, 2004). Prior

to this research, the researchers want to figure out what are the best activities does a

teacher should provide so that every cope up with the discussion. A constructivism theory

had also suggest that people learn if they are involved within the learning experience that

is being provided. The international Journal of Educational Research and Technology also

suggest that the awareness of learning style is vital for allowing adjustment of the

educators’ pedagogic strategies also in the classroom activities that would be provided by

the teachers. Thus, researchers pointed out an insightful impact between the students

learning style and their academic achievement (Cuthbert, 2005). Thus, researchers will

assess the different learning styles that was frequently used by the students so that they

can be able to recommend strategies that will cater the respondents learning styles.

Significant numbers of studies had been also conducted to establish the

relationship of learning styles to the academic performance. Whereby learning styles have

been the independent variable (IV) and the academic performance as the dependent

variable (DV) to test its relationship between the two variables (Kopsovich, 2011). It has
 19

been also differentiated because Kopsovich involved students within the higher year levels

while the researchers involved students within the lower year levels.

Although these studies were conducted based on different learning style models,

that is, cognitive learning styles, sensory learning styles, and personality styles, the results

show a positive relationship between learning styles and academic achievement

regardless of the model used. However, although the researchers find out the best

activities that fits the students learning styles, a study recommends that their preference

must be developed and harnessed among school children so they will get used to it as

they progress on higher levels of educations (Corell, 2007).

Thus, the best course of action for teachers is probably to offer a diverse set of

learning experiences in order to ensure that students of all styles are able to grasp the

information in the ways that best suit their personalities. This will also provide an

opportunity for all students to develop strategies for learning in multiple ways. Further

research on the topic of learning styles can help answer some of the unresolved debates

in the literature and lead to solutions that will improve the performance of both students

and teachers.
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Chapter 3

RESEARCH METHODOLOGY

This chapter presents the research method used in the study, including the

procedures and techniques, the data-gathering instrument and the statistical treatments

applied on the data of the study.

Research Design

In this research study, we seek to explore the relationship of learning style to the

academic performance of the pupils using quantitative method. Quantitative methods are

those research methods that use numbers as its basis for making generalizations about a

phenomenon. These numbers originate from objective scales of measurement of the units

of analysis called variables. Quantitative method emphasize objective measurements and

the statistical, mathematical, or numerical analysis of data collected through polls,

questionnaires or surveys by manipulating pre-existing statistical data using

computational techniques.

The researchers used the descriptive method of research since it involved

collecting data in order to explain the relationship of learning style to the academic

performance of the pupils. Quantitative research deals in numbers, logic, and an objective

stance. It focuses on numeric and unchanging data and detailed, convergent reasoning

rather than divergent reasoning.

With the use of this method, the researchers will be able to gather the answers to

the problem of the study.

Research Method Used

The descriptive research design was employed on this study because it develops,

test and evaluates the research instruments and methods which are related to the
 21

population and phenomenon that are being studied (Adanza et al, 2009). Furthermore, it

is sought to describe the existing condition, which in this study aimed to identify and

develop the pupils’ capabilities and strengths or their class performance through

determining and matching their different learning styles.

The research population of the study was in Cabiao, Nueva Ecija wherein the

researchers chose to assess the learning styles of the grade V pupils in selected

elementary schools namely; Cabiao Central School, Jose Rico Cruz Elementary School,

and Sinipit Elementary School.

Table 1
Population of Students in Selected Elementary Schools
School Section Population Percent Sample
Cabiao Central School 1 44 77 34
Jose Rico Cruz 1 31 77 24
Elementary School
Sinipit Elementary 2 46 77 35
School
Total 121 110

The table shows the total population in selected elementary schools in Cabiao,

Nueva Ecija.

To determine the estimated number of the respondents who had respond, we used

the Slovin’s formula to show the total population of the respondents who were assessed

with 5% margin of error.

𝑁
𝑛=
1 + 𝑁 (𝑒 2 )

Where:

n - The number of sample

N – Total population
 22

e – Margin of error

n= 121

1+121(.05)

121

1+121(.0025)

121

.3025

= 93

121

N= 77%

Cabiao Central School

44(.77) = 34 Sinipit Elementary School

Jose Rico Cruz Elementary School 46(.77) = 35

31(.77) = 24

Sampling Technique

The random sampling technique is a sampling method in which all members of a

group have an equal and independent chance of being selected.

The data gathered from the respondents have been tabulated and interpreted. The

researchers used the marginal error of 5% as the basis and used the Slovin’s formula.

𝑁
𝑛=
1 + 𝑁 (𝑒 2 )

Where:

n = number of samples

N = total population
 23

e = margin of error

The researchers applied he Slovin’s formula that gives the data needed in finding

the sample with a 5% margin of error. Based on the formula, the sample size 121

respondents.

Description of the Respondents

The respondents of the study are the pupils of grade V in selected elementary

schools in Cabiao, Nueva Ecija during the School Year of 2016-2017. The selected

schools that are involved in the study are the Cabiao Central School that has 44

respondents, Jose Rico Cruz Elementary School that has 31 respondents and Sinipit

Elementary School that has 46 respondents.

Research Instrumentation and Validation

It is a researchers-made standardized instrument where in it uses carefully

planned and printed items given to respondents in order to elicit answers to the questions

that are provided in the research.

The questionnaire will determine the preferred learning styles of the pupils in

selected elementary schools in Cabiao, Nueva Ecija through answering several questions

relevant on how they perceive information from their environment that will be answered

by the respondents.

Data Gathering Procedures

A letter of request of administer the survey questionnaire was submitted to the

principals of selected elementary school and to the school district superintendent of

Cabiao, Nueva Ecija for approval.

 24

The researcher sought the expertise of the panel members of the validation of the

instrument.

Upon receiving the approved letter the revised questionnaire will be utilized to

ensure that only those indicators and with essential contribution to the final form to

determine the learning styles of Grade V pupils.

The researchers will be personally administering the research instrument to the

respondent to ensure the 100% retrieval and accuracy of the data

The responses will be tabulated, analysed, and interpreted to give meaningful

results.

Statistical Treatment of Data

The data gathered from the respondents were interpreted through the following

statistical techniques and procedures:

1. Weighted Mean was used by the researchers to get level of numerical literacy

of the respondents.

Formula:

∑𝑓𝑤
𝑤𝑚 =
𝑁

Where: wm = weighted mean

∑fw = sum of the products of frequency

N = total number of respondents

2. To find out the most frequently used learning styles by the respondents, the

researchers used the ranking method to shows the frequency of the learning styles

in terms of Mastery, Interpersonal, Self-Expressive and Understanding. The

 25

researchers have assigned a significant ranking number in relationship to learning

styles weighted mean.

3. The researchers used the percentage, frequency and ranking techniques to get

the academic performance of the respondents.

Percentage techniques were used in dividing each class of frequency by the total

number of items group and multiply by 100. This was used to all the tabulated

responses.

FORMULA:
F
P= X 100
N
Where:

N= total number of respondents

P= percentages

F= number of respondents

X100= constant multiplier

Frequency count was used in organizing the change of data which

facilitated statistical results for analysing them. This was method by which the

number of the respondents’ responses was determined. It was used to get the

general weighted average of the respondents.

4. Pearson formula for the significant relationship between the factors and the

student’s academic performance, the Pearson-moment correlation coefficient was

measures of the linear correlation between two variables X and Y giving a value

between -1 and -1 inclusive, where 1 is total positive correlation, 0 is no correlation

 26

and -1 total negative correlation. It is widely CVF0-used in the sciences as a

measure of the degree of linear dependence between two variables. It was

developed by Karl Pearson from a related idea introduced by Francis Galton in the

1980’s.

The correlation between the factors and student’s academic performance using

formula:

𝑛∑𝑋𝑌 − ∑ 𝑋 ∑ 𝑌
𝑟 𝑥𝑦 =
√[𝑛 ∑ 𝑋 2 – (∑ 𝑋)2 ] ∗ [𝑛 ∑ 𝑌 2 – (∑ 𝑌 2 )]

Where:

R = correlation coefficient

n = sample size

X & Y = score

5. Likert Scale questionnaire was used for the significant relationship between

learning styles and academic performance of the students.

The Likert Scale used from the student’s questionnaires had the following

interpretation:

The five point scale used from the student’s questionnaires had the following

interpretation:

Likert Scale

Weighted Mean Score Descriptor

4.51- 5.0 5 Frequent
3.51- 4.5 4 Often
2.51- 3.5 3 Sometimes
1.51- 2.5 2 Seldom
1.0- 1.5 1 Never
 27

Chapter 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the interpretation and analysis of data. This shows the

results of the data gathered through the research instrument provided in the study. The

results of the study and their corresponding interpretations are presented through tables.

1. Learning styles of the respondents

1.1. Mastery

Table 2 present the assessment of respondents in terms of mastery. The table

shows that respondents often wanted to know how things are done by step by step

procedure with weighted mean of 4.34. Second, respondents often tend to focus on facts

and remembered details with 4.30 weighted mean. Third, respondents often interested

on hands-on activities and learning that can be applied for practical use with weighted

mean of 4.23. Forth, respondents often always speak and write straight to the point with

4.04 weighted mean and respondents often prefer doing than discussion and lessons with

3.82 weighted mean. In terms of overall assessment of respondents in terms of mastery

they rely on sensing as a made of perception and thinking as a means of judgment or

decision making with weighted mean of 4.18.

In line with this, Jung stated that Mastery Learners prefer work that calls for short,

right or wrong answers, and they learn most easily where there is a physical object they

can manipulate or a visual diagram they can follow.

Table 2
Assessment of respondents in terms of Mastery
Mastery SD WM VI Rank
I always wanted to know how things are done by
step by step procedure. 1.21 4.34 Often 1
I am more interested on hands-on activities and
learning that can be applied for practical use. 1.03 4.23 Often 3
I tend to focus on facts and remembered details. 0.89 4.30 Often 2
 28

I always speak and write straight to the point. 0.96 4.04 Often 4
I prefer doing than discussion and lessons. 1.13 3.82 Often 5
Overall 0.69 4.18 Often

1.2. Understanding

Table 3 present the assessment of respondents in terms of Understanding of

preferred learning style. It shows that respondents often wanted to know why more than

what with weighted mean 4.09. Second, respondents are often interested on ideas and

on how things work with 4.13 weighted mean. Third, respondents often prefer to reason

things out independently with weighted mean 3.97. Forth, and the respondents often

prefer new learning to practicing or reviewing the previous learning with weighted mean

4.24 and respondents often prefer to apply what they have learned when they are

reasoning out to new ideas with 4.07 weighted mean. In terms of overall assessment of

respondents with weighted mean of 4.13.

In line with this, Jung stated that learners who prefer this style rely on intuition as

a made of perception and thinking as a means of judgement or decision making. Intuition

focuses the learners’ attention on ideas rather than details, abstractions rather than facts,

patterns rather than components, forests rather than trees. It thrives in an intellectual

atmosphere and has a strong drive for perfection.

Table 3
Assessment of respondents in terms of Understanding
Understanding SD WM VI Rank
I always want to understand "why" more
than "what" 0.838067 4.085106 Often 3
I am interested in ideas and how things
work. 0.975331 4.12766 Often 2
I prefer to reason out things independently. 1.031255 3.968085 Often 5
I prefer new learning to practicing or
reviewing the previous learning 0.900253 4.244681 Often 1
I prefer to apply what I have learned when
I am reasoning out to new ideas. 0.819643 4.074468 Often 4
 29

Overall 0.590863 4.12766 Often

1.2. Interpersonal

Table 4 shows that respondents having Interpersonal style often wanted to be liked

and be part of a group with weighted mean 4.34. Second, respondents are often

interested with working an idea with groups rather than working the idea with yourself with

4.27 weighted mean. Third, respondents often prefer to have real life experiences and

opportunities in order to express their feelings with weighted mean 4.29. Forth, the

respondents often refer work with groups collaboratively during the classroom activities

with weighted mean 4.35 and respondents often interested to perform in front of different

people with 3.65 weighted mean. In terms of overall assessment of respondents in terms

of interpersonal rely on sensing with weighted mean of 4.19.

The pupils must always be involved during the learning activities because they

learn more effectively when they are involved in the activity (Franklin,1777). Thus, the

involvement of the learners will result to a more effective learning experience and

outcome.

Table 4
Assessment of respondents in terms of Interpersonal
Interpersonal SD WM VI Rank
I always want to be liked and part of the group 1.00 4.34 Often 2
I am more interested of working with my group
mates rather than the idea itself 0.96 4.27 Often 4
I prefer to have real life experiences and
opportunities in order to express my feelings. 0.86 4.29 Often 3
I prefer to work with groups collaboratively during
our classroom activities 0.81 4.35 Often 1
I always love to perform in front of different
people. 1.28 3.65 Often 5
overall 0.59 4.19 Often
 30

1.3. Self-expressive

Table 5 present the assessment of respondents in terms of Self-expressive. It

shows that respondents often use imagination and creativity when learning with weighted

mean 4.18. Second, respondents are often interested on projects that will cater their

capability with weighted mean 4.21. Third, respondents often enjoy self-expression

through arts with weighted mean 4.37. Forth, the respondents’ often shows the

attentiveness to symmetry, aesthetics and beauty with 3.78 weighted mean and

respondents often speculate and ask, “what if?” with weighted mean 3.74. In terms of

overall assessment of respondents in terms of self-expressive often associate their

feelings with memory with weighted mean of 4.04.

In line with this, Thorndike who proposed the theory of the Laws of Learning, that

there must be a stimulation and surprise to engage the learners and focus their attention.

Table 5
Assessment of respondents in terms of Self – Expressive
Self-Expressive SD WM VI Rank
I use imagination and creativity when
learning 0.903551 4.180851 Often 3
I am interested on projects that will cater my
creativity 0.853485 4.212766 Often 2
I enjoy self-expression through arts 0.950201 4.37234 Often 1
I am attentive to symmetry, aesthetics and
beauty. 0.805282 3.776596 Often 4
I always speculate and ask, "what if?" 1.004679 3.744681 Often 5
Overall 0.620698 4.042553 Often

2. General Weighted Average of the respondents

Table 6 presents the description of the respondents in terms of their General

Weighted Average. It shows that 1 or 1.06% of the learners have the general weighted

average ranging from 99-96. Second, it shows that pupils whose averages are ranging

from 95-91 are 13 or 13.83%. Third, learners whose average ranges from 90-86 are 34 or
 31

36.17%. Forth, it shows that 42 or 44.68% of the learners have the weighted average

ranging from 91-95 and pupils whose average are 79-75 are 4 or 4.26%.

Table 6
Description of Respondents in terms of General Weighted Average
General Weighted Average Frequency Percentage Rank
99-96 1 1.06 5
95-91 13 13.83 3
90-86 34 36.17 2
85-80 42 44.68 1
79-75 4 4.26 4
Total 94 100

3. Significant Relationship

It indicated in the Table 7, the comparison between the learning styles when group

according to General Weighted Average. In Understanding, Interpersonal and Self-

Expressive it have p – value which is less than the 0.05 level of significance (0.004, 0.000

and 0.001). Thus, the researchers reject the hypothesis and conclude that there is

relationship between understanding, interpersonal and self-expressive; and general

weighted mean. While in terms of Mastery it have p-value which is more than 0.05 level

of significance. Thus, the researchers accept the hypothesis and conclude that there is

no relationship between mastery and general weighted average. In overall there is no

significant relationship between the learning styles and the academic performance of the

respondents.
 32

Table 7
Pearson Product R- Correlation: Correlation between the Learning Styles When
Group According to General Weighted Average

T- P-
FACTORS Decision Conclusion
COMPUTED VALUE
Mastery 0.12 0.24 Accept Ho Not Significant
understanding 0.23 0.02 Reject Ho Significant
interpersonal 0.22 0.04 Reject Ho Significant
self-
expressive 0.31 0.00 Reject Ho Significant
Overall 0.19 0.06 Accept Ho Not Significant
 33

Chapter 5

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This study assessed the relationship between pupils learning styles to the

academic performance of Grade V pupils which are Mastery, Understanding,

Interpersonal, and Self Expressive.

Summary of Findings

Based on the result of responses in the different learning styles, the data gathered

revealed the following findings:

1. The different learning style are the Mastery, Understanding, Interpersonal, and Self-

Expressive.

1.1 The highest response in terms of Mastery Style of the pupils is “I always want to know

how things are done (step by step procedure)” with weighted mean of 4.34. The

second highest is “I tend to focus on facts and remember details” with the weighted

mean of 4.30. The “I am more interested on hands on activities and learning that can

be applied for practical use” with the weighted mean of 4.23. Then the “I always speak

and write straight to the point” with weighted mean 4.04. And the lowest respondents

is “I prefer doing than discussion and lessons” with weighted mean of 3.82. The overall

weighted mean of Mastery Style is 4.18.

1.2 The highest response in terms of Understanding Style is “I prefer new learning to

practicing or reviewing the previous learning” with the weighted mean of 4.24. The

second highest is “I am interested in ideas and how things work” with the weighted

mean of 4.13. “I always want to understand “why” or more than “what” with the

weighted mean 4.09. Then the “I prefer to apply what I have learned when I am

reasoning out to new ideas” with weighted mean 4.07 and the lowest respondents is
 34

“I prefer to reason out things independently” with weighted mean of 3.97. The overall

weighted mean of Understanding Style is 4.13.

1.3 The highest response in terms of Interpersonal Style is“I prefer to work with groups

collaboratively during our classroom activities” with the weighted mean 4.35. The

second highest is“I always want to be liked and part of the group” with the weighted

mean 4.34. “I prefer to have real life experiences and opportunities in order to express

my feelings with weighted mean 4.29. The “I am more interested of working with my

group mates rather than the idea itself” with weighted mean 4.27 and the lowest

respondents is “I always love to perform in front of different people.” with weighted

mean of 3.65. The overall weighted mean of Interpersonal Style is 4.19.

1.4 The highest response in terms of Self-Expressive Style is “I enjoy self-expression

through arts” with the weighted mean of 4.37. The second highest is “I am interested

on projects that will cater my creativity with weighted mean 4.21. The“I use imagination

and creativity when learning” with the weighted mean of 4.18. “I am attentive to

symmetry, aesthetics and beauty.” with weighted mean 3.78 and the lowest

respondents is “I always speculate and 0.05 the level ask, "what if?" with weighted

mean of 3.74. The overall weighted mean of Self-Expressive Style is 4.04.

2. The result shows that the learners have general weighted average ranging 99-96

with the frequency of 1, second, it shows that pupils whose averages are ranging

95-91 with the frequency of 13. Third, learners whose averages of 90-86 with the

frequency of 34 and the forth shows that the learners weighted averages ranging

85-80 with the frequency of 42. The other pupils who’s ranging averages of 79-75

with the frequency of 4.

3. In Mastery the p-value is 0.24 which is more than 0.05 the level of significance. In

Understanding the p-value is 0.02 which is less than 0.05 level of significance. In

Interpersonal the p-value is 0.04 which is less than 0.05 level of significance and
 35

in Self-expressive the p-value is 0.00 which is less than the 0.05 level of

significance. With an overall correlation of 0.06 which is more than 0.05 the level

of significance.

Conclusion

In the light of the findings this study arrived with the following conclusions:

1. The researchers conclude that the pupils prefer frequently used the Mastery learning

styles by their teachers during the classroom discussion.

2. In General Weighted Average (GWA). Most of the respondents got 85-80.

3. The researchers conclude that there is no significant relationship between the Mastery

learning style and academic performance of the pupils. And the Understanding,

Interpersonal and Self Expressive learning styles of the respondents have significant

relationship between academic performances of the pupils.

3.2 There is no significant relationship between the frequently used of the respondents in

the learning styles in classroom discussion to the academic performance at 0.05 level

of significance.

Recommendations

In the light of findings, this study recommends the following:

1. In terms of Understanding learning style, the researchers recommends that the teacher

to provide more learning activities that will practice the skills of the learners because,

learners nowadays get bored when the teacher just provide them information and do not

put it on a practice. In line with this, Constructivism theory proposed a leaning by doing,

which means that the learners learned more effectively through their experience (Bruner,

1996).
 36

However, for learners who prefer a Self-expressive learning style, the researchers

recommend that teachers should increase the number of activities on different subject and

engage them to express their ideas through arts. A study suggest that an art can be a

powerful catalyst for building skills and understanding a range of subjects and it is highly

recommend for primary and secondary teachers to use as an activity to enhance the pupils

critical and creative skills (Baldenhofer, 2014).

2. In terms of Mastery learning styles, the researchers recommend the same as in

Understanding styles that the teachers should provide more learning activities that will

result to a meaningful learning for the pupils. It is important that the teachers make sure

that the learners are involved in the variety of learning activities, so that teaching will result

to an effective learning (Franklin, 1780).

However, in terms of the learners who prefer an Interpersonal learning style, the

researchers come up to the recommendation that teachers should provide more activities

that will encourage the learners to speak and share their ideas in front of the class,

because this could be a showcase for them to express themselves and to get along with

different people. On the other hand, the Social Development Theory proposed that social

interaction precedes to development (Vygotsky, 1982).

3. Teachers must use a variety of strategies to cater the pupils’ differences, specifically their

learning so that they will be able to provide them more meaningful information and learning

experiences.

However, many have proposed matching pupils and teachers who have similar

learning styles in an effort to provide a learning environment where pupils are able to be

taught by someone with similar personality attributes, who processes information in a

manner similar to the pupils. Some research has found that when the pupils’ and teachers’

learning styles are seriously mismatched, the pupils are likely to be uncomfortable, bored,

and inattentive, resulting in poor performance (Felder, 1998).

 37

One of the principles of effective teaching states that the effective teaching

involves adopting appropriate teaching roles to support the learning goals. Thus, teachers,

at the very beginning of the class must exert more effort for them to distinguish their pupils

learning styles so that they could determine what effective strategies they should

incorporate in their teaching.

 38

References

Books

Glonek, Joshua G. (2013). Learning Styles: Theories and Pedagogical

Sean Macblain (2014). How Children Learn. Sage Publication. I Olivers’ Yard, 55 City

Road, London ECIY ISP

Howard Gardner (2010) Multiple Intelligences.

http://www.howardgardner.com/ML/ml.html

Journals

Fleming, Neil and Baume, Daniel (2006). Learning Style: VARKing Up the Right Tree:

Educational Development. SEDA Ltd, Issue 7-4 pg. 4-7.

Nunan, David, Wong, Lilian C. (2010, June 2). The Learning Styles and Strategies of

Effective Language Learners.

Oxford, Rebecca L. Language Learning Styles and Strategies. Concepts and

Relationships.

Unpublished Materials

Bagasala, Roberto Aleta. “Instructional Skills of Elementary School Teachers in District

XI B, Quezon City” (May 2012)

Cecogo, Nieva Morallos. “Effects of Students Profile and Teachers Behavioral Attitudes

to Students Academic Performance” (May 2011)

Dela Rosa, Daniel. “Preferred Leaning Styles and their Relationship to the Academic

Performance in the Core Subjects of Sophomore Students Among Selected Public High

School in Dasmarinas, Cavite” (March 2009)

 39

Dizon, Michael Bracamonte. “Students’ Learning Style and Teachers’ Teaching Style

(March 2012)

Lojo, Laura R.”The Teaching Approaches of Teachers and the Learning Styles of

Children at Angels Institute of Learning an Assessment”.

Lopez, Annerie Mojica. “Learning Style and Its Effect on Students Science Academic

Achievement of Lumampong National High School Division of Cavite (May 2015)

Manansala, Shirley Rose D. “Personal Factors Related to the Learning Style of Pupils in

Satellite Schools in Moncada South District Tarlac Province: Implication to the

Educational Management (April 2012)

Nepomuceno, Roselle N. “The Learning Styles of Pupils and their Academic

Performance in Mathematics IV (October 2011)

Wilson, Mary Lynne. “Students Learning Style Preference and Teachers” Instructional

Strategies: Correlation between Matched Style and Academic Achievement (November

2011.

Sites

https://www.coursera.org/learn/art-activity

https://www.learning-theories.com/vygotskys-social-learning-theory.html
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