Eyes in Diversity: An Identification of Learning Preferences in General Mathematics

San Jose National High School
Senior High School

Sen. L. Sumulong Mem. Circle Pulong Banal Brgy. San Jose Antipolo City
EYES IN DIVERSITY: AN IDENTIFICATION OF LEARNING 1
PREFERENCES IN GENERAL MATHEMATICS
Quantitative Research Paper
ANGELICA NICOLE D. ELIZARDE
JULES ISAAC A. CONSULTA
ALIZA C. TAMAYO
EDUARDO SUPANGAN
2020
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Abstract 2
The purpose of this Quantitative Research was to identify the learning
preferences of the Grade 11 Students of San Jose National High School in General
Mathematics. It is inclined with Neil Fleming’s VARK Model of Student Learning.
The study is a Quantitative Research which used survey forms as a research
instrument. The respondents of the study were 186 Grade 11 students of different
strands which were selected through the Simple Random Sampling with a 95%
confidence level. Findings revealed that the factor which affects students’ learning
preferences the most is the teachers’ personality and way of teaching. On the other
hand, the least factor which affects students’ learning preferences is the school
structure, resources, and facilities. The findings of the study also showed that the
most preferred learning style of the Grade 11 Senior High School students is visual
learning and the least preferred is auditory learning.
Keywords: Mathematics, learning preferences, VARK Model of Student Learning.

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PRACTICAL RESEARCH 3
I. CONTEXT AND RATIONALE
Mathematics is the study of numbers, shapes, patterns, and the processes
involved in analyzing and giving solutions to problems. It aims to deepen the
students’ Mathematical concepts which challenge their reasoning, problem-solving
and critical thinking skills. It is everywhere and it is being used in daily lives.
Senior High School students of different strands in San Jose National High
School have General Mathematics as a core subject. On the Grade 11 level, other
strands even have Pre-Calculus and Basic Calculus. Mathematics and its different
branches are taught in school. However, most students find these hard to be
studied. And so, students think of ways on how to lighten up their academic stress
and the incorporation of learning styles is observable.
Just like a wide variation in fingerprints, everyone has their own unique and
preferred learning styles. Students learn in different styles and have various ways to
help them acquire new skills and knowledge. These come in different forms
depending on the students’ preferences, capabilities, and compatibilities. Learners
know what works best for them, and these learning preferences further develop and
enhance as they study more. They use these styles to easily adapt and catch up
with their lessons.

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The study is inclined with Section 5 of the Republic Act 10533 of the 4
Philippine Constitution which states that “the Department of Education (DepED)
shall formulate the design and details of the Enhanced Basic Curriculum.” Under
the K-12 Curriculum, Mathematics is now using the Spiral Progression Approach
starting from Kinder to Grade 1 up to the 12th Grade. It implies that every lesson
will be taught again and again at every level; beginning with the basic up to the
more and most complex lessons. Lessons have increasing depth as grade levels
heighten, and these are further enhanced too to be aligned with the students’ skills
and comprehension. However, although mathematics is required to be taught in
schools, the majority of students are having a hard time in learning mathematics
(Gafoor and Kurukkan, 2015). And so, to adapt to the situation, students
incorporate the use of various learning styles that are designed to cater to the
learners’ needs: that is to ensure that they gain speed, accuracy, and mastery of
mathematical skills.
Some of the most acknowledged learning styles are found within Education
Theorist Neil Flemings’ VARK Model of Student Learning. VARK refers to the four
categories of learning styles: visual, auditory, reading and writing (Linguistics), and
kinesthetic learning. VARK model refers to the different approaches that students
use to assess information.
The study “Eyes in Diversity: A Comparative Study of Learning Preferences
in General Mathematics” focuses on the comparison of the three of the four

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aforementioned learning styles which are visual, auditory, and kinesthetic learning. 5
By allowing students to process information in ways they are comfortable with, they
will be able to perform well by having an increase in their academic confidence. The
researchers choose this study because they too, incorporate the use of learning
techniques in studying. The researchers believe that recognizing students as visual,
auditory, or kinesthetic learners will help in aligning their capabilities with the overall
curriculum— which can be very beneficial to them.
II. LITERATURE REVIEW
Learning Mathematics has always been a challenge for everyone. A lot of
students find it hard due to several contributing factors. However, this dilemma can
be addressed through incorporating different techniques and methods in learning
with ease. These learning preferences aid the students’ problems in dealing with
Mathematical problems.
Foreign Literature
Students have their unique natural or habitual pattern of obtaining and
processing information in different learning scenarios. Students have different
learning styles of use— depending on their preferences (Flemming, 2011). Certain
demographic variables affect the preferred learning styles of students which are
gender, religion or beliefs, place of living, and parents’ educational attainment.
Learning techniques that students practice not only depends on their demographic
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profile, but also in their comfort zone. Learning preferences also varies depending 6
on the students’ capacity and abilities. Most of the time, learning styles that learners
use continuously develops as they grow and learn more. As they keep on using it, it
keeps on being enhanced so it works better and better. Thus, different learning
styles students are using emerged from what they’re comfortable with;
acknowledging their demographic profile.
In a study that was done by Tambychik and Meerah (2010), students and
their attitude towards solving Mathematical problems are being examined..
Problem-solving is a vital aspect in Mathematics Curriculum which entails students
to integrate Mathematical concepts in making decisions. In Malaysia, students were
reported to have difficulties in problem-solving. The outcomes of the study showed
that the complications in problem-solving were due to insufficiency of Mathematical
skills such as visual-spatial, number-fact, and information skills. These are the
factors that affect the problem-solving skills of students and thus, Mathematical
skills and abilities are essential in learning and understanding Mathematics.
Foreign Study
In a study that was conducted by Novriani and Surya (2017), they found out
that students’ difficulties in problem-solving come in different ways. First, students
have difficulties in reading text or questions. Mathematical problems come in texts
and paragraphs. It shows an application of Mathematics daily. It doesn’t only

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display formulas, but it comes in words which students may have difficulty in 7
reading it. The second one is that students always misinterpret the problem. They
tend to have a wrong understanding of the problem so the methods that they apply
are not the right ones— thus leading them into having incorrect answers. Another
problem that students face is that when they do not understand the problem, they
will just guess it right away. It may be due to time pressure, they do not know what
to do, or they’re lazy to answer the problems because they didn’t even understand
those. Sometimes, students do not have difficulties in problem-solving. At times,
they do not want to find out the answer to a given problem— and that’s another
problem because students’ lack of engagement in solving problems will lead them
into having poor scores. Lastly, the distress that students encounter in
understanding Mathematical problems leads them into having difficulties in putting
problems into symbol forms too. They have a hard time in solving it because they
do not know how to put it into representations. Thus, students’ problem-solving
skills have to be practiced and enhanced.
Gafoor and Kurukkan (2015) observed that majority of the students do not
like mathematics due to a series of factors related to learners’ cognitive, effective,
and psychomotor attributes, subject itself, and the learning environment students
acknowledge the value of mathematics, but they haven’t attached themselves into
this subject area. When a task gets harder for them, the chances of avoiding the
task gets higher. Teachers need to use some methods and techniques to motivate
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students to learn mathematics. Teachers can contribute to help students like the 8
subject by improving students’ beliefs and attitudes towards mathematics. With
those, everyone can say that mathematics is really a big no for almost every
student but this perspective can still be changed through teaching them various
ways and methods that makes learning a lot easier and fun.
A research which assessed the students’ study habits and their correlation
with Mathematics achievement was conducted by Odiri (2015) using a Correlation
Research Design. The results showed that there is a significant correlation
between the students’ study habits and their Mathematics achievements. Odiri’s
study also revealed that there is a significant difference in Mathematics
achievement between good study habits and poor study habits. It can be noted that
students who have consistent and effective study habits have a higher probability of
getting Mathematics achievements. Thus, the preferred study habits or ways of
learning affect achievements in the Mathematics field.
Local Literature
In a study that was conducted by Magulod (2019), results showed that
knowledge about the students’ different learning styles will enable the students to
have an effective learning experience. Thus, it is important to note what kind of
learning styles are the students using so that the students will be able to learn more
effectively.
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According to Castolo and Rebusquillo (2008), learning styles can contribute 9
to a student’s academic performance. Awareness of learning style can help a
person, specifically a student; to maximize his/her preferred learning style. The
teacher’s awareness of a student’s learning style will help him/her in selecting
teaching strategies/techniques that would maximize and make use of the student’s
learning potential. For them, there is a significant relationship between a student’s
learning style and academic performance thus, exploring and knowing how a
student can learn better will help his/her performance in the school including his/her
grades and attitude towards the subjects; specifically in mathematics.
Lee-Chua (2006) discussed that various groups help in developing a
successful problem-solving culture. The researchers focused on certain critical
variables. Among these factors are the following: extensive parental support, early
exposure, mental toughness, excellent master teachers, and good textbooks.
Hence, these variables can help in improving the students’ performance in
Mathematics.
Local Study
Aquino (2009) stressed that no two students learn and study in the same
way. Students' preferred way of learning also has different effects on their academic
performances. Thus, it is very important to know how different students learn so
that varying teaching strategies can be applied in different ways of learning.

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In a study conducted by Gannal and Guiab (2014), the researchers found out 10
that there are a lot of factors that contribute to the difficulties which students
encounter within their learning processes. They also found out that there is a need
to prepare a program of activities to ensure the organized and systematic
participation of students to help them manage the problems and difficulties
encountered in learning. Thus, students’ difficulties in learning contribute to how
efficient they learn. Teachers have to do something to ease their difficulties so that
they’ll be able to have an effective teaching-learning process.
Theoretical Framework
Theories provide us with an account of the world around us (Williams, 2008).
To learn Mathematics easier, factors and techniques related to this phenomenon
must be identified first. This research has followed (2) theories on learning
strategies, which are Kolb’s Theory of Learning Styles and Cottrell’s Theories of
Learning in Mathematics Education Research.
This study is inlined with Kolb’s Theory of Learning Styles that was
discussed in his book “Experiential Learning: Experience as the Source of Learning
and Development.” This theory is one of the widely used theories about learning
styles.
According to this theory, individual learning styles have emerged from
genetics, life experiences, and demands of the environment. This theory also
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discussed that a student’s learning cycle has four stages which are the following: 11
concrete learning, reflective observation, abstract conceptualization, and active
experimentation. Once a learner shows progress throughout the cycle, it can finally
be noted that the learner has undergone an effecting learning process.
The theory is related to the present study since it talks about learning styles,
the emergence of it, and students’ learning cycle which can be effective if learning
techniques are being applied.
This study focuses on the identification of learning styles in General
Mathematics based on Cottrell’s Theories of Learning in Mathematics Education
Research.
According to this theory, various approaches are needed to be known to
understand how people, specifically students, learn. This theory explained the
factors that are involved in terms of how someone learns. Cottrell (2003) mentioned
a lot of factors and frameworks that affect a student’s ability to learn and
understand Mathematics.
The theory is related to the present study since it discusses the theories on
how to study Mathematics. If students know what affects their level of learning and
comprehension, then they can surely learn the subject with speed and ease.
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Conceptual Framework 12
This part contains the Research Paradigm to be used which is the “Input-
Process-Output” Framework also known as the IPO Diagram.
OUTPUT
-Information and
data gathered from
the review of
related literature
and the conducted
survey.
PROCESS
-Recommendations
-Gathering and that may help the
INPUT reviewing different students, teachers,
kinds of literature school
-Simple Random related to the study administrators,
Sampling is used to were done to further parents, and future
come up with the justify the study and researchers were
respondents to be to look for more given and
asked to answer the data and proposed.
survey forms. information.
-Conduct of
-Survey forms are -Gathering of data symposiums,
being utilized. The was done in the orientations, or
form was divided form of a survey interventions which
into three (3) parts: wherein survey may help students
the profile of the questionnaires are in choosing and
respondents, the being disseminated discovering the
factors affecting with chosen appropriate learning
learning research styles for them.
preferences, and participants.
the learning style -The expected
questionnaire. -The data were output is a Test of
analyzed and were Learning Styles. It
given appropriate may be compared
interpretations. to the Multiple
Intelligence Test but
in this test, the
learning
preferences of
students will be
measured and
discovered.
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III. Research Question and Hypothesis 13
The study attempted to compare the students’ preferred learning styles in
studying General Mathematics.
Specifically, it sought to answer the following questions:
1. What is the demographic profile of Grade 11 students in terms of:
1.1 strand;
1.2. age; and
1.3. sex?
2. How do the following factors affect a respondents’ way of learning:
2.1. student’s willingness to learn;
2.2. teacher’s personality and way of teaching;
2.4. school structure, resources, and facilities?
2. Among visual, auditory, and kinesthetic learning styles, what is/ are
the most used and most preferred learning styles of students?
3. What are the similarities/ differences of the visual, auditory, and
kinesthetic learning styles?

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Hypothesis 14
The study is based upon the hypothesis which states that:
The Grade 11 Senior High School students of San Jose National High
School do not have the same preferred learning style.
IV. Scope and Delimitation
The study is a Descriptive Research Design that focused on the
identification of the students’ preferred learning styles from Neil Fleming’s VARK
Model of Student Learning which are visual, auditory, and kinesthetic learning
styles. Information was obtained through the conduct surveys in the form of survey
questionnaires on Grade 11 students of different strands and will use the Simple
Random Sampling to come up with the respondents. The population of the Grade
11 Senior High School students is 346 and the sample size was obtained by means
of utilizing Slovin’s Formula with a 5% margin of error. The study took place at San
Jose National High School and was expected to be finished by the School Year
2019-2020.
V. Research Methodology
The study is quantitative research which utilized the descriptive research
design.
a. Sampling
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The respondents of the study were 186 student participants from Grade 11 15
Senior High School students of San Jose National High School in Antipolo City
during the School Year 2019-2020. The study has utilized the Simple Random
Sampling. It is a type of sampling wherein a group of objects, also known as
samples, are being chosen from a bigger group which is the population. Individuals
are selected solely by chance and each member has equal chances of being
included in the sample size. To compute for the sample size, the researchers
applied the Slovin’s Formula with a 95% confidence level and 0.05 alpha level. The
result is 186 and it was being distributed into the nine (9) sections in Grade 11
which are the following: 21 respondents will be from each section of 11-ABM A., 11-
ABM B., 11-HUMSS A., 11-HUMSS B., 11-STEM A., 11-STEM B., and 20
respondents will be from each section of 11-GAS, 11-ICT, and 11-Tourism. The
researchers formally informed the Class Secretaries and Class Presidents of each
class about the study to get their master list. The fishbowl method was done to
distinguish the participants of the study.
b. Data Collection
The researchers have undergone a process for data collection.
The researchers gave a Letter of Permission to conduct research to the
School Principal and handed the letter to the students before conducting the
survey. Purpose, significance, and some important matters were also discussed.
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The researchers developed a semi-structured questionnaire for the 16
participants. It was adopted and modified from Lynn O’ Brien’s (1985) study about
learning styles. It contained three (3) parts: demographic profile of the respondents,
factors affecting learning preferences, and learning style questionnaire.
The researchers surveyed during the students’ vacant time. The data
gathering was done for a whole week.
c. Ethical Issues
In determining the students' learning preferences in General Mathematics,
there were several ethical issues that the researcher had to consider.
The research maintained its formality. The researchers made letters of
permission for the students before giving them the survey forms and they were also
informed in advance about the purpose of the data gathering.
The privacy of the respondents and the confidentiality of the information
were also considered. All the information collected in the students’ demographic
profile attached to the survey forms were used exclusively. Guidelines on protecting
sensitive information such as the average grades of the students were also
acknowledged. The names of the respondents were replaced with letters A to U for
each section (A to T for some).

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Respect for Intellectual Property was also done. The researchers 17
acknowledged copyrights and other forms of intellectual property. Attributions were
placed to the respectful sources of information.
Human rights, including the rights to privacy and autonomy, were also
acknowledged in the study. The students took particular care with vulnerable
groups such as younger students and those with learning difficulties.
d. Plan for Data Analysis
The researchers used the Statistical Analysis in order to analyze the data
gathered. Statistical Analysis is a method wherein data are being collected,
organized, band interpreted— presenting patterns and trends. According to Myers
et. al. (2010), Statistical Analysis may be used to measure the central tendency
which are the mean, median, and mode. This study measured the weighted means
of the variables as well as the general weighted mean of all the means of the
variables.
The study utilized the Inferential Type of Statistical Analysis. This kind of
data analysis is utilized to examine the relationships of the variables in a sample;
where conclusions and generalizations for a bigger population are made. Moreover,
Inferential Statistical Analysis allows the researchers to test the hypothesis and
arrive with conclusions.

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Under the Inferential Statistical Analysis, the following statistical treatments 18
were used to analyze the data:
a. Tallying. This type of statistical treatment indicates the frequencies
or the total numbers that are being measured for a category on a data set.
b. Percentage. This type of statistical treatment is calculated through
dividing the frequency by the total number of participants then multiplying it to 100.
f
%= ×100
N
Where: %═ Percent
f═ Frequency
N═ Number of Respondents
c. Weighted Mean. This type of statistical treatment is a kind of
average which denotes that some of the data points contribute more weight than
the others.
Σwx
W x=
Σw
Where: w═ weight
x═ matching value for w

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The researchers used a Likert Scale to determine the 19
corresponding verbal interpretation for the weighted mean of each variable.
SCALE VERBAL INTERPRETATION
4.20-5.00 Always applies to the students.
3.40-4.19 Moderately applies to the students.
2.60-3.39 Applies to the students.
1.80-2.59 Rarely applies to the students.
1.00-1.79 Never applies to the students.
VI. Plans for Dissemination, Utilization, and Advocacy
As the number of students is continuously increasing year by year, the
research aimed to recommend the results of this research in San Jose National
High School for the development of student learning through the use of learning
styles. This research can be utilized so students can have an effective learning
experience. The main advocacy of this research was to help students and teachers
to have a harmonized teaching- learning contact.

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VII. Analysis, Result, and Discussion 20
The following are the themes and their corresponding categories. It was
subdivided into three main parts: the demographic profile, factors affecting learning
preferences, and learning styles.
STRAND FREQUENCY PERCENTAGE
ABM 42 22.58%
GAS 20 10.75%
HUMSS 42 22.58%
STEM 42 22.58%
TVL 40 21.51%
TOTAL 186 100.00%
Table 1
Distribution of Respondents According to Strand
Table 1 shows the strand of the Grade 11 Senior High School respondents.
42 respondents are from Accountancy and Business Management (ABM) strand
which accounts for the 22.58% of the whole number of samples. 20 respondents
are from the General Academic Strand (GAS) which is 10.75% of the samples. 42
respondents are from Humanities and Social Sciences (HUMSS) strand and it is
22.58% of the whole number of samples. There are also 42 respondents from
Science, Technology, Engineering, and Mathematics (STEM) strand which is

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22.58% of the samples. Lastly, 40 respondents are from Techinical Vocational 21
Livelihood (TVL) strand which accounts for the 21.51% of the whole number of
samples. Table 1 shows that 42 out of 186 respondents are from ABM, as well as in
HUMSS and STEM, and this represents the highest percentage of 22.58%.
Meanwhile, 20 out of 186 respondents are from GAS which represents the lowest
percentage of 10.75%.
SEX FREQUENCY PERCENTAGE
Female 113 60.75%
Male 73 30.25%
TOTAL 186 100.00%
Table 2
Distribution of Respondents According to Sex
Table 2 shows the sex of the Grade 11 Senior High School respondents. 113
respondents are female which accounts for the 60.75% of the whole number of
samples. On the other hand, 73 respondents are male which is 30.25% of the
whole sample. Table 1 shows that 113 out of 186 respondents are female and this
represents the highest percentage of 60.75%. Meanwhile, 73 out of 186
respondents are male, which represents the lowest percentage of 30.25%.

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AGE FREQUENCY PERCENTAGE 22
16 years old and below 26 13.98%
17-18 years old 140 75.27%
19 years old and above 20 10.75%
TOTAL 186 100.00%
Table 3
Distribution of Respondents According to Age
Table 3 shows the age of Grade 11 Senior High School respondents. 26
respondents belong to the age bracket of 16 years old and below which accounts to
13.98% of the whole number of samples. 140 respondents are on the age bracket
of 17-18 years old, which is 75.27% of the number of samples. Lastly, 20 students
belong on the age bracket of 19 years old and above which accounts to 10.75% of
the whole number of samples. Table 3 shows that 140 out of 186 respondents
belong to the age bracket of 17-18 years old which represents the highest
percentage of 75.27%. Meanwhile, 20 out of 186 respondents are on the age
bracket of 19 years old and above, representing the lowest percentage of 10.75%.
AVERAGE GRADE FREQUENCY PERCENTAGE
98-100 2 1.08%
95-97 25 13.44%
90-94 72 38.71%
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23
85-89 53 28.49%
80-84 25 13.44%
79 and below 9 4.84%
TOTAL 186 100.00%
Table 4
Distribution of Respondents According to Average Grade
Table 3 shows the average grades of Grade 11 Senior High School
respondents. 2 respondents have an average grade that belongs to the bracket of
98-100 which accounts to 1.08% of the whole number of samples. 25 respondents
garnered an average grade that belongs to the bracket of 95-97, which is 13.44% of
the samples. 72 respondents have an average grade that belongs to the bracket of
90-94 and it accounts to the 38.71% of the whole number of samples. 53
respondents have an average grade that is on the bracket of 85-89, which is
28.49% of the whole samples. 25 respondents garnered an average grade that
belongs to the bracket of 80-84 and it is 13.44% of the whole number of samples.
Lastly, 9 respondents have an average grade that belongs to the bracket of 79 and
below, and it accounts to 4.84% of the total number of samples. Table 4 shows that
72 out of 186 respondents have an average grade that belongs to the bracket of 90-
94 which represents the highest percentage of 38.71%. Meanwhile, 2 out of 186

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respondents garnered an average grade that belongs to the bracket of 98-100 and 24
it represents the lowest percentage of 1.08%.
STATEMENT VERBAL
WEIGHTED
DOMAIN
INTERPRETATION
MEAN
1. I pay attention when the Moderately applies to
3.52
teacher is discussing the lesson. the students.
2. I ask questions if something Moderately applies to
seems unclear to me. 3.46 students.

Students’ willingness to learn
3. I don’t just rely with the Moderately applies to
teacher’s lectures. I search for students.

3.47
more information on the internet.
4. I chose my strand depending Moderately applies to

3.68
on my own personal interest. students.
5. I do not procrastinate while Moderately applies to
doing my assignments or students.

3.50
projects.
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GENERAL WEIGHTED MEAN Moderately applies to 25
3.53
students.
Table 5
Distribution of Students’ Perceptions on Factors Affecting Learning
Preferences According to Students’ Willingness to Learn
Table 5 shows the students’ perceptions on factors affecting learning
preferences according to students’ willingness to learn. The weighted mean for the
first statement is 3.52 which corresponds that the statement is moderately
applicable to the students. The weighted mean for the second statement is 3.46
which indicates that it is moderately applicable to the students. The third statement
has a weighted mean of 3.47 which means that the statement is moderately
applicable to the students. The weighted mean for the fourth statement is 3.68
which corresponds that the statement moderately applies to the students. Lastly,
the weighted mean for the fifth statement is 3.50 which indicates that the statement
is moderately applicable to the students. The resulting general weighted mean for
the first factor is 3.53 which implies that the students’ willingness to learn
moderately affects their learning preferences.

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STATEMENT VERBAL 26
WEIGHTED
DOMAIN
MEAN
INTERPRETATION
1. I am more eager to learn when Moderately applies to
3.58
the teacher encourages me. students.
2. I learn better when the teacher Moderately applies to
uses visual aids such as students.
PowerPoint presentation,
Teachers’ Personality and Way of Teaching
3.53
pictures, videos, graphs or chart,
etc.
3. I do not lose interest with the Moderately applies to
subject when the teacher seems students.

3.59
to be terror and unapproachable.
4. I tend to study and perform Moderately applies to
better when the teacher notices students.

3.68
and praises my efforts.
5. I do not get discouraged when Moderately applies to
the teacher yells at me when I students.

3.55
commit mistakes.
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GENERAL WEIGHTED MEAN Moderately applies to 27
3.59
students.
Table 6
Preferences According to Teachers’ Personality and Way of Teaching
preferences according to teachers’ personality and way of teaching. The weighted
mean for the first statement is 3.58 which corresponds that the statement is
moderately applicable to the students. The weighted mean for the second
statement is 3.53 which indicates that it is moderately applicable to the students.
The third statement has a weighted mean of 3.59 which means that the statement
is moderately applicable to the students. The weighted mean for the fourth
statement is 3.68 which corresponds that the statement moderately applies to the
students. Lastly, the weighted mean for the fifth statement is 3.55 which indicates
that the statement is moderately applicable to the students. The resulting general
weighted mean for the first factor is 3.59 which implies that the teachers’ personality
and way of teaching moderately affects students’ learning preferences.

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STATEMENT VERBAL 28
WEIGHTED
DOMAIN
MEAN
INTERPRETATION
1. I can learn on a crowded Rarely applies to
2.58
classroom. students.
2. I can focus on studying even if Rarely applies to
there is noise that coming from students.
2.36
School Structure, Resources, and Facilities
the other rooms.
3. I can learn even if there are no Rarely applies to
textbooks or modules provided. students.

2.48
4. I do not worry about accidents Rarely applies to
that may happen inside the students.

2.45
school, which doesn’t make me
lose my focus on studying.
5. I go to the school library to do Rarely applies to
my assignments. students.
2.38
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GENERAL WEIGHTED MEAN Rarely applies to 29
2.45
students.
Table 7
Preferences According to School Structure, Resources, and Facilities
preferences according to school structure, resources, and facilities. The weighted
mean for the first statement is 2.58 which corresponds that the statement is rarely
applicable to the students. The weighted mean for the second statement is 2.36
which indicates that it is rarely applicable to the students. The third statement has a
weighted mean of 2.48 which means that the statement is rarely applicable to the
students. The weighted mean for the fourth statement is 2.45 which corresponds
that the statement rarely applies to the students. Lastly, the weighted mean for the
fifth statement is 2.38 which indicates that the statement is rarely applicable to the
students. The resulting general weighted mean for the first factor is 2.45 which
implies that the school structure, resources, and facilities rarely affects students’
learning preferences.
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STATEMENT VERBAL 30
WEIGHTED
DOMAIN
MEAN
INTERPRETATION
1. I remember something better if Moderately applies to
3.67
I write it down. students.
2. I get lost or I am late when Applies to students.
someone tells me how to go to a
3.28
new place, and I don’t write down
the directions.
3. I get a picture of something in Moderately applies to

Visual Learning
my mind when I try to remember students.

3.56
it.
4. I can “see” the textbook page Moderately applies to
and the answer’s location when students.

3.40
taking a test.
5. I look at the person while Moderately applies to

3.52
listening to keep me focused. students.
GENERAL WEIGHTED MEAN Moderately applies to

3.49
the students.
Table 8
Distribution of Students’ Learning Preferences According to Visual Learning

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Table 8 shows the students’ learning preferences according to visual 31
learning. The weighted mean for the first statement is 3.67 which corresponds that
the statement is moderately applicable to the students. The weighted mean for the
second statement is 3.28 which indicates that it is neutrally applicable to the
students. The third statement has a weighted mean of 3.56 which means that the
statement is moderately applicable to the students. The weighted mean for the
fourth statement is 3.40 which corresponds that the statement moderately applies
to the students. Lastly, the weighted mean for the fifth statement is 3.52 which
indicates that the statement is moderately applicable to the students. The resulting
general weighted mean for the first factor is 3.49 which implies that the students’
preference for visual learning is on moderate.
STATEMENT VERBAL
WEIGHTED
DOMAIN
MEAN
INTERPRETATION
1. I have lots of crossed-out Applies to students.
words and erasures on my written

3.18
Auditory Learning
works.
2. I use my finger as a pointer Applies to students.
when reading to keep me

2.98
focused.
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3. I remember things that I hear Moderately applies to 32
3.42
better than the things that I see. students.
4. I mix up words that look alike, Applies to students.
such as “them” and “then,” “bad”
3.20
and “bed” when I read.
5. I do not find it hard to read Applies to students.
3.18
others’ handwriting.
GENERAL WEIGHTED MEAN Applies to the
3.19
students.
Table 9
Distribution of Students’ Learning Preferences According to Auditory
Learning
Table 9 shows the students’ learning preferences according to auditory
the statement is neutrally applicable to the students. The weighted mean for the
fourth statement is 3.20 which corresponds that the statement applies to the
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students. Lastly, the weighted mean for the fifth statement is 3.18 which indicates 33
that the statement is neutrally applicable to the students. The resulting general
weighted mean for the first factor is 3.19 which implies that the students’ preference
for auditory learning is on neutral.
STATEMENT VERBAL
WEIGHTED
DOMAIN
MEAN
INTERPRETATION
1. I don’t like reading directions; 3.53 Moderately applies to
I’d rather just start doing. students.
2. I learn best when I am shown Applies to students.
how to do something, and when I

3.33
Kinesthetic Learning
am free to do it.
3. I tend to solve problems more Moderately applies to
through a trial-and-error students.

3.51
approach, rather than from a
step-by-step method.
4. I need frequent breaks while Moderately applies to

3.42
studying. students.
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5. I can think well when I move Moderately applies to 34
3.47
around. students.
GENERAL WEIGHTED MEAN Moderately applies to
3.45
the students.
Table 10
Distribution of Students’ Learning Preferences According to Kinesthetic
Learning
Table 10 shows the students’ learning preferences according to kinesthetic
the statement is moderately applicable to the students. The weighted mean for the
fourth statement is 3.42 which corresponds that the statement moderately applies
to the students. Lastly, the weighted mean for the fifth statement is 3.47 which
indicates that the statement is moderately applicable to the students. The resulting
general weighted mean for the first factor is 3.45 which implies that the students’
preference for kinesthetic learning is on moderate.
DOMAIN FACTORS WEIGHTED VERBAL
MEAN INTERPRETATION
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Factors Affecting Students’ 3.53 Moderately applies 35
Learning willingness to to students
Preferences learn
Teachers’ 3.59 Moderately applies
personality and to students
way of teaching
School structure, 2.45 Rarely applies to
resources, and students
facilities
Table 11
Factors Affecting Learning Preferences
Table 11 shows the factors that affect the Grade 11 students’ learning
preferences. Using the weighted mean statistical treatment, it can be observed that
both the students’ willingness to learn with a weighted mean of 3.53, and the
teachers’ personality and way of teaching with a weighted mean of 3.59,
moderately affect the learners’ choice of learning style. On the other hand, the
school structure, resources, and facilities with a weighted mean of 2.45 rarely affect
students’ learning preferences. Based on the results, the teachers’ personality and
way of teaching has the highest likelihood to affect the students’ preferred learning
style. Meanwhile, school structure, resources, and facilities have the lowest.
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36
DOMAIN FACTORS WEIGHTED VERBAL
MEAN INTERPRETATION
Learning Visual Learning 3.49 Moderately applies
Preferences to students
Auditory Learning 3.19 Applies to students
Kinesthetic 3.45 Moderately applies
Learning to students
Table 12
Students’ Learning Preferences
Table 12 shows the Grade 11 students’ learning preferences. Using the
weighted mean statistical treatment, it can be observed that both the visual learning
with a weighted mean of 3.49, and kinesthetic learning with a weighted mean of
3.45, moderately applies to the students. On the other hand, auditory learning with
a weighted mean of 3.19 applies to the students in neutral. Based on the results,
visual learning has the highest likelihood to be utilized by the students in order to
learn effectively. Meanwhile, auditory learning has the lowest.
VIII. Generalization
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Several factors can affect a students’ choice of learning style to be used. 37
Among which are the following: students’ willingness to learn, teachers’ personality
and way of teaching, and the school structure, resources, and facilities. Most of the
students answered that the teachers’ personality and way of teaching have the
highest likelihood to affect a student’s preferred learning style. Based on the
conducted survey, it was known that students learn better when the teacher
encourages, motivates, and supports them. Students also tend to study and
perform better when the teacher notices and praises their efforts. Most students
also learn better when teachers utilize visual aids such as PowerPoint
presentations, pictures, videos, graphs or charts, etc. On the other hand, students
tend to lose interest in the subject when the teacher seems to be terror and
unapproachable. Students also get discouraged when the teacher yells at them
when they commit mistakes.
Based on the survey, the least contributing factor to students’ learning
preferences is the school structure, resources, and facilities. Most of the students
still learn despite having crowded classrooms and background noise from the other
rooms. Some also do not worry about possible accidents that may occur, which
enables them not to lose their focus while studying. Despite having no textbooks,
and not going to the library to seek more information, some students can still learn
and do their tasks very well.

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There are several learning styles that students use to learn effectively. 38
Among which are the following: visual learning, auditory learning, and kinesthetic
learning. Most of the students answered that their preferred learning style is visual
learning. Based on the conducted survey, it was known that students can easily
remember their lessons if they write it down. Some students can also get a picture
of something on their minds when they are trying to remember it; such as page
numbers on their textbooks, or the answers’ location on their books or notebooks.
Some students also tend to get lost or arrive late in a meeting place when it is new
for them and they weren’t able to write down directions. For example, if there are
some group meetings on a students’ house and the location is new to a student, if
that student didn’t write down how to get there, he/she has the probability to either
get lost or arrive later than the call time. Lastly, most of the students get more
focused when they look at the person when it is talking. Some situations involve
class discussions wherein most students are more focused when they are looking
at their teacher while he/she is discussing the lesson.
Based on the survey, few students answered auditory learning as their
preferred learning style. Some of the students can remember the things that they
see better than the things that they see. Some students do not use their fingers
while reading but tend to mix words that look and sound-a-like such as “them” and
“then” when they are reading it. Other students have lots of crossed-out works and
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erasures on their written works. Lastly, some students encounter difficulty when 39
reading others’ handwriting.
Based on the data gathered upon conducting a survey, the researchers
came up with the following conclusion:
The survey revealed that the factor which contributes the most to the
learning preferences of the students is the teachers’ personality and way of
teaching since it garnered a weighted mean of 3.59— meaning it moderately
applies to the students. In line with that, among the three suggested learning styles,
the most preferred learning style of the Grade 11 students is Visual Learning which
has a weighted mean of 3.49— meaning it is moderately utilized by the learners.
With all these results, it can be implied that the Grade 11 students of
San Jose National High School do have different learning preferences, which on top
of it is visual learning. Therefore, the hypothesis is accepted.
IX. Recommendation
Given the findings and conclusion, the following recommendations are
hereby suggested:
1. Students should clearly understand what study habits and techniques are before
employing it as it can affect them positively or negatively. An intervention could be
provided to students by teachers regarding this.

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2. A student should have patience as a requirement for developing the technique 40
and strategies that they can use in learning Mathematics as it takes time and effort
to properly pull off.
3. The student should be consistent in practicing the strategies in learning better so
that it could be as effective as it could be.
4. Allow students in maximizing their potential and develop a better understanding
of their learning preferences in the academic field.
5. Since visual learning is the most preferred learning styles of students, and the
teachers’ personality and way of teaching is the highest contributing factor for
choosing learning styles, teachers can make use of visual aids such as PowerPoint
presentations, videos, pictures, diagrams, etc.
6. Teachers and students should work in harmony to address learning issues.
7. Teachers can help the students in determining their learning styles, and the
possible learning styles that they can use, through conducting tests, lectures, or
symposiums.
8. The Mathematics teachers can also be used as tools for better learning by
encouraging their students into employing the different strategies and techniques in
learning. They can also strengthen the discipline of the students when it comes to
studying.
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9. Recommendations made by the panelists that are not part of the scope or as 41
stated by the researchers shall be added into the recommendation.
10. The results of this study can be used in conducting interventions for an effective
learning experience.
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Annex 1: Research Questionnaire 42
Republic of the Philippines

Department of Education
Region IV-A CALABARZON
Division of Antipolo City
Eyes in Diversity: An Identification of Learning Preferences in General
Mathematics
A. Profile of Respondents
Name: (Optional) Sex: M
Strand: ABM F
GAS Age: 16 yrs. Old and

below
HUMSS
17-18 yrs. Old
STEM
19 yrs. old and
TVL
above
Average Grade for Third Quarter: 98-100 95-97 90-94
85-89 80-85 79 and

below
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B. Factors Affecting Learning Preferences 43
Check the column that indicates how often the statement applies to you.
Base your ratings on the chart below. Please respond to all of the statements and
finish it until the end.
5 4 3 2 1
Always Moderately Applies to me. Rarely applies Never applies
applies to applies to me. to me. to me.
me.
SECTION ONE 5 4 3 2 1
1. I pay attention when the teacher is discussing the lesson.
2. I ask questions if something seems unclear to me.
3. I don’t just rely with the teacher’s lectures. I search for
more information on the internet.
4. I chose my strand depending on my own personal interest.
5. I do not procrastinate while doing my assignments or
projects.
SECTION TWO 5 4 3 2 1
1. I am more eager to learn when the teacher encourages me.
2. I learn better when the teacher uses visual aids such as
PowerPoint presentation, pictures, videos, graphs or chart,
etc.
3. I do not lose interest with the subject when the teacher
seems to be terror and unapproachable.
4. I tend to study and perform better when the teacher notices
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and praises my efforts. 44

5. I do not get discouraged when the teacher yells at me
when I commit mistakes.
SECTION THREE 5 4 3 2 1
1. I can learn on a crowded classroom.
2. I can focus on studying even if there is noise that coming
from the other rooms.
3. I can learn even if there are no textbooks or modules
provided.
4. I do not worry about accidents that may happen inside the
school, which doesn’t make me lose my focus on studying.
5. I go to the school library to do my assignments.
C. Learning Style Questionnaire
This questionnaire was adopted and modified from Lynn O’ Brien’s (1985)
study about learning styles. To complete, read each statement carefully. Check the
column that indicates how often the statement applies to you. Base your ratings on
the chart below. Please respond to all of the statements and finish it until the end.
5 4 3 2 1
Always applies Moderately Applies to me. Rarely Never applies
to me. applies to applies to to me.
me. me.
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SECTION ONE 5 4 3 2 1 45
1. I remember something better if I write it down.
2. I get lost or I am late when someone tells me how to go to
a new place, and I don’t write down the directions.
3. I get a picture of something in my mind when I try to
remember it.
4. I can “see” the textbook page and the answer’s location
when taking a test.
5. I look at the person while listening to keep me focused.
SECTION TWO 5 4 3 2 1
1. I have lots of crossed-out words and erasures on my
written works.
2. I use my finger as a pointer when reading to keep me
focused.
3. I remember things that I hear better than the things that I
see.
4. I mix up words that look alike, such as “them” and “then,”
“bad” and “bed” when I read.
5. I do not find it hard to read others’ handwriting.
SECTION THREE 5 4 3 2 1
1. I don’t like reading directions; I’d rather just start doing.
2. I learn best when I am shown how to do something, and
when I am free to do it.
3. I tend to solve problems more through a trial-and-error
approach, rather than from a step-by-step method.
4. I need frequent breaks while studying.
5. I can think well when I move around.
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46
Prepared by:
Elizarde, Angelica Nicole D.
Consulta, Jules Isaac A.
Tamayo, Aliza C.
Checked by:
Mr. Eduardo Supangan Jr.

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Annex 2: Curriculum Vitae 47
Name: Elizarde, Angelica Nicole D.
Address: 2nd Ave. Beverly Hills Subd. Brgy. Beverly
Hills, Antipolo City
Date of Birth: August 22,2002
Place of Birth: Antipolo City
Age: 17
Gender: Female
Civil Status: Single
Religion: Roman Catholic
Email: [email protected]
EDUCATIONAL BACKGROUND
SCHOOL YEAR
Elementary: Juan Sumulong Elem. School 2009-2013
BarasPinugay Elem School 2013-2015
High School: San Jose National High School 2019-202

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48
Name: Consulta, Jules Isaac A.
Address: Cristimar Village, Brgy San Roque, Antipolo City
Date of Birth:October 09, 2002
Place of Birth: Antipolo City
Age: 17
Gender:Male
Email:[email protected]
SCHOOL YEAR
Elementary: Juan Sumulong Elementary School 2009-2015
High School: PatnanunganNational High School 2015-2019
San Jose National High School 2019-2020

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49
Name: Tamayo, Aliza C.
Address: 09 San Lorenzo Ruiz St. BrgyDalig II Antipolo City
Date of Birth:September 24, 2003
Place of Birth: UrbiztondoPangasinan
Age: 16
Gender: Female
Email: [email protected]
SCHOOL YEAR
Elementary: Batancaoa South Elementary School 2008-2015
High School: Urbiztondo National High School 2015-2019
San Jose National High School 2019-2020

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Annex 3: Ghant Chart 50
Novembe Decembe Januar Februar March April

r r y y
Choosing of
topic
Making of
Chapter I
Making of
Chapter II
Title Defense
Making of
Chapter III
Making of
Survey
Questionnaire
Validation and
Revision of
Survey
Questionnaire
Data
Gathering
Data Analysis
Finalizing
Research
Submission of
Research
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Research 51
Revision
Annex 4: Validation Form
Republic of the Philippines

Department of Education
Region IV-A CALABARZON
Division of Antipolo City
February 5, 2020
To whom it may concern,
Greetings of peace!
The researchers from 11-HUMSS B, are conducting a research entitled

EYES IN DIVERSITY: A COMPARATIVE STUDY OF LEARNING PREFERENCES
IN GENERAL MATHEMATICS as a partial fulfillment of the requirements for
Practical Research II.
In connection with this, we would like to ask for your help to validate our
survey questionnaire. Please feel free to tell us your comments and suggestions on
how we can improve it.
We are looking forward for your response about this matter. Thank you very
much and God bless you!
Respectfully yours,
Angelica Nicole D. Elizarde
Jules Isaac A. Consulta
Aliza C. Tamayo
Senior High School
THE RESEARCHERS 52
MR. EDUARDO SUPANGAN

Annex 5: Photo Evidences
Practical Research II Signature over Printed Name of
Teacher Validator
Picture 1 shows a Picture 2 shows some

questionnaire with students from a certain
corrections from one of section answering the
the validators. survey forms.
Picture 3 shows a Picture 4 shows the

ZipGrade form that was researcher scanning the
answered by one of the ZipGrade forms using
respondents. the ZipGrade App.
Senior High School
53
Senior High School
References 54
Castolo, C. and Rebusquillo, C. (2008).Learning Styles of Sophomore Students of
PUP Laboratory High School (S.Y. 2006-2007). i-managers Journal on
Education Psychology, pp.21-35
Cottrell, S. (2003). The Study Skills Handbook. United Kingdom: Palgrave McMillan.
Elizarde, et. al. (2019). Numbers on the Groove: A Qualitative Study in Learning
General Mathematics. San Jose National High School.
Fleming, N. D. (2011). Teaching and learning styles: VARK strategies.
Christchurch, New Zealand.
Fundi, S. (2016). The VARK Learning Theory. Kibogoji Experiential Learning, Inc
(KELI).
Gafoor, K. and Kurukkan, A. (2015). Why High School Students Feel Mathematics
Difficult? An Exploration of Affective Beliefs. Kozhikode, Kerala, India.
Gannal, N. N. and Guiab, M. R. (2014). Problems and Difficulties Encountered by
Students towards Mastering Learning Competencies in Mathematics.
International Refereed Research Journal ■www.researchersworld.com■Vol.–
V, Issue – 4, Oct. 2014 [25].

Senior High School
Garrett, A. J., Mazzocco, M. M. & Baker, L. (2006). Development of the 55
metacognitive skills of prediction and evaluation in children with or without
math disability. Learning Disabilities Research & Practice.
Haswell, J. (2017). A Close Look at Learning Styles. Merrimack College.
Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning
and Development. Englewood Cliffs, New Jersey: Prentice Hall.
Lee-Chua,Q.N. (2006). Developing a problem-Solving culture in the
Philippines.foundation for upgrading the Standard of Education, Inc.
Philippines.
Magulod, G. C. (2019). Learning styles, study habits and academic performance of
Filipino university students in applied science courses: Implications for
instruction. Journal of Technology and Science Education, vol. 9 (2), pages
184-198.
Myers et. al. (2010). Research Design and Statistical Analysis. New York:
ROUTLEDGE Taylor and Francis Group. Pages 15-16.
Novriani, M.R. and Surya, E. (2017). Analysis of Student Difficulties in Mathematics
Problem Solving Ability at MTS SWASTA IRA Medan. State University of
Medan.
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Nowell, L. S. et. al. (2017). Thematic Analysis: Striving to Meet the Trustworthiness 56
Criteria. Alberta, Canada: International Journal of Qualitative Methods.
O’brien, L. (1989). Learning Styles: Make the Student Aware. SAGE Journals.
Odiri, E. O. (2015). Relationship of study habits with mathematics achievement.
Journal of Education and Practice, vol. 6 (10).
Reiff, J. C., & National Education Association, W. D. (1992). Learning Styles. What
Research Says to the Teacher Series.
Tambychik, T. and Meerah, T. (2010). Students Difficulty in Mathematics Problem-
Solving; What do they say?.
Williams, P. (2008). Independent Review of Mathematics Teaching in Early Years
Settings and Primary Schools: Final Report. Great Britain: Department for
Children, Schools, And Families.

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San Jose National High School

Senior High School

EYES IN DIVERSITY: AN IDENTIFICATION OF LEARNING 1

PREFERENCES IN GENERAL MATHEMATICS

Quantitative Research Paper

ANGELICA NICOLE D. ELIZARDE

JULES ISAAC A. CONSULTA

The purpose of this Quantitative Research was to identify the learning

Mathematics. It is inclined with Neil Fleming’s VARK Model of Student Learning.

The study is a Quantitative Research which used survey forms as a research

learning and the least preferred is auditory learning.

Keywords: Mathematics, learning preferences, VARK Model of Student Learning.

I. CONTEXT AND RATIONALE

Mathematics is the study of numbers, shapes, patterns, and the processes

involved in analyzing and giving solutions to problems. It aims to deepen the

students’ Mathematical concepts which challenge their reasoning, problem-solving

and the incorporation of learning styles is observable.

depending on the students’ preferences, capabilities, and compatibilities. Learners

with their lessons.

Philippine Constitution which states that “the Department of Education (DepED)

and comprehension. However, although mathematics is required to be taught in

use to assess information.

The study “Eyes in Diversity: A Comparative Study of Learning Preferences

in General Mathematics” focuses on the comparison of the three of the four

techniques in studying. The researchers believe that recognizing students as visual,

curriculum— which can be very beneficial to them.

II. LITERATURE REVIEW

Learning Mathematics has always been a challenge for everyone. A lot of

be addressed through incorporating different techniques and methods in learning

Students have their unique natural or habitual pattern of obtaining and

processing information in different learning scenarios. Students have different

learning styles of use— depending on their preferences (Flemming, 2011). Certain

gender, religion or beliefs, place of living, and parents’ educational attainment.

acknowledging their demographic profile.

their attitude towards solving Mathematical problems are being examined..

Problem-solving is a vital aspect in Mathematics Curriculum which entails students

to integrate Mathematical concepts in making decisions. In Malaysia, students were

reported to have difficulties in problem-solving. The outcomes of the study showed

that the complications in problem-solving were due to insufficiency of Mathematical

skills and abilities are essential in learning and understanding Mathematics.

that students’ difficulties in problem-solving come in different ways. First, students

have difficulties in reading text or questions. Mathematical problems come in texts

and paragraphs. It shows an application of Mathematics daily. It doesn’t only

those. Sometimes, students do not have difficulties in problem-solving. At times,

understanding Mathematical problems leads them into having difficulties in putting

do not know how to put it into representations. Thus, students’ problem-solving

skills have to be practiced and enhanced.

like mathematics due to a series of factors related to learners’ cognitive, effective,

subject by improving students’ beliefs and attitudes towards mathematics. With

with Mathematics achievement was conducted by Odiri (2015) using a Correlation

Research Design. The results showed that there is a significant correlation

study also revealed that there is a significant difference in Mathematics

getting Mathematics achievements. Thus, the preferred study habits or ways of

learning affect achievements in the Mathematics field.

In a study that was conducted by Magulod (2019), results showed that

have an effective learning experience. Thus, it is important to note what kind of

According to Castolo and Rebusquillo (2008), learning styles can contribute 9

to a student’s academic performance. Awareness of learning style can help a

person, specifically a student; to maximize his/her preferred learning style. The