Local Media587907563275363343

LEARNING STYLE AND ACADEMIC PERFORMANCE: A
BASIS FOR THE DEVELOPMENT OF INSTRUCTIONAL
MATERIALS
In Partial Fulfilment of the Research Requirements in Major
17: Research in Teaching Science
Name of Researcher:
Almirol, Michael Angelo V
Carmelo, Rowel P
Hermosa, Bryan DC
Lopez, Juan Carlos C
Reyes, Russel R
Simbulan, Jayson D
2021
1
APPROVAL SHEET
This thesis entitled “Learning Style and Demographic Profile: A
Basis for the Development of Teaching Plan”, prepared and
submitted by Almirol, Michael Angelo V., Carmelo Rowel P.,
Hermosa Bryan DC., Lopez, Juan Carlos C, Reyes, Russel R., and
Simbulan, Jayson D., in partial fulfilment of the requirements
for the degree, Bachelor of Secondary Education, Major in General
Science, has been examined and is recommended for acceptance and
approval for oral examination.
Roland G. Morta Cely Jane Bumanlag

Instructor Adviser
THESIS COMMITTEE
Danica Anie B. Lorenzo

Chairperson
Katrina M. Lajom Jeremy B. Pascua Roland G. Morta

Member Member Member
Accepted and approved in partial fulfilment of the requirements

for the degree, Bachelor of Secondary Education, Major in General
Science.
Dean, Department of Teacher Education
2
TABLE OF CONTENTS
TITLE PAGE ------------------------------------------ 1
APPROVAL SHEET------------------------------------------------
ACKNOWLEDGEMENT-----------------------------------------------
DEDICATION----------------------------------------------------
THESIS ABTRACT --------------------------------------- 9-10
TABLE OF CONTENTS ------------------------------------ 3-6
LIST OF APPENDICES ----------------------------------- 6
LIST OF FIGURES -------------------------------------- 6 LIST
OF TABLES --------------------------------------- 7
Chapter 1 THE PROBLEM AND IT SETTING
Introduction ------------------------------- 11-13
Statement of the Problem ------------------- 14
Hypotheses --------------------------------- 15
Theoretical Framework ---------------------- 15
Research Paradigm -------------------------- 16
3
Significance of the Study ------------------ 17
Scope and Delimitation --------------------- 18
Definition of Terms ------------------------ 18-19
Chapter 2 REVIEW OF RELATED LITERATURE
Learning Style ----------------------------- 21
Importance of Learning Style in
Online Education----------------------------- 22
Learning styles and Gender ----------------- 22-23
Learning Styles and GPA -------------------- 23-24
Chapter 3 METHODS OF RESEARCH AND PROCEDURES
Research Design ---------------------------- 25
Research Locale ---------------------------- 26
Sampling and the Respondents -------------- 27-28
Data Gathering Instruments ---------------- 28-29
Data Gathering Procedure ------------------ 29
Statistical Treatment of Data ------------- 29-30
Scoring Chart ----------------------------- 30-31
Chapter 4 PRESENTATION, ANALYSIS, AND INTERPRETATION OF
4
DATA
Distribution of the Profile of Respondents - 33-35
Learning Style decribed in Sex ------------- 35-38
Test of Relationship between Sex and
Learning Style ---------------------------- 38-39
Test of Relationship between GPA and
Learning Style ---------------------------- 39-40
Proposed Teaching Plan--------------------- 41-51
Chapter 5 SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
Summary ----------------------------------- 53-55
Conclusions ------------------------------- 55-57
Recommendations --------------------------- 57-58
BIBLIOGRAPHY ---------------------------------------- 59-62
APPENDICES ------------------------------------------ 63-73
LIST OF APPENDICES
Letter to Conduct to the Dean of College Education Eduardo
L. Joson Memorial College --------------------------- 63-64
Appreciation Letter to all the Participants --------- 65
5
Research Questionnaire ------------------------------ 66-73
LIST OF FIGURES
Figure No.
1 Research Paradigm ------------------------- 16
2 Research Local ---------------------------- 26
3 Percentage of Male Learning Style --------- 36 4
Percentage of Female Learning Style -------
37
LIST OF TABLES
Table
1 Sampling Respondents Deriviation Using Slovin’s
Formula ----------------------------------- 28
2 Scoring Chart -------------------------- 30-31
3 Distribution of Respondents according to Sex - 33
4 Distribution of Respondents according to GPA 34-
35
5 Percentage of Learning Style in terms of Sex --36
6 Test of Difference between Learning Style and Sex
-----------------------------------38-39
6
7 Test of Difference between Learning Style and GPA
------------------------------------39-40
Acknowledgement
The researchers would like to express an appreciation and
gratitude especially to the following:
Prof. Cely Jane Bumanlag for being coach and adviser;
Prof. Roland Morta for outstanding support and guidance;
Ma’am Fina-daye Panginen, for extending his time to critic

this study,
To researchers loving families and friends for love, support,

motivation and encouragement to finish and accomplish this
study;
And most of all, Lord Almighty who deserves all the glory,
for guidance, power of mind and protection for the
researcher.
7
Dedication
This piece is humbly dedicated to;
Our beloved parents, mentors, relatives, classmates and friends;
To the institution of Eduardo L. Joson Memorial College;
And most of all to Almighthy God.
THE RESEARCHERS
8
Research Abstract
Learning styles is a critical factor in determining if students
learn and probably students understand lessons it should be
understood for learners’ academic achievement. This would resolve
the problems in online learning for all the students specially
the Science Majors in making their learning easy and to have a
better achievement on their academic performance. There are many
studies which resulted that learning styles and academic
performance have no significant differences to each other.
This study used Two-way comparison research. It described the
demographic profile and learning styles of the respondents, and
the significant difference between the academic performance to
their learning styles. The VARK questionnaire was used as the
data collection tool via Google form. A total of 41 General
science students at Eduardo L. Joson Memorial College were
selected randomly. The grade point average (GPA) of previous
semester was used as an indicator of academic achievement, and
also their sex. The ANNOVA test was used to identify the
significant difference between learning style and sex and
difference between learning styles and academic performance.
The result of the study revealed that General Science Major was
more appealing to female students than male. Also, the male and
female respondents greatly preferred unimodal learning style than
bimodal learning style. Auditory learning style was the most
9
preferred unimodal learning style and auditory-kinesthetic was
the most bimodal learning style. The GPA of the respondents was
spread out in range of 2.00-2.99. ANNOVA test suggested that it
was needed to reject the null hypothesis which there was no
significant difference between learning style and sex with a
fvalue of 12.07. Also, the ANNOVA suggested to reject the null
hypothesis which was there was no significant difference between
academic performance and learning styles with a f-value of 10.44.
It is concluded that the academic performance and sex has a
significant difference in the learning style of the respondents.
This study proposed an Instructional materials that was aligned
to the result of the study which cater the different learning
styles as it suggested that it had significant relationship to
the academic performance.
CHAPTER I
10
The Problem and its Background
Introduction:
“Education is the most powerful weapon which we can use
to change the world” said by Nelson Mandela. We may observe
it in the past years wherein there lots of problems being
resolved by a good education or educated people starting
from promoting gender equality, reducing poverty, and
guidance for environmental sustainability (India Today,
September 9, 2019). It is truly recognized that education is
one of the most powerful weapon because it can change
people, communities, entire nations and the future humanity.
However in the past ten months the educational system of the
Philippines faces a big problem caused by the COVID-19
pandemic. Educational system has turned in new normal set-up
regardless of difference in approach and confidence when it
comes to traditional setting of education, online class has
become a critical part of educational system everywhere.
This research paper raising opportunities to determine
the most effective instructional materials in science during
the pandemic times and will lead on understanding on how
students could deal with it.
11
Educational system changes rapidly wherein class
discussions conducted using various online platforms like
ZOOM Meetings, GOOGLE Meet, GOOGLE Classroom and others.
However, the implementation of online learning posed
different risks, problems and challenges to both the
teachers and students, especially in the higher education
institutions (HEIs) (Bao, 2020).
To respond on the diverse distance and timely needs of
today’s learners due to the pandemic, many institutions
offer distance learning to expand their teaching methods
with distance learning courses, in order to reach and
continue the cycle of education. Educational leaders decided
to adopt new normal in education. That is why laboratory
activities, quizzes, and examinations became more complex
and hindrance for many students to cope up because of lack
of materials and unavailability of good internet connection
qualities at home.
Learning styles is a critical factor in determining if
students learn and probably students understand lessons.
Because every person has a learning style it’s an individual
signature. The classroom or even online discussions could be
organized if the students learning styles were addressed
12
respond to their individual needs for quiet or sound, bright
or soft illumination, warm or cool room temperatures,
seating arrangements or even group preference. We can
recognize the pattern in which people tend to concentrate
(Rita Dunn, Jeffrey S. Beaudry, Angela Klavas, 1989)
On this pandemic, many students are experiencing stress
and hardships merely affected by it were the Science Majors
because they cannot cope up to the lessons because of their
learning style preference. Auditory learners cannot study
well because of low internet connections; they can’t hear
clearly what the teacher is discussing on Google Meet.
Learning styles should be understood for learners’
academic achievement. This would resolve the problems in
online learning for all the students specially the Science
Majors in making their learning easy and to have a better
achievement on their academic performance.
Statement of the Problem:
This study primarily aims on seeking for the differences of
learning styles and the academic performance. Specifically,
it will answer the following questions;
13
1. How may the profile of the respondents be described
based on:
1.1 sex; and
1.2 academic performance?
2. How may learning styles be described in terms of:
2.1 visual learning;
2.2 auditory learning;
2.3 reading or writing learning; and
2.4 kinesthetic learning?
3. Is there a significant difference between the academic
performance of respondents and their learning styles?
4. What Instructional Materials in Science can be
developed based on the findings of the study?
Hypothesis
1. There is no significant difference between the academic
performance and learning styles of Science majors.
Theoretical Framework
This study was anchored from the VARK theory of Neil
Fleming 1992, as cited by the researchers Kendra Cherry and
Aron Jassen, 2019. The researchers hypothetically correlated
14
the learning style theory and the academic performance of
the learners.
VARK is an acronym that according to N. Fleming is the
four types of learning styles: Visual learners,
Auditory/Aural learners, Reading/Writing Learners and lastly
Kinesthetic learners.
This theory indicates that each and every learners has
their different types of learning styles, it is like their
comfort zone within the learning process wherein they become
more productive and can show their best when teaching
methods align to their preferred learning style. N. Fleming
claims that every individual had different needs that need
to be fulfilled.
Research Paradigm
15
Demographic
 Data gathering
Profile
 Statistical
Treatment
 Sex
 GPA
 Questionnaire
Learning Styles
Proposed Teach
ing
 Visual Learning plan in Science.
 Auditory Learning
 Reading and
Writing Learning
 Kinesthetic
Learning
Figure 1. Research Paradig
m
Significance of the study
The result of the study benefits the following:

Students. This study helps Science Major Students to improve
and gain a better learning style through the development of
the Teaching Plan in Science.
16
Teachers. It guides the teachers in teaching with the
appropriate teaching plan indicating before, during and
after the discussion.
School. The recommended approach derived from the result of
this study able to train the teachers and students better.
Researcher. This study helps thes to have a clearer vision
and greater understanding in learning style of the Science
Majors in the development of appropriate teaching plan.
Future Researcher. This study guides and serves as a basis
in their future research study.
Scope and Delimitation
This study aims to determine the appropriate teaching
plan for the Science Subjects. The respondents of the study
are first and second year students of Eduardo L. Joson
Memorial College of Bachelor of Secondary Education, Major
in Science, during academic year 2020-2021. 41 students were
selected to answer the questionnaire for the study.
Online survey method using Google Form was used to utilize
the questionnaire to determine the differences of student’s
17
learning styles and academic performance in Science. The
study was conducted from February-April of 2021.
Definition of Terms
The following terms are conceptually and operationally
defined for better understanding of the study.
• Bachelor of Secondary Education. It is a program content
and pedagogy in teaching Science for high school were
provided.
• Education. It refers to the process of receiving or
giving systematic instruction, especially at a school or
university (Oxford).
• GPA (Grade point average). It is the mean grade of the
respondents in quarter in the science subjects.
• Learning style. These are student’s preferences on how
they gather, interpret, organize, come to conclusions
about, and store different kinds of information.
VARK Learning Styles defined by Kendra Cherry 2019.
 Visual Learning. Students with this learning style
learn best by seeing. Graphic displays such as
charts, diagrams, illustrations, handouts and
18
videos are all helpful learning tools for visual
learners.
 Auditory Learning. Students with this learning
style learn best by hearing information. They tend
to get a great deal out of lectures and are good
at remembering things they are told.
 Reading/Writing Learning. Students with this
learning style prefer to take in information that
displayed as words and text.
 Kinesthetic Learning. Students with this learning
style learn best by touching and doing. Hands-on
experience is important for kinesthetic learners.
• Science Majors. It pertains to students specializing
Science subject in the field of teaching.
19
Chapter II
Review of Related Literature
Learning Style
Learning styles is a term that is used to explain
various ways that learners acquire knowledge. It seeks to
give an explanation on how people learn. The issue of
individual difference is very crucial in learning styles, as
it works under the premise that no two persons learn in same
way. There is the understanding that every student learns
differently. Learning styles therefore is an individual’s
unique way of absorbing, processing, comprehending and
retaining information. In which learning is a complex
process where an individual achieves knowledge or skills,
which involves the learner’s biological senses
(Idrizi and Filiposka, 2018). Neil Fleming, the creator of
VARK explained that students preferred learning modes have a
significant influence on their learning behavior and the
information accessed through students’ use of their modality
preferences increase their levels of
comprehension, motivation and metacognition (Macdonald,
Germine, Anderson, Christodoulou, and McGrath,
2017).According to Mašić, A., Polz, E., and Bećirović, S.
20
(2020), that learning style can be correlated into three
factors: the gender, school level and their GPA. This gives
them a result that the students mainly preferred Auditory
learning style and this learning style preference were being
affected by the three factors being presented.
Importance of Learning Style in Online Education
According to the study of J. Pinchot and K. Paullet
(2014) used VAK Learning Styles (Visual, Auditory and
Kinesthetic) as a framework. In their study they review
different online free tools that can addressed the different
learning styles of the students. Online free tools that can
create audio, video, sound, hands-on activities and more
were featured to showcase the plethora of tools that are
available to enhance the online classroom. These tools are
freely available and can provide a wealth of opportunities
for making the online learning experience more effective for
students with each learning style. They addressed the VAK
learning styles (Visual, Auditory and Kinesthetic). They
believe that "when developing online classes it is important
to keep in mind the different types of learning styles". In
order to provide quality online instruction, the learning
21
styles of students should be addressed by online educators
and curriculum developers. J. Pinchot, K. Paullet (2014).
Learning styles and Sex

According to the study of A. Kausar et al. (2019)
entitled "Do Learning Styles Influenced by Sex: A
Qualitative Study among Physiology Undergraduate Medical
Students" which aim is to assess the influence of gender on
learning style preferences among Undergraduate Medical
Students of Physiology. In their cross-sectional study among
100 undergraduate medical students of physiology, Visual,
Aural, Read/write and Kinesthetic (VARK) questionnaire
version 7.8 was used to collect information of students’
learning style preferences. Descriptive statistics were used
to describe the variables. Chi-square test was performed to
evaluate the influence of gender on learning style
preferences. In their study, 82.22% males and 68.75% females
exhibited multiple sensory preferences. Furthermore only
17.77% male, 31.25% Female, preferred a single sensory
modality for receiving information. However gender
differences were not significant. They concluded that
students both male and female had preferences for multimodal
learning style. Furthermore gender had no significant
association with learning style preference.
22
In the other hand according to the research study of S.
Kulturel-Konak, M. L. D’Allegro, and S. Dickinson from Penn State
Berks, USA in 2011, says that there is a significant difference
between learning style of male and female students in STEM
Education.
Also according to E. Desy, S. Peterson and V.
Brockman(2012) in their research study entitled “Gender
Differences in Science-Related Attitudes and Interests Among
Middle School and High School Students”, found that even though
math and science are the least favourite subjects for females,
the majority of the expected college majors were precisely in
this areas.
Learning Styles and Academic Performance
H. Awang et al. (2017) conduct a study entitled
Relationship between Learning Styles Preferences and
Academic Achievement which used the GPA of international
business students from Malaysian Polytechnic as a data to
correlate learning styles and academic achievement. The
findings of their study suggest that those two variables has
no significant relationship. This study leads the
researchers to believe that GPA and learning styles have no
significant relationship. According to:(H Awang1, N Abd
23
Samad1, N S Mohd Faiz1, R Roddin1 and J D Kankia1) no
significantly difference between learning style and academic
achievement of students. Student academic achievement was
quite similar to their individual learning styles. These
facts reveal that each learning style has its own strengths
and weaknesses.
While according Gilbert Magulod Jr.(2019) in his research
study entitled Learning Style, Study Habits and Academic
Performance of the Filipino University Students in Applied
Science Courses: Implication for instruction, as the result
spelled differences in academic performance of the students in
their learning styles.
Synthesis
It is truly recognized that education is one of the most
powerful weapon because it can change people, communities, entire
nations and the future humanity. However in the past ten months
the educational system of the Philippines faces a big problem
caused by the COVID-19 pandemic. Educational system has turned in
new normal set-up regardless of difference in approach and
confidence when it comes to traditional setting of education,
online class has become a critical part of educational system
everywhere.
24
Educational system changes rapidly wherein class
discussions conducted using various online platforms like ZOOM
Meetings, GOOGLE Meet, GOOGLE Classroom and others. However, the
implementation of online learning posed different risks, problems
and challenges to both the teachers and students, especially in
the higher education institutions (HEIs) (Bao, 2020).
Learning styles is a critical factor in determining if
students learn and probably students understand lessons. Because
every person has a learning style it’s an individual signature.
The classroom or even online discussions could be organized if
the students learning styles were addressed respond to their
individual needs for quiet or sound, bright or soft illumination,
warm or cool room temperatures, seating arrangements or even
group preference. We can recognize the pattern in which people
tend to concentrate (Rita Dunn, Jeffrey S. Beaudry, Angela
Klavas, 1989).
Learning styles therefore is an individual’s unique way of
absorbing, processing, comprehending and retaining information.
In which learning is a complex process where an individual
achieves knowledge or skills, which involves the learner’s
biological senses (Idrizi and Filiposka, 2018).
Learning styles is a term that is used to explain various
ways that learners acquire knowledge. It seeks to give an
explanation on how people learn. The issue of individual
25
difference is very crucial in learning styles, as it works under
the premise that no two persons learn in same way. There is the
understanding that every student learns differently. Learning
styles therefore is an individual’s unique way of absorbing,
processing, comprehending and retaining information. In which
learning is a complex process where an individual achieves
knowledge or skills, which involves the learner’s biological
senses (Idrizi and Filiposka, 2018).
Neil Fleming, the creator of VARK explained that students
preferred learning modes have a significant influence on their
learning behavior and the information accessed through students’
use of their modality preferences increase their levels of
comprehension, motivation and metacognition (Macdonald, Germine,
Anderson, Christodoulou, and McGrath, 2017). According to Mašić,
A., Polz, E., and Bećirović, S. (2020), learning style can be
correlated into three factors: the gender, school level and their
GPA. This gives them a result in their conducted study that the
students mainly preferred Auditory learning style and this
learning style preference were being affected by the three
factors being presented.
Chapter III
26
Research Methodology
This chapter described research design and the
methodologies to be used in the conduct of the study. This
includes the description of the locale, the sampling and the
respondents, the data gathering procedure, instrument and
the statistical treatment used.
Research Design
In achieving the goal of the study the researchers used
the Two-way comparison research design with quantitative
analysis method to have a clearer
understanding in the relationships of learning styles and
academic performance. A two-way comparison research study was
used to examine the significant differences between two
variables that were closely-knit entities. And the
quantitative analysis method use to evaluate the answers of
the respondents in the form of numerical data.
Research locale
The study was conducted at Eduardo L. Joson Memorial
College located at Brgy. Singalat, Palayan City, Nueva
Ecija near the Provincial Capitol.
27
The researchers agreed to use this prestigious
institution as a research locale because of the convenience
of respondents and availability of the data.
Figure 2: Research Locale

Sampling and Participants:
28
The population of this study was the first and second
year students of Bachelor of Secondary Education Major in
Science of Eduardo L. Joson Memorial College. It is composed
of 45 students in totality and Slovin’s formula is used with
5% margin of error with the sample of 41 respondents. The
researcher used purposive sampling. They were chosen because
they were specializing science. To that the specific and
ideal target respondents was achieved.
Slovin’s Formula:
n= N/1+Ne²
N= Total respondents. n=
Sample respondents. e=
percent error.
Solution:
n=45/1+45(0.05)²
n=45/1+45(0.0025)
n=45/1+0.1175
n=45/1.1125
n=40.5 or 41
29
Science Majors N n
First Year 23 21
Second Year 22 20
Total 45 41
Table 1. Sampling Procedure
Data Gathering Instrument
The following was used to gather data:
VARK Questionnaires. It was the main tool used on their
study. It pertains to the learning style
questionnaire. The set of questions obtaining statistically
or personal information including their sex and GPA were
also included.
The test is composed of multiple choice questions,that
were composed of identification of the learning styles of
the students. It was given through Google form.
Data Gathering Procedures
The researchers asked permission to conduct to the dean
of the teacher education department. After that, the
researchers coordinated with class adviser and gather the
data using Google form. After the data gathering, the
30
researcher then proceeded to the data analysis and in the
formulations of the conclusion and recommendation.
Data Analysis or Statistical Treatment
1. To determine the profile of the respondents, sex and
academic performance was used.
2. To determine the learning styles of the respondents,
visual, auditory, reading/writing and kinesthetic
learning styles was used.
3. To determine the significant differences between the
learning styles and sex and academic performance was/were
used.
Scoring Chart
The VARK Questionnaire Scoring Chart Use the following
scoring chart to find the VARK category that each of
your answers corresponds to. Circle the letters that
correspond to your answers e.g. If you answered b and c
for question 3, circle V and R in the question 3 row.
Question a category b category c category d category
1 K A R V
2 V A R K
31
3 K V R A
4 K A V R
5 A V K R
6 K R V A
7 K A V R
8 R K A V
9 R A K V
10 K V R A
11 V R A K
12 A R V K
13 K A R V
14 K R A V
15 K A R V
16 V A R K
TABLE 2.
CHAPTER IV
Presentation, Analysis and Interpretation of Data
This chapter presents the findings of the study,

analysis, and interpretation of data gathered.
1. Profile of the Respondents
32
Table 1.1 Distribution of Respondents according to Sex
SEX TOTAL PERCENTAGE
MALE 14 34.15%
FEMALE 27 65.85%
TOTAL 41 100%
The table 1.1 showed that there were 14 (34. 15 %) male out
of 41 total respondents, while there are about 27 (65.85%) female
out of 41 total respondents. It implied that most of the
respondents are female students, and BSEd-Science was more
appealing to female than male.
Similarly, the study of Marcus (2017) through the
observation and interview, he concluded that males who are
enrolling in higher education alarming in low rates trend. The
population of female students outnumbered male.
Table 1.2 Distribution of Respondents according to GPA
GPA FREQUENCY PERCENTAGE
1.00 0 0
1.25 1 2.44
1.50 5 12.20
1.67 2 4.88
33
1.75 9 21.95
1.87 1 2.44
2.00 5 12.20
2.20 3 7.32
2.25 3 7.32
2.30 1 2.44
2.40 1 2.44
2.50 6 14.63
2.60 1 2.44
2.75 0 0
2.90 3 7.32
TOTAL 41 100%
Table 1.2 showed that there was one out of 41 (2.44%)
having a GPA of 1.25. While 5 out of 41 (12.20%) have a GPA of
1.50. While there are 2 out of 41(4.88%) got a GPA of 1.67.

Meanwhile 9 (21.95%) of them have a GPA of 1.75. Whereas there
are 1 out of 41 (2.44%) got a GPA of 1.87. There are 5 out of 41
(12.20%) got a GPA of 2.00. There are 3 (7.32%) of them got a GPA
of 2.20. There are also 3 (7.32%) of them got a GPA of 2.25.
There is 1 (2.44%) of them got a GPA of 2.30. There is 1 (2.44%)
of them got a GPA of 2.40. There are 6 (14.63%) of them got a
34
GPA of 2.50. There is 1 (2.44%) of them got a GPA of 2.60. And
lastly there are 3 out of 41 (7.32%) students got a GPA score of
2.90. It implied that the learning style did not contribute to
the GPA of the respondents.
Within all the GPA ranges according to the research of H.
Martin, T. Lewis and K. Edwards the GPA of students shows that
Majority of Engineering, Science and Agriculture and Social
Science were within the average ability range indicated by a GPA
in range 2.00-2.99.
Learning Styles of the Respondents in terms of sex:
SEX
MALE Percentage% FEMALE Percentage%
V 1 7.14 0 0
A 5 35.71 9 33.33
R 4 28.57 7 25.93
K 3 21.43 8 29.63
A and K 1 7.14 1 3.70
R and K 0 0 1 3.70
V and K 0 0 1 3.70
14 100 27 100
35
MALE
V A R K A and K
7% 7%
21%
36%
29%
Pie Chart 3. Male Learning Style Percentage

The Pie chart 3 showed the percentage of learning style for
male, wherein there are 1(7.14%) of male has a Visual learning
style. There were 5(35.71%) of male also had an Auditory Learning
style. There were 4(28.57%) of male has a Reading and Writing
Learning style, while there were 3(21.43%) of male has a
kinesthetic learning style. And lastly 1(7.14%) of them had a
bimodal learning style which was Auditory and Kinesthethic
learning style. It implied that majority of the male respondents
were Auditory learners.
36
FEMALE
V A R K A and K R and K V and K
4% 4% 0%
4%
33%
29%
26%
Pie Chart 4. Female Learning Style Percentage

This pie chart showed the percentage of learning style of
female, wherein there were 9(33.33%) of female sample population
had an Auditory learning style. And there were 7(25.93%) of
female had a Reading and Writing learning style, while there were
8(29.63%) of female had a Kinesthetic Learning style. 1(3.70%) of
female had an Auditory and Kinesthetic learning style. Also,
1(3.70%) of female had a Reading and writing and Kinesthetic
learning style. Lastly 1(3.70%) of the female had a Visual and
Kinesthetic learning style. It implies that majority of the
female respondents were Auditory learners.
In accordance to the graph and Pie chart 3 and 4 the result
was undertaken by the research study of Armit Kumar Rai and Meha
Raj Dhakal entitled, Learning Styles of Male and Female Students
of Nepal, showed that there is no significant difference between
male and female students regarding their learning style.
37
3. Significant difference between the academic performance
of respondents and their learning styles
Table 3.1. Two-way ANOVA Test of Difference between Sex and
Learning Style
SUMMA Count Su Averag Varianc

RY m e e
male 5 27 5.4 14.8
female 5 40 8 28.5
1 2 2 1 0
2 2 24 12 8
3 2 16 8 8
4 2 19 9.5 4.5
5 2 6 3 2
ANOVA
Source SS df MS F P- F crit
of value
Variatio
n
Rows 16.9 1 16.9 12.0714 0.02548 7.70864
3 1 7
Columns 4 41.9 29.9285 0.00306 6.38823
7 9 3
Error 4 1.4
Total 190.1 9
Table 3.1 showed that there is a significant difference
between the learning styles of male and female since the f-value
which was 12.07 was greater than the critical value =7.71. It
implies that the researcher needs to reject the null.
According to the research study of S. Kulturel-Konak, M. L.
D’Allegro, and S. Dickinson from Penn State Berks, USA in 2011,
38
says that there is a significant difference between learning
style of male and female students in STEM Education.
Table 3.2. Two-way ANOVA Test of Difference between GPA and

Learning Style
SUMMARY Count Sum Averag Variance
e
1.5 and 5 0.8 0.7
below
1.51 to 2.0 5 2 2
2.01 to 2.50 5 2.2 1.7
2.51 to 3.00 5 0.4 0.3
1 4 0 0 0
2 4 9 2.25 0.916667
3 4 7 1.75
2.25
4 4 8 2 1.333333
5 4 3 0.75 0.916667
ANOVA
Source of df MS F P- F
Variation value crit
Rows 11.75 3 3.916667 10.44444 0.001155 3.490295
14.3 4
Columns
Error 3.575 9.533333 0.001046 3.259167 4.5 12
0.375
Total 30.55 19
Table 3.2 showed that there is a significant difference among
the learning styles of students across academic performance.
Their learning styles are varied that no particular and specific
dominant style is manifested in one group based on their academic
39
performance. Therefore the researchers need to reject the null
hypothesis because the computed F-value is greater that the
critical value.
According Gilbert Magulod Jr(2019) in his research study
entitled Learning Style, Study Habits and Academic Performance of
the Filipino University Students in Applied Science Courses:
Implication for instruction, as the result spelled differences in
academic performance of the students in their learning styles.
4. The Instructional Materials in Science was developed
based on the findings of the study
Proposed Instructional Materials Major 8: Electricity and

Magnetism Week 1.
COURSE TITLE: Electricity and Magnetism
SESSION TITLE: 1. Static Electricity: Electric Charge and It’s Conservation

2. Electric Charge in the Atom
3. Insulators and Conductors
Period: Period 1
Learning At the end of this course, students should be able to:
Outcomes:
1. demonstrate understanding of the various related to electrostatic,
(Course) electric circuits and networks, electric field and magnetic field.
2. comprehend and apply basic laws of electricity and magnetism.
Modes of 1. Audio and Video Presentations showing the static electricity,

Delivery: electric charge in an atom and the difference between the
insulators and conductors. (Auditory and Visual Learners)
2. Brainteasers activity: 4 pics 1 word indicating tools and other
40
materials determining whether it is an insulators and conductors.
(Visual Learners, Kinesthetic learners)
3. Synchronous discussion with supplement of Power point
Presentation showing how static electricity occurs, and the
difference between conductors and insulators.(Reading and Writing
Learners)
4. Individual activity: Perform an experiment showing how static
electricity occurs, using different materials at home; indicate
whether those tools are insulator or conductors.(Kinesthetic
Learners)
Learning At the end of this session, the students should be able to:
Objectives :
1. describe static electricity and conservation of electric charge.
(Session 1) 2. identify the electric charge in the atom.
3. explain how object become charge.
4. identify insulators and conductors in a simple circuit.
Duration of 2 hours
Session:
References:  https://www.sciencea-
z.com/main/Download/resource/saz/id/2171/unitId/69/format/si
ngle
 Electricity, Magnetism & Electromagnetic Theory, S. Mahajal
and Choudhury, 2012
 Elements of Electromagnetics, M.N.O Sadiku, 2010, Oxford University
Press.
Proposed Instructional Materials Major 8: Electricity and

Magnetism Week 2.
COURSE TITLE: Electricity and Magnetism
SESSION TITLE: 1. Coulomb’s Law

2. Solving Problems involving Coulomb’s Law and Vector
Period: Period 1
Learning Outcomes: At the end of the course, students should be able to:
41
(Course) 1. demonstrate understanding of the various related to
electrostatic, electric circuits and networks, electric field
and magnetic field.
2. comprehend and apply basic laws of electricity and
magnetism.
Modes of Delivery: 1. Audio and Video presentation showing the proper

solving of Coulomb’s law.(Visual and Auditory Learners)
2. Synchronous discussion with supplement of PPT
presentation that showcase definition of Coulomb’s, its

formula and the step by step procedure on how to solve
it
.(Reading and Writing Learners)
3. Individual Activity: Problem Solving of Coulomb’s
Law.(Kinesthetic Learners)
Learning Objectives: At the end of the lesson the students should be able to:
(Session 2) 1. explain the Coulomb’s law.

2. calculate the electric force generated between two
electrical charges using coulomb's law.
Duration of Session: 2 hours
References:  https://www.matrix.edu.au/beginners -guide-to-year-11physics/
electricity-and-magnetism/
 Electricity, Magnetism & Electromagnetic Theory, S. Mahajal
and Choudhury, 2012
 Elements of Electromagnetics, M.N.O Sadiku, 2010, Oxford
University Press.
Electricity and
Proposed Instructional Materials Major 8:
Magnetism Week 3.
42
COURSE Electricity and Magnetism
TITLE:
SESSION Electric Field and Electric Field Lines
TITLE:
Period: Period 1
Learning At the end of the course, students should be able to:

Outcomes:
1. demonstrate understanding of the various related to electrostatic, electric
(Course
) circuits and net
works, electric field and magnetic field.
Modes of 1. Audio and Video presentation showing the concepts of electric field
Delivery: and the electric field lines.(Visual and Auditory Learners)
2. Synchronous discussion with supplement of PPT presentation that
showcase definition of electric field and electric field lines and its
difference to one another.(Reading and Writing Learners)
3. Group Activity: Simulations how electric field works on charged
objects.(Kinesthetic Learners)
Objectives:
1. explain the electric filed and electric field lines.
(Session 3) 2. differentiate the characteristics of the electric field and electric field
lines..
3. draw an electric field lines.
Duration of 2 hours
Session:
References:  https://www.physicsclassroom.com/class/estatics/Lesson-4/Electric-
Field-Lines
 Electricity, Magnetism & Electromagnetic Theory, S. Mahajal and
Choudhury, 2012
University Press.
43
Major 8: Electricity and
Proposed Instructional Materials
Magnetism Week 4.
COURSE Electricity and Magnetism

TITLE:
SESSION Electric Field and Conductors

TITLE:
Period: Period 1

Outcomes:
1. demonstrate understanding of the various related to electrostatic, electric
(Course) circuits and networks, electric field and magnetic field.
1. Audio and Video presentation showing the relationship

between electric field and conductors.(Visual and
Auditory Learners)
presentation that showcase definition of electric field
and conductors, with some interesting examples
showing the relationship of this two.(Reading and
Writing Learners)
3. Individual Activity: Create a diagram that shows the
relationship of electric field and conductors.(Kinesthetic
Learners)
At the end of this session, the students should be able to:
1. describe the relationship between electric field and

conductors.
2. apprehend the concept of electric field inside the closed
conducting surface.
Duration of 2 hours
Session:
44
References:  https://www.physicsclassroom.com/class/estatics/Lesson-4/Electric-
Fields-and-Conductors
 Electricity, Magnetism & Electromagnetic Theory, S. Mahajal and
Choudhury, 2012
University Press.
Proposed Instructional Material Major 11: Meteorology Week 1.
COURSE TITLE: Meteorology
SESSION TITLE: Circulation of the Water in the Atmosphere

Period: Period 3
(Course) 1. demonstrate understanding of basic vocabulary of

meteorology.
2. investigate the origin, structure, composition, and the
behaviors of the atmosphere.
3. examine the basic elements of atmospheric
phenomena: temperature, humidity,
condensation, precipitation, and
atmospheric pressure.
4. identify various types of weather.
5. classify major cloud types.
6. examine the impact of humans in
atmospheric environment and changing
climate in the past, present and future.
1. Audio and Video
presentation
showing the
process of
circulation of
water in the
atmosphere.
(Visual, Auditory
Learners)
45
2. Synchronous
discussion with
supplement of
PPT presentation
that showcase
the process of
circulation of
water in the
atmosphere.
(Reading and
Writing Learners)
3. Individual
Activity:
Illustration of
circulation of
water in the
atmosphere.
(Kinesthetic
Learners)
At the end of this session,
the students should be
able to:
1. discuss the
circulation of
water in the
atmosphere.
2. illustrate the
circulation of
water in the
atmosphere using
art materials.
3. determine
process of the
circulation of
water in the
atmosphere.
Duration of Session: 1 hour
References:  https://www.britannica.com/science/water-cycle
 C. Donald Ahrens, Robert Henson – Meteorology Today_An
Introduction to Weather, Climate, and the Environment
(2018,Cengage Learning)
46
 John M. Wallace, Peter V. Hobbs – Atmospheric Science,
Second Edition_An Introductory Survey(Academic Press)
SESSION TITLE: Humidity
Period: Period 3

meteorology.
3. examine the basic elements of atmospheric phenomena:
temperature, humidity, condensation, precipitation, and
atmospheric pressure.
6. examine the impact of humans in atmospheric environment
and changing climate in the past, present and future.
Modes of Delivery: 1. Audio and Video presentation showing different kinds of
humidity in several places in the world.(Visual, Auditory
Learners)
presentation that showcase different kinds of humidity and
how humidity affects the atmospheric temperature.
(Reading and Writing Learners)
3. Group Activity: Research different kinds of humidity in
different places and evaluate how this happen.(Kinesthetic
Learners)
Learning Objectives: At the end of this session, the students should be able to:
(Session 2) 1. explain humidity and the factors affecting humidity.

2. examine the variation of humidity in different places.
47
References:  https://www.britannica.com/science/humidity
(2018,Cengage Learning)
 John M. Wallace, Peter V. Hobbs – Atmospheric Science, Second
Edition_An Introductory Survey(Academic Press)
SESSION TITLE: Condensation

Period: Period 3

meteorology.
3. examine the basic elements of atmospheric
phenomena: temperature, humidity, condensation,
precipitation, and atmospheric pressure.
6. examine the impact of humans in atmospheric
environment and changing climate in the past,
present and future.
Modes of Delivery: 1. Audio and Video presentation showing how
condensation occur.(Visual and Auditory Learners)
presentation that showcase definition of
condensation, process of condensation and how
does condensation affects the atmospheric
temperature.(Reading and Writing Learners)
3. Individual Activity: Perform an experiment that would
show the process of condensation using household
48
materials.(Kinesthetic Learners)
Learning Objectives: At the end of this session, the students should be able to:
(Session 3) 1. define the condensation.

2. explain the process of condensation.
References:  .
https://www.usgs.gov/special-topic/water-scienceschool/scie
nce/condensation-and-water-cycle?
qtscience_center_objects=0#qt-science_center_objects
Proposed Instructional Material Major 11: Meteorology Week 4
COURSE Meteorology
TITLE:
SESSION Dew and Fog

TITLE:
Period: Period 3
Outcomes:
1. demonstrate understanding of basic vocabulary of meteorology.
(Course) 2. investigate the origin, structure, composition, and the behaviors of the
atmosphere.
3. examine the basic elements of atmospheric phenomena: temperature, humidity,
condensation, precipitation, and atmospheric pressure.
6. examine the impact of humans in atmospheric environment and changing
climate in the past, present and future.
Modes of 1. Audio and Video presentation showing the difference between fog and
Delivery: dew.(Visual and Auditory Learners)
2. Synchronous discussion with supplement of PPT presentation that
showcase definition of fog and dew and their difference to each other.
(Reading and Writing Learners)
3. Individual Activity: Identify the pictures being shown whether it is a fog or
a dew.(Kinesthetic Learners)
49
Objectives:
1. define the fog and dew.
(Session 4) 2. Examine the difference between fog and dew.
Duration of 1 hour
Session:
References:  http://www.differencebetween.net/science/nature/difference-between-dew-and-
fog/#:~:text=Fog%20is%20a%20thick%20cloud,leaves%2C%20grass%20and%20metal%20
surfaces.
• C. Donald Ahrens, Robert Henson – Meteorology Today_An Introduction to Weather,
Climate, and the Environment (2018,Cengage Learning)
•John M. Wallace, Peter V. Hobbs – Atmospheric Science, Second Edition_An
Introductory Survey(Academic Press)
COURSE Meteorology
TITLE:
SESSION Clouds
TITLE:
Period: Period 3
Outcomes:
1. demonstrate understanding of basic vocabulary of meteorology.
(Course) 2. investigate the origin, structure, composition, and the behaviors of the
atmosphere.
3. examine the basic elements of atmospheric phenomena: temperature, humidity,
condensation, precipitation, and atmospheric pressure.
6. examine the impact of humans in atmospheric environment and changing climate
in the past, present and future.
Modes of 1. Audio and Video presentation showing major classification of clouds and how
Delivery: do they form.(Visual and Auditory Learners)
2. Synchronous discussion with supplement of PPT presentation that showcase
definition of clouds and major classification of clouds.(Reading and Writing
Learners)
3. Individual Activity: Perform an experiment showing the formation of clouds.
(Kinesthetic Learners)
50
Objectives: 1. define the cloud.
2. enumerate and explain major classification of clouds.
(Session 4)
Duration of 1 hour
Session:
References: https://scijinks.gov/clouds
/
 C. Donald Ahrens, Robert Henson– Meteorology Today_An Introduction to Weather,

Climate, and the Environment (2018,Cengage Learning)
 John M. Wallace, Peter V. Hobbs
– Atmospheric Science, Second Edition_An
Introductory Survey(Academic Press)
CHAPTER V
SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATION
This chapter presents the summary of findings, conclusion, and
recommendation presented based on such findings.
Summary of Findings
The findings of this study are being summarized according to the
Statement of the Problem from Chapter 1 and these SOP are listed
as follows:
1. Profile of the respondents
Most of the respondents were female having 65.85% while male
having 34. 15 %.
In terms of GPA, most of the respondents got 1.25 while the least
was in 1.50.
2. Learning styles of the respondents
In terms of male students there has 1(7.14%) of them has a Visual
learning style. There are 5(35.71%) of male has an Auditory
51
Learning style. There are 4(28.57%) of male has a Reading and
Writing Learning style. While there are 3(21.43%) of male has a
kinesthetic learning style. And lastly 1(7.14%) of them have a
bimodal learning style which is Auditory and Kinesthethic
learning style.
The data for there are 9(33.33%) of female sample population have
Auditory learning styles. And there are 7(25.93%) of female have
a Reading and Writing learning style. While there are 8(29.63%)
of female have a Kinesthetic Learning style. While 1(3.70%) of
female have an Auditory and Kinesthetic learning style. Also
1(3.70%) of female have a Reading and writing and Kinesthetic
learning style. Lastly 1(3.70%) of the female have a Visual and
Kinesthetic learning style.
3. Significant Difference between the academic performance of the
respondents and the learning styles.
In terms of difference between sex and learning styles ANOVA
computed f-value 12.07 is which is greater than the critical
value which is 7.71.Thus, the null hypothesis should be rejected.
Also, the data which seek the difference between GPA and Learning
Style revealed that computed ANOVA f-value for GPA and learning
style was 10.44 has also greater than critical value which has
3.49 and it implied that the null hypothesis should be rejected
too.
Conclusion
52
Base on the indicated findings the following conclusions were
drawn:
1. The profile of respondents in terms of sex concluded that
the number of female students in General Science Major in ELJ has
higher than the male students and General Science major has more
appealing for female than male according to the data.
2. The profile in terms of GPA shows that the data were spread
out with the GPA in range 2.00 – 2.99 which is in the observable
data of this study.
3. Majority of the respondents preferred unimodal learning
style and very small portion of them preferred bimodal learning
styles. In terms of unimodal preferences their most preferred
learning style has Auditory (A) followed by Reading/writing (R)
and Kinesthetic learning style (K), Visual (V) is the least
preferred learning style. In terms of bimodal preference Auditory
Kinesthetic (AK) is the most preferred while
Reading/WritingKinesthetic (RK) and Visual Kinesthetic (VK) with
are the least preferred bimodal learning style.
The researchers concluded that male and female General Science
Students in ELJ are unimodal in terms of their learning styles
mostly of them preferred Auditory Learning Style and small
portion of them are bimodal.
4. The test of difference conducted using ANOVA test wherein
the computed f-value is 12.07 which has greater than the critical
53
value which is 7.71 in this case the researchers need to reject
the null hypothesis which implied that there were significant
difference between the learning style and sex of the students.
Also in conducting the ANOVA test of Difference the researchers
found out that the computed f-value in the test of difference of
academic performance and learning style has 10.44 which has
higher that the critical value which has 3.49. to this case the
null hypothesis was rejected.
Recommendation
Based from the findings and conclusions, the following
recommendations were made:
While the limitations of the current study influenced the
results, they also provided important insight into both the
content and procedural issues requiring consideration in further
research.
1. Future explorations could investigate whether or not there
is a possibility that students' learning style preferences
may change as they mature or in various subject areas
(Glenn, 2009; Hall & Mosely, 2005), not just the sex and
year level on the statement of the problem.
2. Factors influencing Teacher's instructional practices could
also be the focus of future inquiry, providing insight in
the role of such things as personal knowledge and
experience, convenience, and subject matter.
54
Bibliography
Awang, H., et al. (2017). Relationship between the learning styles preferences and
academic achievement. Retrieved May 15, 2021, from
https://iopscience.iop.org/article/10.1088/1757-899X/226/1/012193/meta
Cherry, K. (2019). Are You a Visual, Auditory, Reading/Writing, or Tactile Learner?
Retrieved May 7, 2021, from Verywell Mind.
https://www.verywellmind.com/vark-learning-styles-2795156.
Dalmolin, A., Mackeivicz, G. A. O., Pochapski, M. T., Pilatti, G. L., & Santos, F. A.
(2018). Learning styles preferences and e-learning experience of ... Retrieved
May 17, 2021, from
https://www.researchgate.net/publication/326659544_Learning_styles_preference
s_and_e-learning_experience_of_undergraduate_dental_students.
Dunn, R., Beaudry, J., & Klavas, A. (1989). [PDF] Survey of research on learning
styles: Semantic ScholarI. undefined. Retrieved May 2, 2021, from
https://www.semanticscholar.org/paper/Survey-of-research-on-learning-
stylesDunn-Beaudry/a0b1f13e1c86bb369220b73653c28b72553f5c50.
Ellis, P. (2019). How Nelson Mandela created the conditions for success. Cambridge
Assessment International Education. Retrieved May 8, 2021, from
https://blog.cambridgeinternational.org/nelson-mandela/.
55
Fleming, N.D. & Mills, C. (1992). Not Another Inventory, Rather a Catalyst for
Reflection. To Improve the Academy, 11, 137-155. Retrieved April 15, 2021, from
https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1245&context=podim proveacad
Ghaedi, Z., & Jam, B. (2014). Relationship between Learning Styles and Motivation
for Higher Education in EFL Students. Theory and Practice in Language Studies,
4(6). Retrieved May 13, 2021, from https://doi.org/10.4304/tpls.4.6.1232-1237
Honarmand, M., Koochaknejad, G., & Hajihosseini, A. (2020). Learning styles of
Zahedan dental students by using the VARK model in 2019-2020. Future
of Medical Education Journal. Retrieved April 19, 2021, from
https://fmej.mums.ac.ir/article_16897.html.
Hsieh, S.-W., Jang, Y.-R., Hwang, G.-J., & Chen, N.-S. (2011). Effects of teaching
and learning styles on students’ reflection levels for ubiquitous learning.
Computers & Education, 57(1), 1194–1201. Retrieved March 29, 2021, from
https://doi.org/10.1016/j.compedu.2011.01.004
Idriz, E., Filiposka, S., & Trajkovik, V. (2018). VARK Learning Styles and Online
Education: Case Study. ResearchGate. Retrieved April 23, 2021, from
https://www.researchgate.net/publication/327869001_VARK_Learning_Styles_a
nd_Online_Education_Case_Study.
İlçin, N., Tomruk, M., Yeşilyaprak, S. S., Karadibak, D., & Savcı, S. (2018). The
relationship between learning styles and academic performance in TURKISH
56
physiotherapy students. BMC Medical Education. Retrieved May 11, 2021, from
https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-018-1400-2.
Kausar, A., Daimi, S. B., & Kadam, C. C. (2019). Do Learning Styles Influenced by
Gender: A Qualitative Study Among Physiology Undergraduate Medical
Students. International Journal of Physiology, 7(4), 61. Retrieved May 6, 2021,
from https://doi.org/10.5958/2320-608x.2019.00140.9
Leite, W. L., Svinicki, M. & Shi, Y. (2010). Attempted Validation of the Scores of the
VARK: Learning Styles Inventory With Multitrait-Multimethod Confirmatory
Factor Analysis Models. Educational and Psychological Measurement. 70, 323-
339. Retrieved March 10, 2021, from
https://journals.sagepub.com/doi/10.1177/0013164409344507
Magulod, G.C., Jr. (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, 9(2), 184-198.
Retrieved May 6, 2021, from https://doi.org/10.3926/jotse.504
Mašić, A., Polz, E., & Bećirović, S. (2020). The relationship between learning
Styles, Gpa, school level and gender. European Researcher, 11(1). Retrieved
February 3, 2021, from doi:10.13187/er.2020.1.51
Pinchot, J., & Paullet, K. (2014). Different keystrokes for different folks: Addressing
57
... Research Gate. Retrieved March 21, 2021, from
https://www.researchgate.net/publication/289505056_Different_keystrokes_for_d
ifferent_folks_Addressing_learning_styles_in_online_education.
Konak, S., D’Allegro, M., Dickinson, S. (2011) . Review Of Gender Differences In
Learning Styles: Suggestions For STEM Education, 4(3):9-18. Retrieved May 8,
2021, from
https://www.researchgate.net/publication/285176641_Review_Of_Gender_Differ
ences_In_Learning_Styles_Suggestions_For_STEM_Education
Team, the M. T. C., wrote, Y., wrote, S. M., & wrote, B. T. (n.d.). the Mind Tools
Content Team By the Mind Tools Content Team, Learning Styles: The Models,
Myths and Misconceptions - and What They Mean for Your Learning. Learning
Skills From MindTools.com. Retrieved February 22, 2021, from
https://www.mindtools.com/mnemlsty.html.
The Process Of Receiving Or Giving Systematic Instruction. Cram. (n.d.). Retrieved

February 13, 2021, from https://www.cram.com/essay/The-Process-Of-Receiving-
OrGiving-Systematic/F3QYJJRF2BXZW.
58
Appendix A
Letter to Conduct
February 23, 2021

(Mrs. Danica Anie B. Lorenzo)
Dean, (Eduardo L. Joson Memorial College)
(Singalat, Palayan City, Nueva Ecija)
Thru: Ms. Cely Jane Bumanlag

Research Teacher
Dear Madame Lorenzo:
Greetings!
We, the researchers’ team, is conducting a study entitled
Learning Style and Demographic Profile: A Basis for the
Development of Teaching Plan. This gives way to determine
significant relationship between the profile of respondents and
the learning styles to derive a teaching plan suited to Science
Majors. With this, we are planning to gather our data this coming
Monday March 1, 2021.
59
May we ask your good office to give us the permission to conduct.
This is of great help for your institution in developing good
education for all Science Majors to compromise the pandemic that
we are facing right now.
We are anticipating for your most favorable response.
Respectfully yours,
BRYAN DC.HERMOSA
MICHAEL ANGELO V. ALMIROL ROWEL P. CARMELO
Researcher Researcher Researcher
JUAN CARLOS C. LOPEZ RUSSEL R. REYES JAYSON D. SIMBULAN

Researcher Researcher Researcher
60
Appendix B
Letter to the Participants
Greetings in the Name of Our Lord!
We the undersigned students from BSED3C – General

Science are currently conducting a study entitled “Learning
Style and Demographic Profile: A Basis for the Development of
Teaching Plan.”
We are aiming to provide a better plan so that our students

would benefit from it and that will help them improve their
academic performance.
In line with this, you are choses to be the participants for

this study. We know that you are capable enough and are indeed
relevant since our major ship is our main focus.
We, the researchers are kindly asking for your active

cooperation with us so that the relevant information will be
gathered immediately. We will reach on you upon the approval and
we are looking forward to communicate with you actively.
61
Sincerely,
Almirol, Michael Angelo V. Carmelo, Rowel P.
Hermosa, Bryan DC. Lopez, Juan Carlos C.
Reyes, Russel R. Simbulan, Jayson D.
Appendix C
Questionnaire
The VARK Questionnaire (Version 7.0)

How Do I Learn Best? Choose the answer which best explains
your preference and circle the letter(s) next to it. Please
circle more than one if a single answer does not match your
perception. Leave blank any question that does not apply.
1. You are helping someone who wants to go to your airport,

town centre or railway station. You would:
a. go with her.
b. tell her the directions.
c. write down the directions.
d. draw, or give her a map.
2. You are not sure whether a word should be spelled

`dependent' or `dependant'. You would:
a. see the words in your mind and choose by the way they
look.
b. think about how each word sounds and choose one.
62
c. find it in a dictionary.
d. write both words on paper and choose one.
3. You are planning a holiday for a group. You want some

feedback from them about the plan. You would:
a. describe some of the highlights.
b. use a map or website to show them the places.
c. give them a copy of the printed itinerary.
d. phone, text or email them.
4. You are going to cook something as a special treat for

your family. You would:
a. cook something you know without the need for
instructions.
b. ask friends for suggestions.
c. look through the cookbook for ideas from the pictures.
d. use a cookbook where you know there is a good recipe.
5. A group of tourists want to learn about the parks or

wildlife reserves in your area. You would:
a. talk about, or arrange a talk for them about parks or
wildlife reserves.
b. show them internet pictures, photographs or picture
books.
c. take them to a park or wildlife reserve and walk with
them.
d. give them a book or pamphlets about the parks or
wildlife reserves.
63
6. You are about to purchase a digital camera or mobile
phone. Other than price, what would most influence your
decision?
a. Trying or testing it.
b. Reading the details about its features.
c. It is a modern design and looks good.
d. The salesperson telling me about its features.
7. Remember a time when you learned how to do something new.

Try to avoid choosing a physical skill, eg. riding a bike.
You learned best by:
a. watching a demonstration.
b. listening to somebody explaining it and asking questions.
c. diagrams and charts - visual clues.
d. written instructions – e.g. a manual or textbook.
8. You have a problem with your knee. You would prefer that
the doctor:
a. gave you a web address or something to read about it.
b. used a plastic model of a knee to show what was wrong.
c. described what was wrong.
d. showed you a diagram of what was wrong.
9. You want to learn a new program, skill or game on a

computer. You would:
a. read the written instructions that came with the program.
b. talk with people who know about the program.
c. use the controls or keyboard.
d. follow the diagrams in the book that came with it.
64
10. I like websites that have:
a. things I can click on, shift or try.
b. interesting design and visual features.
c. interesting written descriptions, lists and explanations.
d. audio channels where I can hear music, radio programs or
interviews.
11. Other than price, what would most influence your

decision to buy a new non-fiction book?
a. The way it looks is appealing.
b. Quickly reading parts of it.
c. A friend talks about it and recommends it.
d. It has real-life stories, experiences and examples.
12. You are using a book, CD or website to learn how to take

photos with your new digital camera. You would like to
have:
a. a chance to ask questions and talk about the camera and
its features.
b. clear written instructions with lists and bullet points
about what to do.
c. diagrams showing the camera and what each part does.
d. many examples of good and poor photos and how to improve
them.
13. Do you prefer a teacher or a presenter who uses:

a. demonstrations, models or practical sessions.
b. question and answer, talk, group discussion, or guest
speakers.
65
c. handouts, books, or readings.
d. diagrams, charts or graphs.
14. You have finished a competition or test and would like

some feedback. You would like to have feedback:
a. using examples from what you have done.
b. using a written description of your results.
c. from somebody who talks it through with you.
d. using graphs showing what you had achieved.
15. You are going to choose food at a restaurant or cafe.

You would:
a. choose something that you have had there before.
b. listen to the waiter or ask friends to recommend choices.
c. choose from the descriptions in the menu.
d. look at what others are eating or look at pictures of
each dish.
16. You have to make an important speech at a conference or

special occasion. You would:
a. make diagrams or get graphs to help explain things.
b. write a few key words and practice saying your speech
over and over.
c. write out your speech and learn from reading it over
several times.
d. gather many examples and stories to make the talk real
and practical.
66
The researchers acknowledge Neil D. Fleming and Charles
C. Bonwell for permission to use the VARK questionnaire
[copyright version 7.0, (2006)].
Apendix D
Documentation
67
68
69
70
71
72
73
Apendix E
Output of Statistical Anaylysis
ANOVA Test In Sex and Learning Style
Anova: Two-Factor Without Replication
SUMMARY Count Sum Average Variance

male 5 5.4 14.8
female 5 8 28.5
1 2 2 1 0
2 2 12 8
3 2 8 8
4 2 9.5 4.5
5 2 3 2
ANOVA
Source of SS df MS F P-value F crit
Variation
Rows 16.9 1 16.9 12.07143 0.025481 7.708647
Columns 167.6 4 41.9 29.92857 0.003069 6.388233
Error 5.6 4 1.4
Total 190.1 9
74
ANOVA Test in Learning Style and GPA
Anova: Two-Factor Without Replication
SUMMARY Count Sum Average Variance

1.5 and below 5 0.8 0.7
1.51 to 2.0 5 10 2 2
2.01 to 2.50 5 2.2 1.7
2.51 to 3.00 5 2 0.4 0.3
1 4 0 0 0
2 4 9 2.25 0.916667
3 4 7 1.75
2.25
4 4 8 2 1.333333
5 4 3 0.75 0.916667
ANOVA
Source of SS df MS F P-value F crit
Variation
Rows 11.75 3 3.916667 0.001155 3.490295
Columns 14.3 4 0.001046 3.259167
3.575
Error 4.5 12 0.375
Total 30.55 19
75
Appendix F
Certificate of Originality
This is to certify that to the best of our knowledge, the
content of this thesis entitled "Learning Style and Academic
Performance: A Basis for the Development of Instructional
Materials" is our own work.
This thesis has not been submitted for any degree or other
purposes. We certify that the intellectual content of this thesis
is purely the product of our own work and that all the assistance
received in preparing this thesis and sources have been
acknowledged.
Researchers’ Signatures:
76
Almirol, Michael Angelo V. Carmelo, Rowel P.
Hermosa, Bryan DC. Lopez, Juan Carlos C.
Reyes, Russel R. Simbulan, Jayson D.
Appendix G
ENGLISH CRITIC’S CERTIFICATION
This is to certify that the undersigned statistically reviewed
the thesis entitled:
Learning Styles and Academic Performance: A Basis for the
Development of Instructional Materials
prepared and submitted by Michael Angelo V. Almirol, Rowel P.
Carmelo, Bryan Hermosa, Juan Carlos C. Lopez, Russel R. Reyes and
Jayson D. Simbulan
in partial fulfilment of the requirements for the degree of
77
Bachelor of Secondary Education Major in General Science
at Eduardo L. Joson Memorial College, Palayan City, Nueva Ecija.
This certification is issued on date, upon the request of the
researchers for documentation purposes.
Fina-Daye S. Panginen
English Critic
Appendix H
STATISTICAL ANALYST’S CERTIFICATION
This is to certify that the undersigned statistically reviewed
the thesis entitled:
Learning Styles and Academic Performance: A Basis for the
Development of Instructional Materials
prepared and submitted by Michael Angelo V. Almirol, Rowel P.
Carmelo, Bryan Hermosa, Juan Carlos C. Lopez, Russel R. Reyes and
Jayson D. Simbulan
in partial fulfilment of the requirements for the degree of
Bachelor of Secondary Education Major in General Science
78
at Eduardo L. Joson Memorial College, Palayan City, Nueva Ecija.
This certification is issued on date, upon the request of the
researchers for documentation purposes.
Statistical Analyst
Appendix I
MICHAEL ANGELO V. ALMIROL
Brgy. Canaan east, Rizal, Nueva Ecija | 0926-025-3491 |
[email protected]
PERSONAL INFORMATION
Nickname GELO
Date of Birth May 22, 2000
Father's Name Donald A. Almirol
Mother's Name Flor Deluna V. Almirol
Favorite Subject Science
Ambition To become a great and hardworking teacher and
leader
EDUCATIONAL BACKGROUND
College Eduardo L. Joson Memorial College
2018 - Present
Senior High School Canaan East National High School
2016 - 2018
Junior High School Canaan East National High School
2012 - 2016
79
Elementary Canaan East Elementary School
2006 - 2012
WORK EXPERIENCE
Pre-Service Teacher in Science, Education Department | 2022

Bongabon National High School | Sinipit, Bongabon, Nueva ecija
PROFESSIONAL MEMBERSHIP
Students Community of advocate in Rescuing the Environment |

ELJMC Campus
Pre-service Secondary Educator Association | ELJMC Campus
80
ROWEL P. CARMELO
Brgy. Platero General M. Natividad, Nueva Ecija | 0927-178-4797 |
[email protected]
Nickname OWEL
Date of Birth June 07, 2000
Father's Name Rolando D. Carmelo
Mother's Name Myrna P. Carmelo

Ambition To become a good, helpful and hardworking teacher
2018 - Present
Senior High School Eduardo L. Joson Memorial High School
2016 - 2018
Junior High School Eduardo L. Joson Memorial High School
2012 - 2016
Elementary Platero Elementary School

2006 - 2012
WORK EXPERIENCE
Pre-Service Teacher in Science, Education Department | 2022 Nueva

Ecija High School | Burgos Avenue, Cabanatuan City
81

ELJMC Campus
82
BRYAN DC. HERMOSA
Barangay IV, Poblacion Laur , Nueva Ecija| 0928 225 7305 |
[email protected]
Date of Birth October, 09, 1999
Father's Name Braulio B. Hermosa
Mother's Name Virginia Hermosa

Ambition To become a good role model and proficient educator
2018 - Present
Senior High School Ricardo Dizon Canlas Agricultural School
2016 - 2018
Junior High Ricardo Dizon Canlas Agricultural School
2012 - 2016
Elementary Laur West Elemantary School
2006 - 2012
WORK EXPERIENCE

Bongabon National High School | Sinipit, Bongabon Nueva Ecija

ELJMC Campus
JUAN CARLOS C. LOPEZ
83
Brgy. Pinagbayanan, Laur, Nueva Ecija | 0926-075-9001 |
[email protected]
Nickname JC
Date of Birth August 26, 1999
Father's Name Justino D. Lopez
Mother's Name Evangeline C. Lopez

Ambition To become a better person and an effective and
efficientEducator
2018 - Present
Senior High Schoo Ricardo Dizon Canlas Agricultural School
2016 - 2018
Junior High School Ricardo Dizon canlas Agricultural School
2012 - 2016
Elementary Pinagbayanan Elementary School
2006 - 2012
WORK EXPERIENCE

St. Bernadette Montessori Academy | Isabel Ave., Kapt. Pepe,
Cabanatuan City
Organization’s President | 2019 - 2022

84
ELJMC Campus
Organization’s President | 2021 - 2022

85
RUSSEL R. REYES
Brgy. Platero General M. Natividad, Nueva Ecija | 0936-239-6187 |
[email protected]
Nickname Russel
Date of Birth March 01, 2000
Father's Name Leonardo DG. Reyes
Mother's Name Rosemarie R. Reyes
Ambition To become an effective and efficient teacher.
2018 - Present
Senior High School Eduardo L. Joson Memorial High School
2016 - 2018
Junior High School Eduardo L. Joson Memorial High School
2012 - 2016
Elementary Platero Elementary School
2006 - 2012
WORK EXPERIENCE
Pre-Service Teacher in Science, Education Department | 2022 Nueva

Ecija High School | Burgos Avenue, Cabanatuan City

ELJMC Campus
86
Graduating Class Officer | ELJMC Campus
87

Local Media587907563275363343

Uploaded by

Copyright:

Available Formats

Local Media587907563275363343

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Local Media587907563275363343

Uploaded by

Copyright:

Available Formats

LEARNING STYLE AND ACADEMIC PERFORMANCE: A

BASIS FOR THE DEVELOPMENT OF INSTRUCTIONAL

In Partial Fulfilment of the Research Requirements in Major

17: Research in Teaching Science

Almirol, Michael Angelo V

Lopez, Juan Carlos C

This thesis entitled “Learning Style and Demographic Profile: A

Basis for the Development of Teaching Plan”, prepared and

submitted by Almirol, Michael Angelo V., Carmelo Rowel P.,

Simbulan, Jayson D., in partial fulfilment of the requirements

for the degree, Bachelor of Secondary Education, Major in General

Science, has been examined and is recommended for acceptance and

approval for oral examination.

Roland G. Morta Cely Jane Bumanlag

Danica Anie B. Lorenzo

Katrina M. Lajom Jeremy B. Pascua Roland G. Morta

Accepted and approved in partial fulfilment of the requirements

TITLE PAGE ------------------------------------------ 1

THESIS ABTRACT --------------------------------------- 9-10

TABLE OF CONTENTS ------------------------------------ 3-6

LIST OF APPENDICES ----------------------------------- 6

LIST OF FIGURES -------------------------------------- 6 LIST

Chapter 1 THE PROBLEM AND IT SETTING

Introduction ------------------------------- 11-13

Statement of the Problem ------------------- 14

Theoretical Framework ---------------------- 15

Research Paradigm -------------------------- 16

Definition of Terms ------------------------ 18-19

Chapter 2 REVIEW OF RELATED LITERATURE

Learning Style ----------------------------- 21

Importance of Learning Style in

Learning styles and Gender ----------------- 22-23

Learning Styles and GPA -------------------- 23-24

Chapter 3 METHODS OF RESEARCH AND PROCEDURES

Research Design ---------------------------- 25

Research Locale ---------------------------- 26

Sampling and the Respondents -------------- 27-28

Data Gathering Instruments ---------------- 28-29

Data Gathering Procedure ------------------ 29

Statistical Treatment of Data ------------- 29-30

Scoring Chart ----------------------------- 30-31

Chapter 4 PRESENTATION, ANALYSIS, AND INTERPRETATION OF

Distribution of the Profile of Respondents - 33-35

Learning Style decribed in Sex ------------- 35-38

Test of Relationship between Sex and

Learning Style ---------------------------- 38-39

Test of Relationship between GPA and

Learning Style ---------------------------- 39-40

Proposed Teaching Plan--------------------- 41-51

Chapter 5 SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

Summary ----------------------------------- 53-55

Conclusions ------------------------------- 55-57

Recommendations --------------------------- 57-58

BIBLIOGRAPHY ---------------------------------------- 59-62

APPENDICES ------------------------------------------ 63-73

Letter to Conduct to the Dean of College Education Eduardo

L. Joson Memorial College --------------------------- 63-64

Appreciation Letter to all the Participants --------- 65

1 Research Paradigm ------------------------- 16