Chapter II

Review of Related Literature

This chapter is divided into the following parts, I.) Learning style, where the

definition, impact on academic performance and different forms of learning styles

are presented; II.) Learning strategies, where different learning strategies and their

impact towards academic performance were recorded and III.) Related studies, in

which studies related to this study are presented.

Learning Style

Learning style is a term used to explain how people gather, analyze, and

utilize information for future use. Learning style determines how people best

process and learn information. There are four types of learning styles: visual

learners, auditory learners, kinesthetic learners, and tactile learners (Elrick, L.,

2018). Students have their own preferences and reasons for choosing the learning

style that suits them best, and they tend to learn better when information is

presented in that style (Pashler, et.al., 2009, p. 105). In recent years, the Philippine

education system aims to produce globally competitive Filipinos for the future

success of the country. The researchers believe that by providing insight into how

students respond to learning; they will help identify research gaps that need to be
addressed and possibly improve the overall quality of education in the Philippines

(Aventijado et al., 2020).

The results of the study by Abidin et al. (2011) from the University of

Hamburg in Germany, showed that motivation, learning strategies and learning

styles influence learning outcomes. Abidin et associates. (2011) further showed that

learning under partially adaptive conditions is significantly superior to learning

under maladaptive conditions. In fact, it is important to encourage students to

confidently use their personal strengths and learning styles to achieve their learning

desires and achieve academic success (Vijayan, and Zarei., 2019).

Learning Strategies

Some commonly used techniques, such as underlining, rereading material,

and using mnemonic devices, were found to be of surprisingly low utility. These

techniques were difficult to implement properly and often resulted in inconsistent

gains in student performance. Other learning techniques such as taking practice

tests and spreading study sessions out over tine known as distributed practice were

found to be of high utility because they benefited students of many different ages

and ability levels and enhanced performance in many different areas (Dunlosky,

et.al, 2013).

In a recent monograph of Dunlosky, et. al (2013), (reviewed research from

educational and cognitive psychology surrounding ten popular learning strategies.

Their findings suggest that some very popular study strategies are actually

detrimental to learning and understanding (and were rated 'low utility'), some are

somewhat helpful or are only helpful under certain circumstances (and were rated

'moderate utility'), and some are helpful in virtually any learning setting (and were

rated "high utility"). They consider that practice testing and distributive practice as

high utility. But they ranked summarization, highlighting, keyword mnemonics and

rereading as low utility (Rogers, 2014).

It was observed in a classroom, a recollection of study habits interviews with

high performing students and low performing students from low-context or high-

context. Education initiations as well as students and society may benefit from the

results. Allowing (some) students to have a clearer idea of any challenges they may

face based on their current study habits. (Cerna & Pavliushchenko, 2015). This can

help the researchers as reference that the study habits may influence academic

performance.

Related Studies

According to (Almoslamani, 2022), this study aimed to investigate the

learning strategies adopted by Saudi university students and explore differences in

the use of learning strategies due to gender and academic achievement. This study

uses a cross-sectional descriptive analysis method and applies the brief learning

strategy scale “ACRA-C”. The study sample consisted of 365 students studying at a

university in Saudi Arabia selected using random clustering technique. Research

shows that micro-strategies and study habits are the preferred strategies of Saudi

university students. Statistically significant differences in the use of learning

strategies were found between male and female students, favoring female students.
Research also shows that learning strategies are an important predictor of students'

academic success. The study was limited to one university at a Saudi university.

Future studies should use larger samples from different colleges and universities in

Saudi Arabia and incorporate various measures of academic achievement, such as

student grades in courses Specific study instead of general average score.

This thesis aims to research the impact of metacognitive strategy training on

improving learners' learning ability and sense of autonomy in the early stages of

learning English at university. After applying task-based pedagogy in Algeria,

learners and teachers had difficulty accepting their new roles. This study

hypothesizes that training in metacognitive strategies helps learners gain autonomy

and increase their skill level. This begins with defining the concept of language

learning strategies and distinguishing them from other related concepts. Then,

questions related to strategy teaching will be discussed closely, including the nature

of strategy training, its effectiveness - including improving learning and autonomy,

famous models and how to evaluate it. This pilot study was conducted at middle

schools with fourth-year students during the fall semester, over a period of months.

Metacognitive strategies were explicitly integrated into the lessons learn English

according to the Chamot et al (1999) model. With the support of the researcher, the

teachers of experimental responsible for implementing lesson plans or teaching

strategies in class. Evaluation of training strategies both quantitatively and

qualitatively in which the research tools used were strategies inventory for language

learning questionnaires, results of pre-tests and post-test, think big and interview

learners and training teachers. The results showed that metacognitive strategy

training helped learners who used and practiced metacognitive strategies develop

and improve their English skills; they performed better in the post-test, because
they also developed detachment, confidence and autonomy, in other words, they

began to develop their sense of autonomy (Bennacer, 2014).

The study aimed to understand the learning styles of high school (SHS)

students of La Consolacion University of the Philippines using the Canfield Learning

Style Inventory (CLSI). Several studies have long demonstrated that modifying

teaching methods to suit students' learning styles helps facilitate effective learning

for students. A sample of students (n = 399) was collected for the study and where

the Canfield LSI was administered. The results show that, according to the Canfield

LSI scale, most SHS students are social learners. Recommendations and ideas about

differentiation are also provided in this study (Galvez, Coronel, & Sison, 2020).

The result of the study of (Ghazivakili, 2014) show significant differences in

mean scores among the four learning styles, suggesting that college students with

convergent learning styles perform better than other groups. Learning style is also

related to age, gender, field of study, semester, and job. The results of students'

critical thinking show that the average score of reasoning and evaluation skills is

higher than other skills, and analytical skills have the lowest average score and

have a positive significant relationship between students' performance and

inferential skill and the total score of critical thinking skills (p<0.05). In addition,

evaluation skills and deductive reasoning have a significant relationship. On the

other hand, the average total critical thinking score had a significant difference

between different learning styles. The results of this study show that learning style,

critical thinking, and academic performance are significantly related to each other.
Considering the growing importance of critical thinking in improving an individual's

technical skills, teaching methods that are appropriate to the learning style should

be used as they will be more effective in this context.

This study aimed to evaluate the learning styles of students of the faculty of
education and

determine the influence on their success as well as the relationship between their

learning styles and their academic achievement. The population of this study

consisted of students of the Faculty of Education of Ondokuz Mayis University and

the sample included 140, 68 art students and 72 students of the department of

early childhood education. Based on the results obtained in the pre-test, the goal is

to improve students' knowledge and study skills. There was a significant difference

between the pre-test and post-test results. The significant relationship between

post-test scores and students' performance suggests that they learned how to study

effectively. The validity and reliability of the test were determined by examining the

Cronbach's alpha coefficient of each item. The study showed statistically significant

differences between the results of the first and last administration of the test in

terms of learning style and academic achievement; These subtests cover the

following: studying, planning, reading effectively, listening, writing, taking notes,

using the library, preparing for and taking exams, participating in classes, and

motivation (Gokalp, 2013).

Memory is a science that deals with memory training and describes memory

methods and information processing strategies. In the theoretical part, we describe

the different memorization methods in more detail. In the experimental part, on a

special sample of 230 students from the first secondary school (Gymnasium) in

Celje, Slovenia, we determine their knowledge and use of other memorization

methods, by gender and year of study. We discovered that, despite their knowledge

of mnemonic memory methods, high school students are not making full use of

these highly effective mental aids. It would be worth considering integrating

mnemonics into school systems more often as they can make learning more

effective (Kozmus, 2023).

Universities strive to provide quality education that focuses on student

diversity. According to experiential learning theory, students demonstrate different

learning preferences. This study has three goals: compare learning styles based on

personal and educational variables, analyze the relationship between learning

styles, learning levels, and consistency across four assessment methods evaluate

and examine the effects of academic dimensions in average-high achieving

students in assessment methods. An interdisciplinary approach was designed with

the participation of 289 students of psychology, early childhood education and

primary education at two Spanish universities. The Learning Style Inventory is used

to assess learning styles and aspects. The assessment methods used in the

developmental psychology course include the following question types: multiple-

choice questions, short answer questions, creative questions, and questions that

build on the relationship between theories and practicality. Univariate analysis,

multivariate analysis and binomial logistic model were calculated. The results show

that psychology students are more integrated (theoretical and abstract), while

preschool and primary school students are evenly distributed across styles and

divergent and convergent (practical) more in absolute terms. Additionally, high

scores on cognition (abstract conceptualization) were associated with high levels of

performance on multiple-choice tests and detailed questions about the relationship

between theory and practice. Abstract conceptualization was also associated with
moderate to high performance on all assessment methods, and this variable

consistently predicted high performance, independent of assessment method. This

study highlights the importance of promoting abstract conceptualization.

Recommendations to improve this aspect of learning are presented (Maya, Luesia,

& Pérez-Padilla, 2021).

This study investigates whether noting ideas in text (by underlining, highlighting, or

taking notes) is a mediating variable between importance and learning of those

ideas. Three other variables that could influence the process and product of the

study were also examined: ability, prior knowledge of the task, and the text

provided by means prior to reading the main idea questions, and periodic

retrospective probe questions asked of subjects during the studying process. The

results indicate that note-taking of information has little effect, regardless of its

importance for recalling that information. The results were interpreted to mean that

providing students with information about the task and text would be more

beneficial for less able students, that verbal reporting during reading would

influence both the process and the product of learning, and that effective learning

involves more than just underlining or note taking (Trathen, 2014).

According to (Yip, 2012), the study examines the dynamic relationship

between scholastic execution of high school students and their individual learning

and study strategies. Two hundred thirty-six high school students were recruited to

participate in this study by completing a Chinese version of the Learning and Study

Strategies Inventory - LASSI, to test into the relationship. Results found that (1)

there were clear contrasts to the learning and study strategies utilized by high
school students with high scholarly performance, and those with low scholarly

performance; (2) all the three components (Will; Self-regulation and Skill) were

similarly critical to distinguish high scholastic achieving high school students from

low scholastic achieving high school students within the strategic model of learning;

and (3) a numbers of learning and study strategies were viably anticipating the

academic performance of the high school students. All these result patterns affirm

that learning and study strategies utilized by high academic achievers and low

academic achievers as well as the components used to predict students' academic

performance in the high school setting are very distinctive from the patterns

uncovered within the tertiary education sector.

Summary

The ideas presented by (Aventijado et al., 2020) and (Vijayan, and Zarei., 2019)

presented the importance of learning style in one’s learning and its variety. It also

discusses the anticipated performance of students if they apply the learning style

that they are good in which symbolizes their strengths. Dunlosky, et al., 2013)

presented different learning strategies and categorized their level of effectiveness.

Based on this information, whatever results this study may give will give the

teachers or students themselves some ideas whether their preferred learning

techniques in preparation for a test is indeed effective or not. The studies presented

by the different related studies provided information that enhances the researchers'

ideas on the field.

Definition of Terms
Learning Strategies. Learning strategies refer to methods that students use to

learn. This

ranges from techniques for improved memory to better studying or

test-taking strategies (Cullata, 2024). In this study, this refers to how the

academic awardees under ABM strand prepare for taking a test.

Learning Style. Learning style is a term used to explain how people gather,

analyze, and utilize information for future use. Learning style determines how

people best process and learn information. There are four types of learning

styles: visual learners, auditory learners, kinesthetic learners, and tactile learners

(Elrick, 2018). In this study, this refers to how the academic awardees under ABM

strand process and learn information in their studies.

ABM. A strand in Senior High School program in the Philippines that provides

students with a strong foundation in accountancy and business principles.

Academic Awardee. Academic awardees are those who have attained a general

average of a least 90 within the quarter (DepEd Order No.36 s.2016). In this study,

this refers to the academic awardees of Senior High School under ABM strand at

Cabatuan National Comprehensive High School in school year 2023-2024 which will

be the respondents of the study.

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