LEARNING STYLES OF GRADE 4 PUPILS IN APSAYAN ELEMENTARY

SCHOOL

A Thesis Presented
To the Faculty of the
CIT Colleges of the
CIT Colleges of Paniqui Foundation, Inc.
Paniqui, Tarlac

In Partial Fulfillment
Of the Requirements for the subject
Sc 19: Research in Education

Sheryl C. Alejandrino
Djhoannah Rose D. Tabago
Dan Jerick G. Gabuya

April 2021
 Chapter 1
THE PROBLEM AND ITS BACKGROUND

Background of the Study

Every learner has different learning styles that benefit them. Some may

find they even have a dominant learning style. Others that they prefer different

learning styles in different circumstances.

Learning style is an individual’s preferred way of processing new

information for efficient learning. Ilcin et al. (2018) describes the concept of

learning style as a “unique way developed by students when she/he was learning

new difficult knowledge:” Learning style is about how students is different from

every individual; even in the same educational environment, learning does not

occur in all students at the same level and quality. Determining students’ learning

styles provides information about their specific preferences. Understanding

learning styles can make it easier to create, modify, and develop more efficient

curriculum and educational programs. It can also encourage students’

participation in these programs and motivate them to gain professional

knowledge.

In addition, Troussas et al. (2020) stated that mobile personalized learning

can be achieved by the identification of students’ learning styles; however, this

happens with the completion of large questionnaires. This task has been

reported as tedious and time-consuming, causing random selection of the

questionnaires’ choices, and thus, erroneous adaptation to students’ needs,

endangering knowledge acquisition. Moreover, mobile environments render the

selection of questionnaires’ choices impractical due to confined mobile user

interfaces.

Furthermore, learning style through creative and critical thinking is one of

the soft skill attributes expected of learning style in science education. The

learning style of the concept of learning style is formed from birth. Some

concepts are formed at pre-school age as prejudice. Simple experiments

implemented into games and games have an important role in the formation of

science concepts (Asbar et al. 2020)

Moreover, understanding learning style helps learners in learning how to

learn. Thereby, learners become more autonomous and accountable for their

own learning. Consequently, leaners’ confidence will increase and teachers

control over learners will lessen. At this point, learners become the center of the

learning process and control their learning while teachers act as facilitators

(Gilakjani and Ahmadi 2011)

Another advantage of understanding learning styles is that it helps

students’ styles. Matching is especially important when dealing with new or poor

learners as they easily become frustrated at this stage of learning. In other

occasions, mismatching might be convenient as to help learners experience new

methods of learning and accommodate different ways of thinking and reflect on

their own styles. However, mismatching should reflect with cautious as it may

lead to learners’ drop outs (Tuan, 2011).

 The brain of a person receives information through all the five senses.

Among the five, three senses that are eyes, ears and skin help the most in

forming her/his learning style. Learning style is a group of characteristics, attitude

and behaviors that define our way of learning. Learning style is a particular way

in which the mind receives and processes information. It is an integral concept

that bridges the personality to cognitive dimensions of an individual. Learning

Style classifies different ways in which people learn how they approach

information. By recognizing and understanding one’s own learning style,

techniques better suited to learning can be used. Thus the speed and quality of

learning can be increased. Knowledge of one’s learning style is very important as

it helps a person to be more productive and creative, to increase achievement, to

improve problem solving skills, to make better decisions, and to learn more

effectively. There is no student who uses exclusively one style or another. Most

of the students utilize a variety of modalities in learning. It is very important to

expand their abilities to use as many learning styles as possible so that they can

succeed in all the situations of learning (Jaleel and Thomas 2019).

Gunduz (2020) believes that the ability of the individual to have the

knowledge and skills necessary for the social and individual development, which

is also called competences of the present age, is closely related to his / her

awareness of the responsibility of learning. Learning responsibility is a concept

that cannot be limited only with the initiation and execution of the instructional

tasks. This responsibility is a state of consciousness. It covers a wide range from

providing objective to learning motivation to internal reflections and evaluations

related to instructional task. In recent years, having responsibility of learning,

which is also associated with concepts such as self-regulation and self-learning,

has gained a more technical dimension as a process. It is possible to talk about

many factors that affect whether a student takes responsibility, or not along with

the factors affecting the reason why the student does not take responsibility for

their own learning.

The teachers should know the type of learning styles, so the teacher know

what the teaching strategy or teaching method each be applied in the teaching

learning process in order to get the purpose of the teaching. It is important to

educators or the teachers to understand the differences of the students’ learning

style, so they can implement best practice strategies into their learning process in

order to get the purpose of teaching.

Review of Related Literature and Studies

In the opinion of Nja et al. (2019) 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.

 According to Willingham et al. (2015) theories of learning styles suggest

that individuals think and learn best in different ways. These are not difference of

ability but rather preferences for processing certain types of information or for

processing information in certain types of way. If accurate, learning styles

theories could have important implications for instruction because student

achievement would be a product of the interaction of instruction and the learner’s

style.

Awla (2014) believes that understanding pupils’ learning style and

preferences can benefit both pupils and teachers. As pupils learn in various

ways, it appears impossible to change the learning style of each learner in the

classroom. Instead, teachers might modify their teaching style so is to be more

consistent with their pupils learning style. The purpose of this paper is three-fold.:

first, to define and classify the concept of learning styles; second, to give an

account of the significance of identifying and understanding learners’ learning

styles; third, to argue that learners will have better achievements, if their

teachers’ styles or the way they receive instruction matches their learning style.

Moreover, it is suggested that teachers should take a balanced approach to

teaching styles so that they can cope with various learning styles.

Meanwhile, Alkathiri et al. (2018) defines learning styles are the reflection

of the habitual behavior determining distinct preferences on a given learning

situation. Evidence has suggested that there is a kind of relationship between

these two variables. However, existing research on this has been rather minimal.
It is worth noting that systematic review is used in this study for the exploration

and determination of the relationship between learning styles and creative

thinking skills. Five electronic databases were applied with a focus on studies

that focused on the relationship between learning styles and creative thinking

skills. Seven studies were finally included. Four key themes explain the results:

Evolution of Creative Thinking in Academic Progress, Main Learning Styles,

Learning Styles and Student Achievement, and Learning Styles and Creative

Thinking Skills Correlation.

On the other hand, according to Blerkom (2009) as cited by Hayati et al.

(2017) learning styles are the preferred way that you acquire, process, and retain

information, the way you learn best. It is also supported by Wong (2009) who

describes the learning styles are a tendency to use a visual, auditory, or

kinesthetic modality when there is a choice of ways to learn and process new

information.

Susilowati (2013) as cited by Mawaddah et al. (2020) states that there are

four kinds of learning styles, namely visual learning styles, auditory learning

styles, kinesthetic learning styles and mixed or combination learning styles.

Susilowati (2013) also argues that in general, human learning styles are divided

into four types, namely visual learning styles, auditory learning styles, kinesthetic

learning styles and combined or mixed learning styles.

Moussa (2018) believes that learning styles as a field of research and

study has many beneficial implementations for both the learner and educator.
The term “learning styles” can be understood simply as the verity of techniques

preferred by students to help them perceive and process information and interact

with the learning environment.

Baker et al. (2020) as cited by Rogowsky et al. (2020) stated that the

underlying premise of learning styles is that teaching to a student’s preferred

style results in optimal learning. For example, it is hypothesized that students

classified as visual learners will recall more when content is presented in a visual

format. Likewise, students classified as auditory learners will recall more when

content is presented in an auditory format. Although it makes intuitive sense that

students will learn best when taught in their preferred learning style, there have

been multiple studies calling this methodology into question.

According to Jonassen and Grabowski (1993) as cited by Ngatirin and

Zainol (2020) individual differences play a vital role in the design of effective

learning environments. Individual differences include different age, gender,

cognitive abilities, meta-cognitive abilities, psychomotor skills, personality,

anxiety, emotions and affect, cognitive styles, learning styles, experience,

background knowledge, motivation, expectations, preferences, and interaction

styles.

Taylor (2004) as cited by YongWee et al. (2015) argues that learners’

learning styles have a significant effect on the adoption of knowledge

management systems for information sharing. YongWee et al. (2015) added that

the learners’ learning styles play an important role in determining the acceptance
of collaborative technologies for facilitating information sharing in technology-

based collaborative learning environment.

Ling et al. (2017) believes that that student learning style is not focus on

the material of learning but rather on how they learn in the process of learning.

Every student had different ability and preference in the method of data collection

and processing data. Some students learn more through visual form like reading.

Some students may have better learning ability through verbal form through

attending physical lecture conducted. While others may receive knowledge better

through participation and practicing what they study.

According to Magulod (2018) students' learning style preference and study

habits should be understood. The interplay of learning style preferences, study

habits and academic achievement of students enrolled in applied science

courses at Cagayan State University prompted the researcher to investigate the

relationship existing among these variables. Likewise, identifying the significant

differences of these variables when grouped according to their socio-economic

profile will provide a better picture of as to what specific personal learning

interventions may be implemented. Moreover, to face the challenges of

advancement, the development of proficient IT Professionals and highly skilled

industrial technologists will eventually spur the advancement of the Philippine

society. Hence, recognizing their innate learning dispositions and their attitude

towards their studies will be a basis for the university to design and implement
educational interventions with the goal of enhancing their academic performance

and the quality of their learning experiences.

In a recent study by Nasir et al. (2021) titled “Investigating the Learning

Styles Preferences of First-year B.Ed. Students Studying in a Public Sector

University of Northern Sindh, Pakistan” shows that 27.93% of the B.Ed. students

have preferred aural learning style, 25.13% kinesthetic learning style, 22.65%

visual style of learning and 21.09% preferred read/write learning style

respectively. Majority of B.Ed. students preferred aural learning style and the

least preferred style of learning was read/write. Hence, B.Ed. students were

driven towards an aural learning style.

Payaprom et al. (2020) in their research “Identifying learning styles of

language learners: A useful step in moving towards the learner-centered

approach” the findings revealed that most language learners (64.0%) had

multimodal learning style preferences. Only 36.0% of the students preferred a

uni-modal learning style, and kinesthetic was the most preferred learning style. A

statistically significant correlation between educational majors and learning styles

was observed (p = 0.02). However, no association was found between gender

and student’s learning style preferences (p=0.45). The findings of this study

suggest that various teaching strategies need to be used in the classroom to

accommodate learners with diverse learning styles, making learning more

engaging and meaningful to students.

 In a research by Gani et el. (2018) “Multimedia Use and Learning Styles

on Learning Achievement in Social Studies” reveals that the use of multimedia

effectively improved students’ learning achievement in both visual and auditory

learning styles. On the other hand, the use of conventional media did not show

any significant effect on the students’ achievement in both visual and auditory

learning styles. The research findings suggest that the teacher’s pay more

attention to the use of multimedia in their classroom and take onto account the

students’ learning styles.

Corbin (2017) took a study about “Assessing differences in learning styles:

Age, gender and academic performance at the tertiary level in the Caribbean” the

results of t-tests indicated significant gender differences on dependent,

participant, independent, and competitive learning styles. There were significant

age differences for participant, collaborative, independent, avoidant, and

competitive. Independent and Avoidant learning styles were significant predictors

of students’ academic performance. Students with more predominant

Independent learning styles reported higher Grade Point Averages (GPAs),

whereas students with more predominant Avoidant learning styles reported lower

GPAs. The paper concludes by suggesting that more consideration needs to be

given to teaching styles that match students’ learning styles, especially the

millennials and the need for further research.

Fakomogbon and Bolaji (2017) did a research titled “Effects of

Collaborative Learning Styles on Performance of Students in a Ubiquitous

Collaborative Mobile Learning Environment” it appeared in the result that there

were significant gains regarding the difference between pretest and posttest

scores of students in the mobile learning experience and think-aloud-pair

problem-solving technique is the most effective collaborative learning style. Also,

all the collaborative learning styles are more effective for learning in a mobile

learning environment compared to non-collaborative learning style.

The study of Hipol et al. (2020) called “Impact of blended learning

instruction in academic performance of grade 10 students in a selected private

high school in San Juan City, Philippines” revealed that there is a significant

difference between the pre-test and post-test scores of the classes. This implied

that the BLP helped the students comprehend the lesson. Furthermore, the

findings showed that there is a significant difference between the post-test scores

of the experimental and controlled group in favor of the experimental group. This

implied that 60% blended learning instruction is more effective than 20% blended

learning instruction.

Carrido & Ramirez (2020) in their research “Learning styles of millennial

students at a pharmacy school in the Philippines,” found out that the most

prevalent learning style among the millennial pharmacy students enrolled in De

La Salle Medical and Health Sciences Institute, College of Pharmacy is

application directed (3.85±0.46), followed by reproduction-directed (3.81±0.45),

undirected (3.73±0.49) and lastly meaning-directed (3.52±0.54). The students’

perceived grades were significantly reflected by their learning styles.

 Cardino and Ortega-Dela Cruz (2020) conducted a study titled

“Understanding of learning styles and teaching strategies towards improving the

teaching and learning of mathematics,” findings revealed that most of the

learners have a combination of dependent, collaborative and independent

learning styles. Multiple regression analysis indicates that among the learning

styles, only the independent style has a significant influence on the academic

performance of grade 5 students. Four teaching strategies including cooperative

learning, deductive approach, inductive approach, and integrative approach,

were found to have a significant influence on academic performance. By

understanding the learning styles of learners, teachers will be guided in

designing different strategies to help students enhance learning for their

improved performance in mathematics.

Malacapay (2019) carried out a study “Differentiated Instruction in Relation

to Pupils’ Learning Style,” findings show that the respondents are partly

Indigenous Peoples, mostly male, whose favorite hobby is drawing, and radio is

the primary source of information. Among them, auditory learners with very

satisfactory academic achievement dominated. Furthermore, findings revealed

that there was no significant difference between the demographic profile and

learning styles. Thus, no significant relationship was also flaunted between

learning styles and academic achievement. Lastly, it shows that both visual and

auditory learners learned best when the teacher used audio-visual presentations

while kinesthetic learners learned best when applied to real objects. This implies
that learning styles are independent, not limited, nor not driven by a demographic

profile and are not influenced by academic achievement.

In a latest research by Villajuan (2019) entitled “Relationship between

Learning Styles & Academic Achievement in Mathematics of Grade 8 Students”

showed that: the students’ average academic achievement was 87.4, which was

interpreted as Approaching Proficiency Satisfactory. In terms of learning styles,

students were the mostly divergent type of learners. The learning style of the

respondent is significantly related to academic achievement. Assimilator learners

have better academic achievement than other learners with different learning

styles.

Conceptual Framework

The following paradigm shows the relationship of the variables included in

this study:

Learning Implications of the

Performance Findings to Learning
of the Styles and Learning
Learners Performance

Statement of the Problem

 This research will describe the learning style of grade 4 pupils of Apsayan,

Elementary School.

Specifically, this research will attempt to answer the following questions:

1. What are the learning styles of Grade 4 pupils of Apsayan Elementary

School in terms of;

1.1 . Activities

1.2 . Examination

2. How may the learning performance of learners describe?

3. Is there a significant relationship between the learning style and the

learning performance?

4. What are implications of the findings to the learning style of Grade 4

pupils?
 CHAPTER 2

METHODOLOGY

This portion of the research presents and discusses the method,

respondents, sampling method, instruments, data collection procedure, and data

analysis to be used and implemented in the conduct of the study.

Type of Research

This research will implement the descriptive method. According to

GutCheck (2020), descriptive research seeks to describe the characteristics or

behavior of an audience. It refers to the type of research question, design, and

data analysis that will be applied to a given topic. This kind of research is

appropriate to be used because the present study will describe the learning style

of pupils.

The present is correlational in type, as well. In the opinion of Jhangiani et

al., (2019) correlational research is a type of non-experimental research in which

the researcher measures two variables (binary or continuous) and assesses the

statistical relationship (i.e., the correlation) between them with little or no effort to

control extraneous variables. The present is also correlational since it will

establish the relationship between the learning style and learning performance of

the pupils.

Respondents

A total of fifty (50) Grade 4 Learners will Participate in this study who will

answer the questionnaire to be fielded to them. The pupils are actual enrollees in

Apsayan Elementary School during the year 2020-2021 where distance learning

modalities are implemented. They are belonging to Grade 4 and 5 which has

twenty-five (25) Grade 4 Rizal and thirty (30) Grade 5 Magsaysay.

Sampling Method

The researcher will exploit purposive sampling, specifically total

population, with a total of 50 Grade 4 pupils. Polit & Beck, (2012) participant is

selected based on who he/she thinks will be representative of the population.

Instruments

A questionnaire was prepared to be the main gathering tool. The research

tool to be used to describe the activities and examination was based on Grasha-

Riechmann Learning Styles Scales (GRLSS) (1996) as utilized by Cardino Jr.

and Ortega-Deela Cruz (2020). However, adjustments were made to suit to the

distinct traits of the respondents of the present research.

The said questionnaire will be answered by the teachers in a 5-point

Likert scale to describe the level by which they agree to each indicator. In the

scale, 1 means “never”, 2= “rarely”, 3= “sometimes”, 4= “often”, and 5= “always”.

A total twenty-five (25) indicators composed the questionnaire representing 5

statements to each variable of learning style.

Data Gathering Procedure

The draft of the research will be subjected to editing in both technical and

content aspects by the Thesis Adviser of the researchers for suggestions and

comments. After having the paper defended to the Thesis Committee and

integrated its comments and suggestions, the researchers will immediately

coordinate with the DepEd authorities in the actual floating of the questionnaire.

The questionnaire will be floated to the Grade 4 and 5 learners through a

schedule of their module distribution in Apsayan Elementary School Gerona,

Tarlac with the help of the teachers. A full week will be given to the learners to

accomplish the tool. The questionnaires will be retrieved through a schedule of

returning of modules by the parents.

Data Analysis

To describe the pupils’ learning style in terms of activities and

examination, frequency distribution, percentage and average will be used.

To describe the degree of work values of the teachers, average weighted

means (AWMs) will be computed. Results will be interpreted as follows:

Table 1
Interpretation of the Computed Average Weighted Means

Numerical Equivalent Index Adjectival Interpretation

5 41 – 50 Always
4 31 – 40 Often
3 21 – 30 Sometimes
 2 11 – 20 Rarely
1 1 – 10 Never

To describe the learning style of the learners based on their latest Report

of Grades (ROG), frequency distribution and average will be employed.

To establish the significant relationship between the learning style and

learning performance, Pearson’s Product Moment Correlation Coefficient

(PPMC) measurement will be computed with the following formula:

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 CIT COLLEGES
of PANIQUI FOUNDATION, Inc.
Burgos St., Poblacion Norte Paniqui, Tarlac

January 29, 2018

Glory M. Castillo ESHT- III
Apsayan Elementary School
Apsayan Gerona, Tarlac

Madam: Glory M. Castillo

Greetings of peace and goodwill!

The undersigned is currently conducting a study entitled LEARNING STYLE OF GRADE

4 AND 5 STUDENTS IN APSAYAN ELEMENTARY SHOOL as a partial fulfillment of the
requirements of the course SC 19: RESEARCH IN EDUCATION.
Anent to this, the undersigned students request your permission for the conduct of the
said research which involve 50 pupils.

Rest assured that classes will not be disturbed and the highest standards of research
ethics will be religiously observed and that health protocols to address the risks of the present
pandemic will be stringently enforced.

Hoping for your positive gesture to this request.

Herewith is a copy of the research questions and data gathering tool for your reference.

More power and thank you for supporting the culture of research in the academe!

Very respectfully yours,

 SHERYL C. ALEJANDRINO DJHOANNAH ROSE D. DAN JERICK G. GABUYA
TABAGO
BEED 3 Student/Researcher BEED 3 Student/Researcher BEED 3 Student/Researcher

Noted:

JONATHAN M. GAMBOA, Ed. D. NESTOR B. CASTRO, Ed. D.

Instructor/Adviser College Dean

Approved:
Glory M. Castillo
ESHT-III
Schedules/Details of Data Gathering

Appendix B

NAME (optional) ______________________________.

Grade: Grade 4
Grade 5

Personal Attributes: Please describe the level to which you agree to each

of the following. Kindly put check (/) to the corresponding column.

1 2 3 4 5

(Never (Rarely) (Sometimes) (Often) (Always)

)
1. I remember

something better if

I write it down.
2. I chew gum or eat

while studying.
3. I learn something
 best when I am

shown how to do

something, and I

have the

opportunity to do

it.
4. I am not skilled in

giving verbal

explanation.
5. It helps me to look

at the person while

listening; it keeps

me focused.
6. It is better for me

to get work done in

a quiet place.
7. I think better when

I have the freedom

to move around.
8. Before I follow

directions, it helps

me to see

someone else do it

first
9. Studying at the

desk is not for me.

10. If I had the choice

to learn new

information

through a lecture

of textbooks. I

would choose to

hear it rather than

read it.
11. I learn the spell

better by repeating

words out load

than by writing the

words on paper.
12. I do not become

easily lost, even in

strange

surroundings.
13. My written works

doesn’t look neat

to me. My papers

have crossed-out

words and

erasures.
14. I always read

lessons before
 going to sleep to

be prepared in all

activities.
15. I tend to solve

problems through

a more trial-and-

error approach,

rather than from a

step-by-step

method.
16. I like to write

things down or

take notes for

visual review.
17. If I making test, I

can “see” the

textbook page and

where the answer

is located.
18. When trying to

remember what

I’ve review, It

helps me to get a

picture of it in my

mind
19. I prefer to review

in solo rather than

having a group

review.
20. Using flashcards

help me to retain

material for tests.

21. I made myself

ready in all my

subjects.
22. I attention and

listen during every

discussion.
23. I actively

participate in all

the discussion,

answering

exercises and/or

clarifying things I

did not

understand.
24. I study the lesson I

missed If I was

absent from the

class.
25. I study and

prepared for

Quizzes and Test.

26. I do my

assignment

regularly
27. I enjoy doing

homework and

activities because

it help me to

improve my skills.
28. I exert more effort

when I do difficult

activities,

assignment and

projects.
29. I always willing to

help my

classmates when

they don’t

understand the

lesson..
30. I study harder to

get good grades.

31. I always read

books to have
 advance

knowledge.
32. I always ask

question when the

discussion is done.
33. I spend less time

with my friend

during school days

to concentrate

more on my study.
34. I will always

participate in

school activities.
35. I will always

monitor my

learning progress.
36. I will always find

my own ways to

learn new things

37. I will always apply

creativity when I

have portfolio or

projects to be

submit.
38. I am a competitive

student.
39. I will always want
 to be in top.
40. I always make

my performance to

the high level.

41. I love to represent

to my class/

school.
42. I always keep my

good relationship

to my classmates

and Teachers.
43. I set goals to

improve my

knowledge.
44. I always recite

when the teacher

is asking.
45. I always attend in

class.
46.
47.
48.
49.
50.