Chapter V
SUMMARY OF FINDINGS,CONCLUSIONS, AND
RECOMMENDATIONS
This chapter presents the research findings,
together with the conclusions and recommendations. It
aims to present the study in order to gain understanding
of the results and improve subsequent actions by Grade 12
students at General de Jesus College towards student
aggression.
Major Findings
The findings are summarized as the following:
1.Profile of the respondents
1.1 Age
Five percent (5%) were 16 years old, followed by
thirty-six percent (36%) were 17 years old, then
fifty-two percent (52%) were 18 years old, and
finally seven point (7%) were 19 years old.
1.2 Gender
Forty-seven percent (47%) were male respondents
and fifty-three percent (53%) were female
respondents.
1.3 Strand
Fifty-five point forty-eight percent (55.48%) of
respondents were from STEM, followed by sixteen
point thirteen percent (16.13%) of the respondents
were from HUMSS, then twenty-five point sixteen
percent (25.16%) of the respondents are from ABM
strand, and finally three point twenty-three percent
(3.23%) of the respondents were from GAS strand.
2. Effect of learning styles on the learning outcomes of
the respondents
2.1 Visual
The grand mean in terms of motivation and
achievement was 3.08 with a verbal description of
“often” and interpreted as significant influence.
2.2 Kinesthetics
The grand mean in terms of academic performance
was 3.57 with a verbal description of “always” and
interpreted as highly significant influence.
2.3 Reading and Writing
The grand mean in terms of mental and behavioral
health was 3.30 with a verbal description of
“always” and interpreted as highly significant
influence.
2.4 Auditory
The grand mean in terms of socializing with
other people was 3.28 with a verbal description of
“always” and interpreted as highly significant
influence.
2.5 Learning Experience
The grand mean in terms of mental and behavioral
health was 3.57 with a verbal description of
“always” and interpreted as highly significant
influence.
2.6 Remembering Topics
The grand mean in terms of socializing with
other people was 3.30 with a verbal description of
“always” and interpreted as highly significant
influence.
2.7 Broad and Lasting Understanding of the Lesson
The grand mean in terms of mental and behavioral
health was 3.34 with a verbal description of
“always” and interpreted as highly significant
influence.
2.8 Active Learning
The grand mean in terms of socializing with
other people was 3.28 with a verbal description of
“always” and interpreted as highly significant
influence.
2.9 Individual Study
The grand mean in terms of mental and behavioral
health was 2.64 with a verbal description of “often”
and interpreted as significant influence.
2.10 Collaborative Task
The grand mean in terms of socializing with
other people was 3.29 with a verbal description of
“always” and interpreted as highly significant
influence.
Conclusions
Based on the findings of the study, the following
conclusions were drawn:
Recommendations
In this part of the study, it offers recommendations
that were suggested to the following:
F
For the learners. By identifying their preferred
learning styles and strategies they may modify their
ways of learning to boost their knowledge
acquisition and retention. This may increase the way
they interact with the topic, make it more fun and
useful, and therefore enhance how well they do in
school.
For the educators. To develop a more diverse and
productive learning environment that may assist
students in satisfying their needs and enhance the
quality of their learning, teachers might modify
their teaching methods to accommodate a variety of
learning styles in the classroom setting.
For the parents. By knowing the learning needs of
their kids preferences, they may assist their
schooling more effectively. With this knowledge,
parents may create an environment that encourages
learning and provides a focus contribution at their
homes.
For the researchers. This research's findings
potentially guide the field of learning by
identifying successful teaching strategies and
supporting the continuous evolution of instructional
techniques, which will promote innovative teaching
practices. They can also aid in the creation and
refining of educational concepts.
For the future researchers. They can expand on the
findings of recent research, strengthening our
comprehension of how various learning styles affect
academic performance. They may additionally bring up
insufficient information, which encourages more
research into particular facets of learning
processes and patterns.
