Sample Thesis

LEARNING STYLES AND READING PERFORMANCE OF

GRADE ONE PUPILS

A Thesis

Presented to

The Faculty of the Graduate School

Southern de Oro Philippines College

Cagayan de Oro City

In Partial Fulfillment

of the Requirements for the Degree

Master of Arts in Education

Major in Educational Management

EMMANUEL PACQUIAO

JANUARY 2019
 Chapter 1
THE PROBLEM
Introduction
Learning how to read is essential among grade one pupils because reading skills

is needed to learn higher language skills. Learning how to read is influenced by pupils’

learning styles. This is anchored on the tenets “Every Child is a reader” (ECARP), through

a DepEd Memorandum No. 402, s. 2004 and Administrative Order No. 324, which goal

is to enable every Filipino child to communicate both in English and Filipino.

Learning styles are the individual processes used for understanding and retaining

information, thereby gaining knowledge or skills. While some evidence has indicated that

learning styles differ between pupils although different teaching methods were employed

in various stages of the curriculum.

Studies revealed that at birth, everyone learns in different ways at different rates

and for different reasons. Pupils learn in ways that are identifiably distinctive. The broad

spectrum of learners – and perhaps the society as whole –would be better served if

disciplines could be presented in number of ways and learning could be assessed through

a variety of means (Chung, 2010).

 Chapter 1

THE PROBLEM

Introduction

The enhanced K to 12 curriculum of the Department of Education (DepEd) is

anchored on the tenet “Trabaho, Negosyo, and Kolehiyo” with an ultimate goal of

providing the technical-vocational and livelihood training to the secondary school students

needed in immediate middle-level employment in business and industries in the global

community.

The training of Technical and Livelihood Education (TLE) skills especially in home

economics track is strengthened to help students to be self-reliant and to keep abreast

with the manpower needs of growing industries in the local community.

The framework of this study is bounded on the context of legal and philosophical

underpinnings pursuant to Department of Education Order Number 37 series of 2005

which mandates that:

“Education should be responsive to the development thrust of the government and

that it should equip high school graduates with relevant skills in order to prepare them for

higher education, the world of work and for entrepreneurship”.

Subsequently, it was emphasized that the main goal of the K to 12 program is to

produce globally competitive graduates that possess needed competencies and skills

relevant to the job market. This, however, involve careful planning and needs

assessment of the TLE learners, the school’s laboratory equipment and facilities, and the

teacher’s preparation and teaching processes most particularly those who are in
technical-vocational and livelihood education classes in the secondary education

program of the Department of Education (DepEd).

Theoretical/Conceptual Framework

The concept of the study is anchored on the study of Vallente, et al (2016) which

emphasized on the positive outcomes of the provision of laboratory experiences and reality-based

simulations to secondary school learners to enable them gain understanding of and acquire

competencies in various economic activities related to home and community.

Further, the study indicates that teacher’s teaching methods and laboratory equipment

and facilities used in teaching home economics are factors that influence students’ learning

outcomes.

Subsequently, it was also emphasized that secondary school learners and the

stakeholders perceived that training in technical and livelihood education most particularly the

Home Economics (HE) should address to the identified gaps in the delivery of results-based TLE

through the upgraded physical resources and instructional materials.

In addition, it was accentuated that education personnel especially the teachers should

undergo professional development to enable them to translate theories and concepts into

practical skills and lifelong learning which are needed for global marketability of TLE Home

Economics learners in the 21st century.

The paradigm of the study is guided by the Outcomes-Based theory of Spady (1994)

which explains that educational activity is from teaching to learning; skills to thinking; content to

process; and teacher instructions to student demonstration.

Subsequently, the theory emphasized the transition from the profound focus on content-

based learning to a future-oriented education curriculum grounded on the principles of

pragmatism. The outcomes-based theory further states that education is collaborative, flexible,
trans-disciplinary, outcomes-based, and employs the empowerment-oriented approaches to

learning.

Chapter 3

RESEARCH METHODOLOGY

This chapter presents the research methodology and procedures that are used in this

study. It includes the research method, research environment, the respondents and sampling

procedure, instruments and statistical treatment of data.

Research Design

The researcher utilized the descriptive method of research to attain the objectives set in

this study. Descriptive method of research is a fact-finding study with adequate and accurate

interpretation of the findings. It describes with emphasis of research what actually exist such as

current conditions, practices, situations or any phenomenon (Calderon, 2000).

The method involves description, recording, analysis and interpretation of prevailing

conditions.

Research Environment

The study was conducted in Pundasan National High School is an annex school of

Gingoog City National High School which is located in Santiago, Gingoog City a lone district in

the province of Misamis Oriental.

 The school was established on January 6, 2011 through the effort of former Schools

Division Superintendent Domingo V. Samson. Pundasan National High School has a total of

2,000 square meters land area with 36 teachers and 970 student-enrolees.
Figure 2. Location Map of Pundasan National High School

Research Respondents

The respondents of the study were the Grades 7 to 10 students of Pundasan National

High School for the school 2018-2019 who were student-athletes and active in sports activities.

For the school year 2018 – 2019 there were 70 athletes of Pundasan National High

School who were physically and rigorously engaged in sports activities. Table 1 presents the

distribution student-athletes in each year level.

Table A

Distribution of respondents

Respondents No. of Respondents TOTAL

Grade 7 2 2

Grade 8 8 8

Grade 9 30 30

Grade 10 30 30
 TOTAL 70 70

Research Instruments

The research questionnaire that was utilized in the study was adapted from Vito, et al

(2016) on the students’ sports engagements. The research instrument was composed of three

(3) major components, namely; the number of days played sports in one week; the number of

hours played sports in one day; and the level of students’ sports’ engagements with five (5)

indicators.

The third component of the instruments which was composed of 5 indicators had four (4)

number choices with verbal description, namely; 4 – strongly agree; 3 - agree; 2 - disagree; and

1 – strongly disagree.

Sampling Procedure

The study utilized the purposive sampling procedure for the respondents of the study.

Purposive sampling procedure was utilized because there were only seventy (70)

respondents who were student-athletes from Grades 7 to 10 of Pundasan National High School.

Data Gathering Procedure

Prior to the administration of the data gathering tools or research instruments, the

researchers asked permission to conduct the study from the Schools Division Superintendent of

the Division of Gingoog City, upon the recommendation of the school principal.
 After the approval was sought, the researcher personally administered the research

instrument or data gathering tools to the subject-respondents. After the respondents provided

necessary and needed information for the study, the researcher immediately collected or retrievee

the instrument to ensure 100% return.

Categorization of the Variables

In scoring the instruments, the following guidelines were followed (Jegede, 1990):

Sports Engagement

Number of Days Engage Score

1 day 1
2 to 3 days 2
4 to 5 days 3
6 to 7 days 4

Number of Hours Engage

1 to 2 hours 1

3 to 4 hours 2

5 to 6 hours 3

7 to 8 hours 4

Level of Engagement

Description Range Score

Strongly agree 3.25 – 4.00 4

Agree 2.50 – 3.24 3

 Disagree 1.75 - 2.49 2

Strongly disagree 1.00 – 1.74 1

Academic Performance

Description Grades Score

Outstanding 90% and above 5

Very Satisfactory 85% to 89% 4

Satisfactory 80% to 84% 3

Fairly Satisfactory 75% to 79% 2

Did not meet expectation 74% and below 1

Statistical Treatment

The following statistical treatments were used to analyze the data of the study:

To answer problem 1, frequency counts, percentages, mean and standard deviations

were used to ascertain the students’ sports engagements.

To answer problem 2, frequency counts and percentage distribution were used to

determine the students’ academic performance.

To answer problem 3, Spearman-Rho Correlation was utilized to ascertain significant

relationship between students’ academic performance and sports engagements.

Formula:

Where: Rs = Spearman Rho

ΣD2 = Sum of the squared difference between the ranks

N = number of cases