Final Research Proposal 2017 Full

SIXTO A.
ABAO NATIONAL HIGH SCHOOL
Effective Learning Styles in getting High grades of the students
In Sixto A. Abao National High School
S.Y. 2017-2018
A Thesis
Presented to
The Teacher of Senior High School
Of Sixto A. Abao National High School
In Partial Fulfillment of
The Requirements for the Subject
Practical Research 2
By:
Jessa Mae V. Abian
Vianah Eve A. Escobido
Meziel A. Loor
Jerly I. Ocleda
Rodniel John P. Ocate
John Maynard C. Mondoñedo
Nikko Rey A. Rayon
Shiela Marie M.Virtucio

Table of Contents
Acknowledgement i
Curriculum Vitae ii
Chapter I – Introduction 1
Theoretical Framework 10
Schematic Diagram 17
Statement of the Problem 19
Hypothesis 19
Scope and Delimitation of the study 19
Definition of Terms 20
Importance of the study 21
Chapter II – Related Studies and Literature 23
Related Literature 23
Related Studies 25
Chapter III – Methodology of the Study 27
Chapter IV – Data Presentation and Analysis
Chapter V – Summary, Conclusion and Recommendation
Sample Questionnaire 36
i
ACKNOWLEDGEMENT
This research will not be successful without the people behind this research. The people who
help and contributed ideas that help our research easy and fast to finish every steps the researchers
encountered.
We would like to acknowledge and extend our gratitude to the following people:
Mr. and Mrs. Sabellina the advicers and guides the researchers to do the right procedure in
creating this research. The tireless helps and corrections in the research, for the patience and support for
the success of the study. And for giving the researchers the chance to experience making a research
proposal.
To our parents, for giving the researchers the full support and especially in financial support
because of them this study will not be realized.
And most of all our beloved Jesus Christ, for guiding and giving the researchers strength and
knowledge. For the tireless guidance and giving the researchers the clear minds. And the huge help in
making this research successful for the requirements of Practical Research 1.
Thank you for giving us full support! God bless.
J. M. V. A
V. E. A. E
M. A. L
J. I. O
R. J. P. O
J. M. M
N. R. A. R
S. M. M.V
ii
Curriculum Vitae
Name: Jessa Mae V. Abian
Address: Pontod, Mahinog, Camiguin Province
Date of Birth: May 17, 2000
Sex: Female
Place of Birth: Camiguin General Hospital
Nationality: Filipino
Marital Status: Single
Educational Background:
Elementary: Kauswagan Central School
S.Y 2011-2012
Junior High School: Sixto A. Abao National High School
S.Y 2015-2016
Senior High School: Sixto A. Abao National High School
General Academic Strand
Special Interests: Dancing, Singing, Reading, Eating, Watching Korean Movie and Playing Guitar & etc.
iii
Name: Vianah Eve A. Escobido
Address: Hubangon, Mahinog, Camiguin Province
Sex: Female
Place of Birth: Cebu General Hospital
Elementary: Hubangon Elementary School
S.Y 2011-2012
S.Y 2015-2016
Special Interests: Dancing, Eating, Reading, Playing Badminton and Watching Korean Movie.
iv
Name: Meziel A. Loor
Address: Jang, Poblacion, Mahinog, Camiguin Province
Date of Birth: September 27, 1999
Sex: Female
Place of Birth: Owakan
Elementary: Tacangon Elementary School
S.Y 2011-2012
S.Y 2015-2016
Special Interests: Singing, Reading, Playing and Eating.

v
Name: John Maynard C. Mondoñedo
Address: San Isidro, Mahinog, Camiguin Province
Sex: Male
Place of Birth: San Isidro
Elementary: San Isidro Elementary School
S.Y 2011-2012
S.Y 2015-2016
Special Interests: Playing Basketball, Playing Guitar, Singing and Watching Action Movie.
vi
Name: Jerly I. Ocleda
Address: Tubod, Mahinog, Camiguin Province
Date of Birth: April 13, 2000
Sex:Female
Elementary: Mahinog Central School
S.Y 2011-2012
S.Y 2015-2016
Special Interests: Reading, Singing, Eating, Watching Kdrama, Fangirling and Surfing Internet.
vii
Name: Rodniel John P. Ocate
Address: Langcangan, Mahinog, Camiguin Province
Date of Birth: January 19, 2000
Sex: Male
S.Y 2011-2012
Junior High School: Columbia Saint Michael’s Parish High School
S.Y 2015-2016
Senior High School: Grade 11: PHINMA Cagayan De Oro College
Accountancy, Business and Management (ABM)
Grade 12: Sixto A. Abao National High School
Special Interests: Reading, Singing, Eating, Watching Kdrama, Fangirling and Surfing Internet.
viii
Name: Nikko Rey A. Rayon
Address: Hubangon, Mahinog, Camiguin Province
Sex: Male
Place of Birth: Cagayan Medical Hospital
Elementary: Fatima College Camiguin
S.Y 2011-2012
S.Y 2015-2016
Special Interests: Playing Basketball, Playing Guitar, Dancing, Singing and Eating.
ix
Name: Shiela Marie M. Virtucio
Address: Binaliwan, Mahinog, Camiguin Province
Sex: Female
Place of Birth: Hubangon, Mahinog, Camiguin Province
S.Y 2011-2012
S.Y 2015-2016
Special Interests: Reading, Singing and Playing.

1
CHAPTER I
INTRODUCTION
Studying is an important element towards the future of a student. Many students want to get high
grades in school to help their family and repay their hard works.
There are different properties and behavior of young people studying now, that even the way
they regard their subjects is different. The reason for this is as follows: the influence of fellow
classmates, lack of time and interest in learning and inconsistent way of studying. Consequently,
teachers are expected to teach and try to give more attention to each other to prevent students from
failing.
In English lesson, it has four macro-linguistic skill; as well as Filipino, they are: READING, this
is the recognition of the symbols printed and interpretation of ideas or thoughts that the writer wants to
move the minds of the readers. It needs understanding and interpretation of the message of the author.
SPEAKING, is the key to the development of a person since he learned to speak. It is the tool of
interaction with others, the family, the environment, and the society. Speaking reflects the character and
culture of a people, by the words he uses and the society. (Mercedes Rodrigo, 2009)
Two more of them is WRITING, it is the transliteration of the embodiment of thought. It also
published the symbols of language, translates ideas on paper or the lack of knowledge with the use of
consolidated words, symbols and illustrations with the aim to reveal the thoughts and attitudes.
According to Buckingham and Peck (1976), writing is an extension of language and experience
gained by the students in their listening, speaking and reading. (Gonzalvo Romeo Jr., 2011)
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Lastly, LISTENING, to listen it needs to hear the sound of the message carried by the air,
understand it and should be interpreted by the ears and eyes.
Like others, there are also smart and popular idol with learning styles, which include Albert
Einstein, he always dreamed awake. Winston Churchill also gradually learned to be a good speaker. The
great Thomas Alva Edison was keen to ask questions, just to answer his questions; he also wants to do
his experiments and studies alone.
Consequently, it was realize by Harvard Professor of Education, Howard Gardner that a person
has seven different intelligence centers; they are Linguistic Intelligence, Logical- Mathematical
Intelligence, Visual- Spatial Intelligence, Bodily- Kinesthetic Intelligence, Musical Intelligence,
Interpersonal and Intrapersonal Intelligence. In addition, the six learning styles: Auditory, Group,
Individual, Kinesthetic, Tactile, and Visual.
There are really many learning styles used by people because they follow the way in which they
are appropriate in and suitable.
Theoretical Framework
This page contains the theoretical framework of the study the researchers have which is the
learning styles.
The VAK learning style uses the three main sensory receivers: Visual, Auditory, and Kinesthetic
(movement) to determine the dominant learning style. It is sometimes known as VAKT (Visual,
Auditory, Kinesthetic, & Tactile). It is based on modalities—channels by which human expression can
take place and is composed of a combination of perception and memory.

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VAK is derived from the accelerated learning world and seems to be about the most popular
model nowadays due to its simplicity. While the research has shown a connection with modalities and
learning styles (University of Pennsylvania, 2009), the research has so far been unable to prove the using
one's learning style provides the best means for learning a task or subject. This is probably because it is
more of a preference, rather than a style.
Learners use all three modalities to receive and learn new information and experiences.
However, according to the VAK or modality theory, one or two of these receiving styles is normally
dominant. This dominant style defines the best way for a person to learn new information by filtering
what is to be learned. This style may not always to be the same for some tasks. The learner may prefer
one style of learning for one task, and a combination of others for a different task.
Classically, our learning style is forced upon us through life like this: In grades kindergarten to
third, new information is presented to us kinesthetically; grades 4 to 8 are visually presented; while
grades 9 to college and on into the business environment, information is presented to us mostly through
auditory means, such as lectures.
According to the VAK theorists, we need to present information using all three styles. This
allows all learners the opportunity to become involved, no matter what their preferred style may be.
While there is some evidence for modality specific strengths and weaknesses (Rourke, et al.
2002), what has has not been established is matching the instructional style to individual learning
strength improves their learning abilities. For example, one study (Constantinidou and Baker, 2002),
found that visual presentation through the use of pictures was advantageous for all adults, irrespective of
a high or low learning-style preference for visual images. Indeed, it was especially advantageous for
those with a strong preference for verbal processing.

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Auditory learners often talk to themselves. They also may move their lips and read out loud. They may
have difficulty with reading and writing tasks. They often do better talking to a colleague or a tape
recorder and hearing what was said. To integrate this style into the learning environment:
 Begin new material with a brief explanation of what is coming. Conclude with a summary of
what has been covered. This is the old adage of “tell them what they are going to lean, teach
them, and tell them what they have learned.”
 Use the Socratic method of lecturing by questioning learners to draw as much information from
them as possible and then fill in the gaps with you own expertise.
 Include auditory activities, such as brainstorming, buzz groups, or Jeopardy. Leave plenty of
time to debrief activities. This allows them to make connections of what they leaned and how it
applies to their situation.
 Have the learners verbalize the questions.
 Develop an internal dialogue between yourself and the learners.
Visual learners have two sub-channels—linguistic and spatial. Learners who are visual-linguistic like
to learn through written language, such as reading and writing tasks. They remember what has been
written down, even if they do not read it more than once. They like to write down directions and pay
better attention to lectures if they watch them. Learners who are visual-spatial usually have difficulty
with the written language and do better with charts, demonstrations, videos, and other visual materials.
They easily visualize faces and places by using their imagination and seldom get lost in new
surroundings. To integrate this style into the learning environment:
 Use graphs, charts, illustrations, or other visual aids.
 Include outlines, concept maps, agendas, handouts, etc. for reading and taking notes.
 Include plenty of content in handouts to reread after the learning session.

 Leave white space in handouts for note-taking.
 Invite questions to help them stay alert in auditory environments.
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 Post flip charts to show what will come and what has been presented.
 Emphasize key points to cue when to takes notes.
 Eliminate potential distractions.
 Supplement textual information with illustrations whenever possible.
 Have them draw pictures in the margins.
 Have the learners envision the topic or have them act out the subject matter.
Kinesthetic learners do best while touching and moving. It also has two sub-channels: kinesthetic
(movement) and tactile (touch). They tend to lose concentration if there is little or no external
stimulation or movement. When listening to lectures they may want to take notes for the sake of moving
their hands. When reading, they like to scan the material first, and then focus in on the details (get the
big picture first). They typically use color high lighters and take notes by drawing pictures, diagrams, or
doodling. To integrate this style into the learning environment:
 Use activities that get the learners up and moving.
 Play music, when appropriate, during activities.
 Use colored markers to emphasize key points on flip charts or white boards.
 Give frequent stretch breaks (brain breaks).
 Provide toys such as Koosh balls and Play-Dough to give them something to do with their hands.
 To highlight a point, provide gum, candy, scents, etc. which provides a cross link of scent
(aroma) to the topic at hand (scent can be a powerful cue).

 Provide high lighters, colored pens and/or pencils.
 Guide learners through a visualization of complex tasks.
 Have them transfer information from the text to another medium such as a keyboard or a tablet.
According Kolb's learning theory sets out four distinct learning styles (or preferences), which are
based on a four-stage learning cycle. (which might also be interpreted as a 'training cycle'). In this
respect Kolb's model is particularly elegant, since it offers both a way to understand individual people's
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different learning styles, and also an explanation of a cycle of experiential learning that applies to us
all.
Kolb includes this 'cycle of learning' as a central principle his experiential learning theory, typically
expressed as four-stage cycle of learning, in which 'immediate or concrete experiences' provide a
basis for 'observations and reflections'. These 'observations and reflections' are assimilated and
distilled into 'abstract concepts' producing new implications for action which can be 'actively tested'
in turn creating new experiences.
Kolb says that ideally (and by inference not always) this process represents a learning cycle or spiral
where the learner 'touches all the bases', ie., a cycle of experiencing, reflecting, thinking, and acting.
Immediate or concrete experiences lead to observations and reflections. These reflections are then
assimilated (absorbed and translated) into abstract concepts with implications for action, which the
person can actively test and experiment with, which in turn enable the creation of new experiences.
Kolb's model therefore works on two levels - a four-stage cycle:
1. Concrete Experience - (CE)
2. Reflective Observation - (RO)
3. Abstract Conceptualization - (AC)

4. Active Experimentation - (AE)
and a four-type definition of learning styles, (each representing the combination of two preferred
styles, rather like a two-by-two matrix of the four-stage cycle styles, as illustrated below), for which
Kolb used the terms:
1. Diverging (CE/RO)
2. Assimilating (AC/RO)
3. Converging (AC/AE)
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4. Accommodating (CE/AE)
(This interpretation was amended and revised March 2006)
Kolb explains that different people naturally prefer a certain single different learning style. Various
factors influence a person's preferred style: notably in his experiential learning theory model (ELT) Kolb
defined three stages of a person's development, and suggests that our propensity to reconcile and
successfully integrate the four different learning styles improves as we mature through our development
stages. The development stages that Kolb identified are:
1. Acquisition - birth to adolescence - development of basic abilities and 'cognitive structures'

2. Specialization - schooling, early work and personal experiences of adulthood - the development
of a particular 'specialized learning style' shaped by 'social, educational, and organizational
socialization'
3. Integration - mid-career through to later life - expression of non-dominant learning style in work
and personal life.
Whatever influences the choice of style, the learning style preference itself is actually the product of
two pairs of variables, or two separate 'choices' that we make, which Kolb presented as lines of axis,
each with 'conflicting' modes at either end:
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Concrete Experience - CE (feeling) -----V-----Abstract Conceptualization - AC (thinking)
Active Experimentation - AE (doing) -----V----- Reflective Observation - RO (watching)
A typical presentation of Kolb's two continuums is that the east-west axis is called the Processing
Continuum (how we approach a task), and the north-south axis is called the Perception Continuum (our
emotional response, or how we think or feel about it).
These learning styles are the combination of two lines of axis (continuums) each formed between
what Kolb calls 'dialectically related modes' of 'grasping experience' (doing or watching), and
'transforming experience' (feeling or thinking).

The word 'dialectically' is not widely understood, and yet carries an essential meaning, namely
'conflicting' (its ancient Greek root means 'debate' - and I thank P Stern for helping clarify this precise
meaning). Kolb meant by this that we cannot do both at the same time, and to an extent our urge to want
to do both creates conflict, which we resolve through choice when confronted with a new learning
situation. We internally decide whether we wish to do or watch, and at the same time we decide
whether to think or feel.
The result of these two decisions produces (and helps to form throughout our lives) the preferred
learning style, hence the two-by-two matrix below. We choose a way of 'grasping the experience', which 9
defines our approach to it, and we choose a way to 'transform the experience' into something meaningful
and usable, which defines our emotional response to the experience. Our learning style is a product of
these two choice decisions:
1. how to approach a task - ie., 'grasping experience' - preferring to (a) watch or (b) do , and
2. our emotional response to the experience - ie.,'transforming experience' - preferring to (a)
think or (b) feel.
In other words we choose our approach to the task or experience ('grasping the experience') by
opting for 1(a) or 1(b):

 1(a) - though watching others involved in the experience and reflecting on what happens
('reflective observation' - 'watching') or
 1(b) - through 'jumping straight in' and just doing it ('active experimentation' - 'doing')
And at the same time we choose how to emotionally transform the experience into something
meaningful and useful by opting for 2(a) or 2(b):
 2(a) - through gaining new information by thinking, analyzing, or planning ('abstract
conceptualization' - 'thinking') or
 2(b) - through experiencing the 'concrete, tangible, felt qualities of the world' ('concrete
experience' - 'feeling.
1. The researchers
will know about
the learning styles
1. To make and do used by the
a survey by the students, the 10
use of relation between
Schematic Diagram questionnaires the learning styles
The diagram below shows the description about
thatlearning
the researchers will do in theirofresearch
the students
aboutinthe
styles students getting their high
effective learning styles in getting high grades are
of using, gradesHigh
the students in Sixto A. Abao National and the
School
most used learning
2. Getting
S.Y. 2016-2017. First, are the inputs in studying their which are: learning styles
the research, styleofofthe
thestudents,
average grade students in Sixto A.
grades, and the most used learning style. Second, is the
in the process
first part in doing the research:Abao
to make and do a
National
of the survey. High School.
survey by the use of questionnaires about the learning styles students are using, getting their average
1. Learning 3. Tallying the 2. The researchers
grade in the first part of
styles of thethe survey, and tallying the number
number of of learning styles the students used and their
will produce an
students. learning styles action plan to
percentage using Microsoft excel. Third, the output at the end of the research.
the students guide the students
2. Grades. used and their and the teachers for
INPUT
3. Most used percentage
PROCESS OUTPUT
their learning
learning style. using Microsoft styles to help them
excel. with their studies.
11
Statement of the Problem
This study will answer the following questions:
1. What is the profile of the respondents as to:
1.1 Age
1.2 Grade Level
1.3 Average Grade

2. What are the learning styles as perceived by the students?
3. Is there a significant difference of perceptions of the students in learning styles as to their age,
grade level and their average grade?
Hypothesis
There is no significant difference of the perceptions of the students in learning styles as to their
age, grade level, and average grade.
Scope and Delimitation of the study
The people will be involved or the respondents in this research are the top 5 honor students in
Sixto A. Abao National High School by year level this will also be conducted in the said campus.
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The limitations of the study are the six learning styles:
a. Auditory
b. Group
c. Individual
d. Kinesthetic
e. Tactile
f. Visual
Definition of terms
a. Age –the amount of time during which a person has lived
b. Auditory –to study with the use of ears by listening (music, and sound effects)
c. Average grade – the students grade for the whole quarter
d. Grade level –refers to the 12 grade level in High School
e. Group – wants to study with others (dyads, triads, cooperative learning)
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f. Intelligence centers – is where the people is appropriate in based on his skill
g. Individual – wants to study and do every activity alone
h. Kinesthetic – to study with actions or gestures (dance, choreography, role playing, skits)
i. Learning style/strategy – style of learning that guides the students in Sixto A. Abao National
High School
j. Macro- linguistic skills – essential elements to understand the language
k. Respondents – the students that will be involved in the study
l. Tactile – to study with the use of experiments
m. Visual - To study with the use of visual
Importance of the study
The study is important for the following: First, the administration, to focus on the students that
lack in learning strategies. That they can get the learning styles of others students that they can share
with other students.
Secondly, for the parents, to better understand their children on their way of learning; it will
become easier for them to guide their children in their studies.
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Third, for teachers, to assess how they are understood by their students during the lessons. They
get more guidance on what they should give tests or limits for them. Furthermore, there will be a helping
hand with the teachers and the students.
Fourth, the students particularly those involved. It will also help to better identify more of the
students themselves. They will have an idea of which learning style they will be more comfortable and
thus more able to study them carefully and to better understand the lessons and will increase their
grades.
Finally, other students, to have an inspiration and help for their study and to discover they have
different ideas about what learning styles as if they could use for their learning/studies.
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CHAPTER II
RELATED STUDIES AND LITERATURE
Literature
The study covers the four macro- linguistic skills; reading, writing, listening, speaking and the
different learning styles the students have.

In simple definition, reading is identifying symbols, prints and interpretation of ideas or thoughts
that the writer want to move the minds of the readers. It has significance:
It also has its significance:
1. By reading, it increases knowledge in all fields.
2. Enriches the mind and expand the vocabulary.
3. Go in areas that are not yet reached or not reached and travel time by reading.
4. It gives important information that are needed in studies, family and global knowledge.
5. It may help solving difficult problems because of the knowledge, ideas, concepts and philosophy
captured or picked up from reading and
6. Provides inspiration and seeing the different levels of lives in the world. (Mercedes Rodrigo,
2009)
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According to Rodrigo (2009), speaking is the tool for interaction with others, family, environment,
and society. While writing is defined by Gonzalvo (2011), he said that writing is the transliteration of
the embodiment of thought. It has its positive outcome:
1. Having notes that serves as the basis of any knowledge in the future.
2. Remote communication becomes possible.

3. Beyond having a good understanding of people.
And listening is interpreting messages using the ears. It is important to:
1. Gain information.
2. Check or observe and
3. Have fun.
It also involves the different learning styles of the students. One of the learning styles is the
Auditory, it is studying using ears by hearing; Group, it is studying along with other people or students;
Individual, it is to study alone and do school activities with his/her self only; Kinesthetic, it is to study
with actions or motions; Tactile, it is to study by experimenting; and lastly, Visual, is is to study using
visual.
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According to Howard Gardner, a teacher at Harvard, this is associated with intelligence centers that
people has, Liguistic Intelligence, Logical- Mathematical Intelligence, Visual- Spatial Intelligence,
Bodily- Kinesthetic Intelligence, Musical Intelligence, Interpersonal and Intrapersonal Intelligence.
According to DepeD Order no.8 s2015 about “Policy guidelines on Classrooom Assessment for the
k to 12 Basic Education Program” that there is a standard competency-based grading system that is
followed by the teachers in giving grades to btheir students. According to it the Academic
Excellencewithin the quarter is given to the learners from grades 1 to 12 who have attained an average of
at least 90.
Every average grade there is an Academic Excellence Award: to those who get the average grade of
98-100 belonged to With Highest Honors, while those who get an average grade of 95-97 belonged to
With High Honors and those who get an average grade 90-94 belonged to With Honors.
Related Studies
According to Thomas (1980), the study of Coleman, Elliot and Strang was related to study habits
and attitudes; in 113 causes in failing in class indicated by Colemanm one of them is the poor study
habits. According to Elliot, 75% in failing in class is due to the poor study and examination techniques.
It was agreed by Strang that one of the reason is the incorrect or not the good way of reading and
studying.
Ramirez (1967), also conducted a study on Non- intellective Factors in High School Academic
Achievement of High ability students. His survey is about the study habits and attitudes. According to
him, it is necessary to influence the students to have more time on their studies and use the school
facilities such as library and study zones during their spare time.
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According to the study Effects of a Proposed Program of Group Learning Strategies on the
Study Habits and Attitudes of Freshmen College Students of Damaso (1951), studying study habits and
attitudes have exceptional results: first, the academic performance may be influenced by the way the
student study.
Second, there is a relationship between academic performance and the positive outlook in
school. Third, even there is a large difference of students, on their methods and characteristics in
studying it will directly control their academic performances.

According to Balandra (1972), in Cadiz City High School, 28.26% of the students had actually
planned to study, while there are only 26.07% that are willing to learn than to watch films with their
friends after class, while there are also 39.96% of the students that are reading comprehensions and
69.56% avoid talking or listening to the radio while studying.
In the study conducted by DelaCerna (2008), found that the standard error of the students is
about the grammatical use of the Filipino language: the use of punctuation, capitalization, proper form
of the words and using the words.
In the reviewed relevant study it says that there are many factors on academic performance of
students. Their academic performance depends on the student’s skills and ability.
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CHAPTER III
METHODOLOGY OF THE STUDY
Research Design
This study will be conducted to know the learning style that the students have, what is the
relationship between their learning styles in their grades, and what the most used learning style is.
It will use a survey procedure or descriptive analytic by giving questionnaires. The survey
procedure, according to Microsoft Premium (2009), is the collection and interpretation of the response
of a population to polls or questionnaires given to know their opinions, and characteristic about a
particular situation.
Population of the study
The people that will be involved in this study are the top 5 honor students of Sixto A. Abao
National High School by year level.
Research Instrument
The instrument that will be used by the researchers in this study is the survey or the use of
questionnaires. The first part of the questionnaire is asking for the student’s average grade and the
second part knows the learning styles of the students, by the situational-based sentences. The answers of
the respondents will be based on the scale no. 1 – strongly disagree, 2 – disagree, 3 – neutral, 4 – agree,
and 5 – strongly agree.
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Data Gathering Procedure
The questionnaire has 15 questions. The first part of the survey asks the student’s age, year level
and average grade. After filling of the respondent’s profile, the paper will be collected to be tallied by
the researchers.
Scoring Procedure
The questionnaires that will be approved by our teacher in this research are what we will use in getting
the datas in this research. This will be distributed to the selected honor students in Sixto A. Abao
National High School.
It performs the following steps:
First Step: Make questionnaires and make corrections to it.
Second Step: Start the survey/Giving questionnaires to the respondents.
Third Step: Study the data gathered.
Fourth Step: Determining the learning styles of the students
Determining the relationship between their learning styles to their Age.
Determining the relationship between their learning styles to their Average grade.
Determining the relationship between their learning styles to their Grade level.
Determining the most used learning style of the students.
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Statistical Tool
In this study, it needs to get the percentage (%) so the researchers will first tally the frequency by
counting the numbers of students that will answer the different learning styles and sum it up ∑f = n, then
n will be divided and multiplied by 100 [(f/n)100] = % to all the frequency to get the all the percentage
of the different learning styles.
The formula that will be used:

P = f/n x 100
Where:
P = percentage
f = is the number of students answered the different learning styles.
n = is the summation of all frequency
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CHAPTER IV
DATA PRESENTATION AND ANALYSIS
This chapter shows the data gathered from the honor students in their Learning styles. The first
part shows the distribution of the respondents according to their age using the frequency and percentage.
I. RESPONDENT’S PROFILE
TABLE 1.1 Distribution of the Respondents according to their Age.
Student’s Age Frequency Percentage

12-14 13 43%
15-17 15 50%
18-20 2 7%
Total 30 100%
This table shows that 43% of the respondents are in the ages of 12-14, while there are 50% or
half of the respondents are in the ages of 15-17 and there are only 7% of the respondents in the ages of
18-20. This data shows that there are many students in the ages of 15-17 in Sixto A. Abao National High
School S.Y. 2017-2018.
23
1.2 Distribution of the Respondents according to their Average grade.
Average grade of the students Frequency Percentage

96-98 6 20%
93-95 17 57%
90-92 7 23%
Total 30 100%
The table shows that more than half of the student has the Average grade of 93-95 followed by
the average grade of 90-92 which is 23% and only 20% of the student has the average grade of 96-98
S.Y 2017-2018.
24
II. LEARNING STYLES AS TO THEIR AGE
2.1 Learning Styles of the students in SAANHS according to the Age of 12-14.
Learning styles Frequency Percentage

Auditory 110 18%
Group 124 20%
Individual 144 24%
Kinesthetic 70 12%
Tactile 80 13%
Visual 78 13%
Total 606 100%
The table above shows that 24% of the students in the ages 12-14 use the Individual Learning
style, next to it is Group which is 20%, Auditory 18%, Tactile & Visual Learning style has 13% and the
least used style is Kinesthetic 12%; we can say that students in the ages of 12-14 can study individually
and want to do things alone in times of exam. While they cannot study well when they use actions or
movements.
25

Auditory 145 19%
Group 147 20%
Individual 169 22%
Kinesthetic 84 11%
Tactile 107 14%
Visual 108 14%
Total 760 100%
The table above shows that 22% of the students in the ages 15-17 uses Individual Learning style,
next to it is Group 20%, Auditory 19%, Visual & Tactile Learning style 14% and the least used style is
Kinesthetic 11%. We can say that students in the ages of 15-17 can study individually and want to do
things alone in times of exam. While they cannot study well when they use actions or movements.
26
Auditory 18 18%
Group 25 25%
Individual 20 20%
Kinesthetic 11 11%
Tactile 14 14%
Visual 12 12%
Total 100 100%
The table above shows that 25% of the students in the ages 18-20 uses Group Learning style,
next to it is Individual 20%, Auditory Learning style has 18%, Tactile 14%, Visual has only 12% and the
least used style is Kinesthetic 11%. We can say that students in the ages of 18-20 can study when it is by
group or with their other classmates. While they cannot study well when they use actions or movements.
27
III. LEARNING STYLE ACCORDING TO THEIR GRADE LEVEL.
3.1 Learning style of the Grade 7 level students.

Auditory 50 20%
Group 51 21%
Individual 55 22%
Kinesthetic 28 11%
Tactile 32 13%
Visual 32 13%
Total 248 100%
The table above shows that 22% of the Grade 7 level students in SAANHS uses Individual
Learning style, next to it is Group Learning style 21%, Auditory 20%, Tactile & Visual has only 13%
and the least used style is Kinesthetic 11%. We can say that Grade 7 students can study individually and
want to do things alone in times of exam but they do not use hand gestures, actions and movements
when they study.

28

Auditory 38 17%
Group 49 22%
Individual 54 24%
Kinesthetic 27 12%
Tactile 30 13%
Visual 29 12%
Total 227 100%
Learning style, next to it is Group Learning style 22%, Auditory 17%, Tactile 13%, while the least used
are Kinesthetic & Visual Learning style that has only 12%. We can say that Grade 8 students can study
individually and want to do things alone in times of exam but they do not use hand gestures, actions and
movements when they study also they do not like to study using visual aids and solving problems on the
board.
29

Auditory 44 20%
Group 43 19%
Individual 53 24%
Kinesthetic 24 11%
Tactile 28 13%
Visual 28 13%
Total 220 100%
The table above shows that 24% of the Grade 9 level students in SAANHS use Individual
Learning style, next to it is Auditory Learning style 20%, Group 19%, Tactile & Visual has only 13%
and the least used style is Kinesthetic 11%. We can say that Grade 9 students can study individually and
want to do things alone in times of exam but they do not use hand gestures, actions and movements
when they study.
30

Auditory 43 16%
Group 57 22%
Individual 64 24%
Kinesthetic 24 9%
Tactile 42 16%
Visual 35 13%
Total 265 100%
Learning style, next to it is Group Learning style 22%, Auditory & Tactile 16%, Visual has only 13%
and the least used style is Kinesthetic only 9%. We can say that Grade 10 students can study individually
and want to do things alone in times of exam but they do not use hand gestures, actions and movements
when they study.
31
3.5 Learning style of the Grade 11 students.

Auditory 50 20%
Group 40 15%
Individual 53 21%
Kinesthetic 34 13%
Tactile 36 14%
Visual 42 17%
Total 255 100%
The table above shows that 21% of the Grade 11 level students in SAANHS use Individual
Learning style, next to it is Auditory Learning style 20%, Visual 17%, Group 15%, while Tactile has
14% and the least used style is Kinesthetic 13%. We can say that Grade 11 students can study
individually and want to do things alone in times of exam but they do not use hand gestures, actions and
movements when they study.
32
3.6 Learning style of the Grade 12 students.

Auditory 48 19%
Group 56 22%
Individual 54 21%
Kinesthetic 28 11%
Tactile 35 14%
Visual 32 13%
Total 253 100%
The table above shows that 22% of the Grade 12 level students in SAANHS uses Group
Learning style, next to it is Individual Learning style 21%, Auditory 19%, Tactile 14%, while Visual has
only 13% and the least used style is Kinesthetic 11%. We can say that Grade 12 students can study well
with others and want to do things with a group in times of exam or for their performance grade but they
do not use hand gestures, actions and movements when they study.
33
IV. LEARNING STYLE ACCORDING TO THEIR AVERAGE GRADE.
4.1 Learning style of the students having 90-92 Average grades.

Auditory 60 19%
Group 60 19%
Individual 73 23%
Kinesthetic 40 13%
Tactile 36 12%
Visual 42 14%
Total 311 100%
The table above shows that 23% of the students in the Average grade of 90-92 uses Individual
Learning style, next to it is Group & Auditory Learning style has 19%, Visual 14%, Kinesthetic has only
13% and the least used style is Tactile 12%; we can say that students in the Average grade of 90-92 can
study individually and want to do things alone in times of exam but they do not use their own
experiments when studying.
34
4.2 Learning styles of the students having 93-95 Average grades.
Auditory 154 18%
Group 167 20%
Individual 190 23%
Kinesthetic 92 11%
Tactile 118 14%
Visual 114 14%
Total 835 100%
The table above shows that 23% of the students in the Average grade of 93-95 use Individual
Learning style, next to it is Group 20%, Auditory Learning style has 18%, Tactile & Visual has only 14%
and the least used style is Kinesthetic 11%. We can say that students in this Average grade can study
individually and want to do things alone in times of exam and cannot study well when they use actions
or movements.
35
4.3 Learning styles of the students having 96-98 Average grades.
Auditory 59 18%
Group 69 21%
Individual 70 22%
Kinesthetic 36 11%
Tactile 47 15%
Visual 42 13%
Total 324 100%
The table above shows that 22% of the students in the Average grade of 96-98 uses Individual
Learning style, next to it is Group 21%, Auditory Learning style has 18%, Tactile 15%, Visual has only
13% and the least used style is Kinesthetic 11%. We can say that students in this Average grade can
study individually and want to do things alone in times of exam and cannot study well when they use
actions or movements.
36
4.4 Learning styles of all students in Sixto A. Abao National High School by their Average grades.
Auditory 273 19%
Group 296 20%
Individual 333 23%
Kinesthetic 168 11%
Tactile 201 14%
Visual 198 13%
Total 1, 469 100%
The table above shows that 23% of the student’s Average grades uses Individual Learning style,
next to it is Group 20%, Auditory Learning style has 19%, Tactile 14%, Visual has only 13% and the
least used style is Kinesthetic 11%; we can say that SAANHS’s students can study individually and want
to do things alone in times of exam and cannot study well when they use actions or movements.
37
CHAPTER V
SUMMARY, CONCLUSION AND RECOMMENDATION OF THE STUDY
Summary and the Conclusion of the Study
This study was conducted to know the learning styles that the students have and use quantitative
way of surveying the students. The researchers used questionnaires as an instrument to get the
information needed in this study. The first part of the questionnaire is the student’s profile that includes
their name, age, grade level and their average grade and the last part of the questionnaire are the 15
situational-based statements that enable the researchers to know their learning styles. The respondent’s
answers are based in the scale of 1 –strongly disagree, 2 –disagree, 3 –neutral, 4 –agree and 5 –strongly
agree.
The study results that half (50%) of the students are in the ages of 15-17 and 43% of the students
are in the ages of 12-14 and there are only 7% in the ages of 18-20 and for their learning styles in the
ages 12-17 the highest and the most used is Individual learning style while for the ages 18-20 the most
used is the Group learning style and the least used learning style in all ages is Kinesthetic. This result
was proven when the researchers found out that in the grade levels 7-10 which are actually in the ages of
12-17 are both having the most used learning style which is Individual while in the Grade 12 level
which are in the ages of 18-20 uses Group learning style and also found out that all grade levels has the
same least used learning style which is Kinesthetic.
In addition, is the student’s average grades that more than half of the students (57%) has the
average grade of 93-95, next to it is the average grade 90-92 where 23% of the students has and there
are only 20% of students got the highest average grade which 96-98. For their learning style: the
students that have the average grade of 90-92 uses Individual learning style (23%) and the least used is
Tactile learning style (12%) while in the average grade of 93-95 they also used Individual learning style
(23%) but the least used learning style is Kinesthetic and for the students having the average grade of 38
96-98 uses Individual learning style (22%) and also has the least used learning style which is
Kinesthetic (11%). The researchers also found out that the highest and the most used learning style in all
average grades is Individual (23%) and the least used is Kinesthetic learning style (11%).
The researchers concluded that the students in Sixto A. Abao National High School has different
learning styles in their studies and they can study well individually and find solutions in their own way
but sometimes depend on others while they lack using hand gestures, action or movement and doing
experiments in their studies. The researchers also concluded that there is a relationship between the age,
year level and average grades of the students with their learning styles that result of getting their high
grades in school.
Recommendation
The following are the researchers’ recommendation:
1. For the students that are involved in this study, to continue their way of studying in which they
are more comfortable in.
2. For the students that want to get their grades higher, to try other learning style that is fit for them
that helps them in their studies.
3. For the teachers, to be responsible for the guidance of their students in the correct and right way
of studying.
39
4. For the next researchers that wants to conduct a similar research to this, to choose a wider
population inside or outside the school vicinity.

40
REFERENCES
Damaso, L.L (1981). Effects of a proposed program of group learning strategies on the study habits and
attitudes of freshmen college students.
Gonzalvo, R. P. (2011). Masiningnapakikipagtalastasanparasaakademikong Filipino: Batayangaklatsa
Filipino 1 – antastersarya.
Ramirez (1967).Non-intellective factors in high school academic achievement of high-ability students.
Rodrigo, M. C. (2009). Komunikasyonsaakademikong Filipino: Filipino 1, p. 171-172, 185-186.
Tilan, L. B. (2003). Effects of small-group activities on the Mathematics achievement and attitude of the
third year high school students.
Tomas, V. S. (1980). The relationship of academic achievement, study habits and attitudes, self-concept,
and mental ability of the Nueva Vizcaya State Institute of Technology High School (Main) Students.
Constantinidou, F. and Baker, S. (2002). Stimulus modality and verbal learning performance in normal
aging.Brain and Language, 82(3), 296–311.
Rourke, B., Ahmad S., Collins, D., Hayman-Abello, B., Hayman-Abello, S., and Warriner, E. (2002).
Child clinical/pediatric neuropsychology: some recent advances. Annual Review of Psychology, 53,
309Ð339.
University of Pennsylvania (2009). Visual Learners Convert Words To Pictures In The Brain And Vice
Versa, Says Psychology Study. ScienceDaily. Retrieved July 10, 2011, from
http://www.sciencedaily.com/releases/2009/03/090325091834.htm
www.businessballs.com/aboutus.htm
41
Sample Questionnaire
Name: Age:
Average grade: Gender:
Direction: Encircle the column of your appropriate answer.
Scale: 1 – strongly disagree, 2 – disagree, 3 – neutral, 4 – agree, 5 – strongly agree.

42
1. I can study well when listening to radio than watching

films or television. 5 4 3 2 1
2. I listen to the musuc in the radio, tape, CD and I know 5 4 3 2 1

the tune of the different song.
3. I listen to the music while studying. 5 4 3 2 1
4. I choose group sports like volleyball/basketball than solo

sports like swimming/ jogging. 5 4 3 2 1
5. I like sharing to other people or group of what I know

5 4 3 2 1
about the assignment.
6. I am leader. 5 4 3 2 1
7. I have an opinion that is different from my classmates. 5 4 3 2 1
8. I have my own way of studying that I won’t tell to

anyone. 5 4 3 2 1
9. I always think of my dreams in life. 5 4 3 2 1
10. I like doing things that practices my hands like, sewing, 5 4 3 2 1

carving, carpentry.
11. I used hand gestures when talking to others. 5 4 3 2 1
12. I like making my own reviewer for my studies. 5 4 3 2 1
13. I like making experiments that is based on my studies. 5 4 3 2 1
14. I am sensitive in the colorful things. 5 4 3 2 1
15. I am fond of thinking logical sequences when I saw a 5 4 3 2 1

problem on the board.

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SIXTO A.

ABAO NATIONAL HIGH SCHOOL

Effective Learning Styles in getting High grades of the students

In Sixto A. Abao National High School

The Teacher of Senior High School

Of Sixto A. Abao National High School

The Requirements for the Subject

Jessa Mae V. Abian

Vianah Eve A. Escobido

Rodniel John P. Ocate

John Maynard C. Mondoñedo

Nikko Rey A. Rayon

Shiela Marie M.Virtucio

Statement of the Problem 19

Scope and Delimitation of the study 19

Importance of the study 21

Chapter II – Related Studies and Literature 23

Chapter III – Methodology of the Study 27

Chapter IV – Data Presentation and Analysis

Chapter V – Summary, Conclusion and Recommendation

because of them this study will not be realized.

making this research successful for the requirements of Practical Research 1.

Thank you for giving us full support! God bless.

Name: Jessa Mae V. Abian

Address: Pontod, Mahinog, Camiguin Province

Date of Birth: May 17, 2000

Place of Birth: Camiguin General Hospital

Marital Status: Single

Elementary: Kauswagan Central School

Junior High School: Sixto A. Abao National High School

Senior High School: Sixto A. Abao National High School

General Academic Strand

Name: Vianah Eve A. Escobido

Address: Hubangon, Mahinog, Camiguin Province

Date of Birth: May 16, 2000

Place of Birth: Cebu General Hospital

Marital Status: Single

Elementary: Hubangon Elementary School

Junior High School: Sixto A. Abao National High School

Senior High School: Sixto A. Abao National High School

General Academic Strand

Name: Meziel A. Loor

Address: Jang, Poblacion, Mahinog, Camiguin Province

Date of Birth: September 27, 1999

Place of Birth: Owakan

Marital Status: Single

Elementary: Tacangon Elementary School

Junior High School: Sixto A. Abao National High School

Senior High School: Sixto A. Abao National High School

General Academic Strand

Special Interests: Singing, Reading, Playing and Eating.

Name: John Maynard C. Mondoñedo

Address: San Isidro, Mahinog, Camiguin Province

Date of Birth: May 30, 2000

Place of Birth: San Isidro

Marital Status: Single

Elementary: San Isidro Elementary School

Junior High School: Sixto A. Abao National High School

Senior High School: Sixto A. Abao National High School

General Academic Strand

Name: Jerly I. Ocleda

Address: Tubod, Mahinog, Camiguin Province

Date of Birth: April 13, 2000