Literature 1

A research studies about motivation and academic

performances in English among Grade 9 students of Agricultural

Science and Technology School in 2015. The researcher, John Paul

Santos conducted a study in order to understand how students’

motivation is influenced by their behavior in terms of gender,

monthly income, parents’ educational attainment, and size of the

family among the students. The researcher employed a Quantitative

Research design. A Descriptive survey method was used. Data were

tabulated, interpreted and analyzed using frequencies,

percentages, mean standard deviation and Pearson product

correlation. A total of 27 grade 9 students S.Y. 2014-2015 were

chosen to participate in this study. The distribution of the

total sample consisting of 9 female and 18 male grade 9 students

for the whole school year. A purposive sampling was used in

choosing the respondents since the researcher is a teacher from

the Agricultural Science and Technology School.

The results of the study revealed that the majority of the

students are male, with 16 years old and belonging in a small

family. Majority of the grades of the grade 9 students had an

average academic performance, followed by low academic

performance and high academic performance. The dimension of

motivation showed that the factor of motivation among students

are average to high.

The data results revealed that there was a significant

relationship between the motivation of the students and academic

performances in English among Grade 9 students.

Literature 2

A research studies about learning strategies and learning

styles used by students in Social Studies has been conducted by
the researchers Tugba Kafadar and Bayram Tay in Turkey in 2014.
The researchers employed a Quantitative research design
specifically a Descriptive (survey) model in this research in
order to identify learning strategies used by students of 5th,
6th and 7th classes and their learning strategies in social
studies. In their study, the secondary schools in central
district of Kayseri Province are the respondents. From the
numerous schools, 4 schools were specified by means of stratified
random sampling of students of 5th, 6th and 7th classes. A total
of 1,484 student respondents from different level was been
studied. 585 5th grade, 509 6th grade and 390 7th grade has been
part of this research.

As a result of the research it was identified that while

students mostly use affective strategies, they use coding and
monitoring strategies at very least, they have mainly
decomposition style and this style is followed by arrangement,
assimilation and alteration styles. Furthermore, it has been
recognized that students’ learning strategies are changing
according to learning styles they have. It is concluded that in
all learning strategies the students who have decomposition
learning style use strategy more in significant level than those
who have assimilation style.

Literature 3

A research study conducted by Deborah Grossmann about

cognitive style and strategy used by successful and unsuccessful
learners has been studied in Switzerland in 2011. The researcher
adopted a Quantitative descriptive research design through a
survey. A purposive sampling technique was used in the study as
well as convenience sampling technique has been used in gathering
the respondents since all respondents are attending the
researchers’ class. Data were obtained through a structured
questionnaire administered on 19 respondents.

Significant findings from this study has been reported such

as; Setting clear goals appears to be important for success in my
classroom. Although successful learners generally use more
strategies than their unsuccessful counterparts, the nature of
strategy use was found to be extremely individualistic. Even
though each cognitive style group does appear to demonstrate
similarities in their use of strategies, these patterns appear to
differ between successful and unsuccessful learners. Successful
learners appear to use strategies that support the strengths and
counteract the weaknesses associated with their cognitive style,
once more possibly providing an explanation for the learners’
success at language learning.

Literature 4

A recent study has been conducted in Thailand in 2017 about

learning strategies by EFL students with different learning
styles by Urarat Parnrod et.al. according to the researchers, in
order to develop teaching and learning in language classroom, an
investigation on how learning styles influenced the use of
learning strategies from learners studying at different levels or
in different contexts. The researchers employed a Quantitative
descriptive research design through a survey. A purposive
sampling technique has been used as well as convenience sampling
technique with regards of choosing the respondents. The
participants of the study were 79 out of 99 undergraduate
students (N=80%) in Foreign Language Program at Songkhla Rajabhat
University, Thailand.

The data obtained, revealed that the majority of the

students are Kinesthetic learn style, followed by Group learning
style, Auditory learning style, Individual learning style,
Tactile learning style and Visual learning style. Significant
findings have been established that most students from all
learning styles preferred using metacognitive strategies to
improve their language skills. It was also found that the
students who are from Group learning style tended to use
cognitive strategies to enhance them succeed in language
learning, whereas those from Individual Learning style intended
to use metacognitive strategies to help them develop language
skills.

Literature 5

A study on the relation between learning styles, the Big Five

personality traits and achievement motivation in higher education
has been studied by Busato et.al. in Netherlands. Subjects were
about 900 university students. Participants were first-year
psychology students at the University of Amsterdam. A purposive
sampling was used in choosing the respondents. These students
participated obligatorily in the so-called ``test-week'', which
is held every year for freshmen psychology students at this
university. During this ``test-week'', a great variety of
psychological tests are administered, including the tests
measuring the variables under consideration. A Quantitative
research was employed in the study. A correlational and
regressional analyses was also employed in determining the
results.

Significant finding are; extraversion correlated positively

with the meaning directed, reproduction directed and application
directed learning style. Conscientiousness was associated
positively with the meaning, reproduction and application
directed learning style, and negatively with the undirected
learning style. Openness to experience correlated positively with
the meaning and application directed learning style, and
negatively with the undirected learning style. Besides, it was
found that neuroticism correlated positively with the undirected
learning style and negatively with the meaning and reproduction
directed learning style. Agreeableness was associated positively
with the reproduction and application directed learning style.
Positive correlations were found for achievement motivation with
the meaning, reproduction and the application directed learning
style, and a negative one with the undirected learning style.
Regression analyses confirmed these patterns. Although there was
some systematic overlap for the four learning styles with
personality variables and achievement motivation, the conclusion
is that it certainly makes sense to measure these three groups of
variables separately in educational settings.
The researcher would like to present the following literature
that may help to guide her to the conduct of this study;

Literature Research Sampling Respondent Significant

Design Technique Findings
1.MOTIVATION Quantita- Purpo- 27 grade 9  The results of
AND ACADEMIC tive students the study
sive
revealed that the
PERFORMANCE  Descrip- sampling majority of the
IN ENGLISH students are
tive
male, with 16
AMONG GRADE survey years old and
9 STUDENTS belonging in a
method
small family.
OF AGRICUL  Majority of the
TURAL AND grades of the
grade 9 students
TECHNOLOGY had an average
SCHOOL academic
performance,
followed by low
academic
performance and
high academic
performance.
 The dimension of
motivation showed
that the factor
of motivation
among students
are average to
high.
 The data results
revealed that
there was a
 significant
relationship
between the
motivation of the
students and
academic
performances in
English among
Grade 9 students.

Quantita- Strati- A total of  As a result of

2. LEARNING tive fied 1,484 the research it
STRATEGIES  Descrip- random student was identi-fied
AND LEARNING tive sampling respondents that while stu-
STYLES USED survey from dents mostly use
BY STUDENTS method different affective
IN SOCIAL level was strategies, they
STUDIES been use coding and
studied. 585 monitoring
th
5 grade, strategies at
th
509 6 very least, they
grade and have mainly
390 7th decomposition
grade style and this
style is followed
by arrangement,
assimilation and
alteration
styles.
Furthermore, it
has been
recognized that
students’
learning
 strategies are
changing
according to
learning styles
they have.
It is concluded
that in all
learning
strategies the
students who have
decomposition
learning style
use strategy more
in significant
level than those
who have
assimilation
style.

COGNITIVE Quantita- Purpo- 19 respon-  Significant

STYLE AND tive sive Dents enrol- findings from
STRATEGY  Descrip- sampling led in class this study has
USED BY tive been reported
SUCCESSFUL survey such as; Setting
AND method clear goals
UNSUCCESSFUL appears to be
LEARNERS important for
success in my
classroom.
 Although
successful
learners
 generally use
more strategies
than their
unsuccessful
counterparts, the
nature of
strategy use was
found to be
extremely
individualistic.
 Even though each
cognitive style
group does
appear to
demonstrate
similarities in
their use of
strategies,
these patterns
appear to differ
between
successful and
unsuccessful
learners.
 Successful
learners appear
to use strategies
that support the
strengths and
counteract the
weaknesses
 associated with
their cognitive
style, once more
possibly
providing an
explanation for
the learners’
success at
language
learning.

LEARNING Quantita- Purpo- 79 out of 99  The data

STRATEGIES tive sive under- obtained,
BY EFL  Descrip- sampling graduate revealed that the
STUDENTS tive students majority of the
WITH survey (N=80%) students are
DIFFERENT method Kinesthetic learn
LEARNING style, followed
STYLES by Group learning
style, Auditory
learning style,
Individual
learning style,
Tactile learning
style and Visual
learning style.
 Significant
findings have
been established
that most
students from all
learning styles
 preferred using
metacognitive
strategies to
improve their
language skills.
 It was also found
that the students
who are from Group
learning style
tended to use
cognitive
strategies to
enhance them
succeed in
language learning,
whereas those from
Individual
Learning style
intended to use
metacognitive
strategies to help
them develop
language skills.

THE RELATION Quantita- Purpo- 900 univer-  Significant

BETWEEN tive sive sity stu finding are;
LEARNING  Descrip- sampling dents. extraversion
STYLES THE tive Participants correlated
BIG FIVE survey were first- positively with
PERSONALITY method year psycho- the meaning
TRAITS AND logystudents directed,
ACHIEVEMENT at the Unive reproduction
MOTIVATION rsity of directed and
IN HIGHER Amsterdam. application
EDUCATION directed learning
style.
 Conscientiousness
was associated
positively with
the meaning,
reproduction and
application
directed learning
style, and
negatively with
the undirected
learning style.
 Openness to
experience
correlated
positively with
the meaning and
application
directed learning
style, and
negatively with
the undirected
learning style.
Besides, it was
found that
neuroticism
correlated
positively with
 the undirected
learning style
and negatively
with the meaning
and reproduction
directed learning
style.
 Agreeableness was
associated
positively with
the reproduction
and application
directed learning
style. Positive
correlations were
found for
achievement
motivation with
the meaning,
reproduction and
the application
directed learning
style, and a
negative one with
the undirected
learning style.