LEARNING STYLE AND COURSE ALIGNMENT AMONG GRADE 11 STUDENT OF

SAGAYEN NATIONAL HIGH SCHOOL

A Quantitative Research Presented

TO SENIOR HIGH SCHOOL FACULTY
Sagayen National High School
Sagayen, Asuncion, Davao del Norte

In Partial Fulfillment
of the Requirements for the Subject
PRACTICAL RESEARCH 3
SECOND SEMESTER
School Year 2019 - 2020

JHUN ELY BHOY P. CAMPOMANES

QUEENY L. CAPANGPANGAN
JENEFER DISTRO

November 2019
 Chapter 1

INTRODUCTION

In Sagayen National High School the students believe that it is the powerhouse

of education. They develop and produces the quality of education you'd wishes to have.

A skillful students with full of ability. Hence, in choosing a course for college even in a

senior high school is a very difficult task to do because it will reflect on what you will be

in the future. The school had an average rate of students who does not know on what

they will become in the future because they did not know their ability and skills well.

This study indicates the relationship of the learning style and course alignment.

Objectives

1. To describe the level of the learning style in terms of;

1.1 concrete experiences
1.2 reflective observation
1.3 abstract conceptualization
1.4 active experimentation

2. To describe the level of the course alignment in terms of;

2.1 characteristics
2.2 values
2.3 interests
2.4 skills
2.5 personality

3. To determine the significant relationship of the learning style and the course
alignment.
4. To determine which domain of learning style significantly affect to the course
alignment.

Hypothesis
1. There is no relationship between learning style and the course alignment.
2. There is no domain of learning style significant affect to the course alignment.

Conceptual Paradigm

Learning Style Course Alignment

 Concrete Experiences  Characteristics

 Values
 Reflective Observation
 Interests
 Abstract  Skills
Conceptualization  Personality

 Active Experimentation

Theoretical Framework

Watson and Stead (1999) supported the theory of Holland, pronounced that a

clear understanding of the characteristics of the individual who is making the career

choice involves the investigation of the characteristics of the chosen work environment

in order to ensure the best possible ‘goodness of fit’ or match. In short, the better the

match the more likely the individual is to adjust to, and thrive in, the chosen field of

work.

The study is anchored on the theory of Holland (1997) which states that in order

to make an informed career decision many factors have to be taken into account, such

as the individual’s unique characteristics, values, interests, skills, and personality.

Career satisfaction contributes significantly to the general happiness, stability and well-
being of adults. In order to experience career satisfaction, an individual has to first make

a fitting or appropriate career choice. Individuals will select, and be more content in a

work environment that corresponds to their personality type, attributes, decision-making

style, and career maturity.

Kolb's experiential learning style theory is typically represented by a four stage

learning cycle in which the learner 'touches all the bases. Concrete Experience,

reflective observation, abstract conceptualization and active experimentation.

Kolb's learning theory (1974) sets out four distinct learning styles, which are

based on a four-stage learning cycle, Kolb explains that different people naturally prefer

a certain single different learning style. Various factors influence a person's preferred

style. For example, social environment, educational experiences, or the basic cognitive

structure of the individual.