LEARNING STYLES OF THE GRADE 6 PUPILS FOR ENGLISH SUBJECT:

BASIS FOR A PROPOSED ENHANCED CLASSROOM ACTIVITY

A Thesis Presented to

The Faculty of the Graduate School

Good Samaritan Colleges

Cabanatuan City

In Partial Fulfillment

of the Requirements for the Degree

Master of Arts in Education

Major in Educational Management and Leadership

PATRICIA ANN P. MACARAEG

March 2020

APPROVAL SHEET

1
 This thesis entitled, “LEARNING STYLES OF GRADE 6 PUPILS FOR ENGLISH: BASIS

FOR A PROPOSED ENHANCED CLASSROOM ACTIVITY”, prepared and submitted by PATRICIA ANN

P. MACARAEG, in partial fulfilment of the requirements for the degree, Master

of Arts in Education (MAED) major in Educational Management, has been examined

and is recommended for acceptance and approval for oral examination.

ROMMEL P. REGINALDO, Ph.D.

Adviser

THESIS COMMITTEE

ISIDRO C. SIA, MD., PhD.

Chair
JIMMY N. TORRES, Ph. D MARK KEVIN VIDAR
Member Member

PANEL OF EXAMINERS
Approved by the Committee on Oral Examinations on April 6, 2019 with a
rating of 1.32.

ROWENA T. ULALAN, Ph.D.

Chair

ESTRELLA S. CUARESMA, Ph.D. DIVINA PADILLA MAN, Ph.D.

Member Member

JIMMY N. TORRES, Ph. D

Member

Accepted and approved in partial fulfilment of the requirements for the

degree, Master of Arts in Education (MAED) major in Educational Management.

Comprehensive Examinations Passed on March 2 and 9, 2019.

ISIDRO C. SIA, MD., PhD.

Dean, Graduate School

ABSTRACT
2
 Learning styles refers to the unique ways an

individual processes and comprehends information and

skills. In this paper, the researcher aimed to document the

various learning styles and strategies in English subject

of the Grade 6 pupils as basis for a proposed enhanced

classroom activity.

The method of research that was utilized in this study

is descriptive technique because descriptive research gives

details and describes the condition of the problem and the

demographic profile of the respondents as well as its

relationship to the difficulty that the researcher is

trying to be resolved.

The researcher chose this method of research because

it was the most appropriate method in describing the

prevailing learning style and learning strategies of

learners.

ACKNOWLEDGEMENT

3
 The researcher would like to convey her sincerest

thanks and gratitude to all the people who extended help in

the completion of this study.

Dr. Rommel P. Reginaldo, her research adviser, for the

much needed encouragement and untiring support from the

inception to the completion of this piece of work;

Dr. Estrella S. Cuaresma, Dr. Noel M. Londerio and Dr.

Rowena T. Ulalan, the members of the defense panel, for

their valuable comments and suggestions for the improvement

of some points of this humble piece of work;

Dr. Ronaldo A. Pozon, CESO V, Schools Division

Superintendent, Tarlac Province, for giving the permission

to conduct the research;

All English Grade 6 teachers and grade 6 pupils of

public elementary schools in Paniqui North District, for

the time spent as respondents;

4
 To GOOD SAMARITAN COLLEGES, for providing needed

information needed for the course;

To her family, friends, colleagues, for the

unconditional love and support which greatly help the

researcher to pursue this study;

Above All, to Almighty God, who gave her the strength,

guidance, encouragement, and inspiration.

To God be the glory.

- patricia

DEDICATION

This study is wholeheartedly dedicated to my husband

and kids, Rhicxian Yszobel and Raphael Ynigo, who have been

my source of inspiration, and strength when I thought of

giving up.

5
 To my parents who continually provide their moral,

spiritual, emotional and financial support.

To my friends, co-teachers, adviser, and Good

Samaritan Colleges who shared their words of advice and

encouragement to finish this study.

And lastly, I dedicate this book to the Almighty God,

for the guidance, strength, power of mind, protection and

skills, and for giving us a healthy life.

All of these, I offer to you.

- patricia

TABLE OF CONTENTS

Page
Title Page _ 1

Approval Sheet 2

Abstract 3

Acknowledgements 4

Dedications 6
6
Table of Contents 7

CHAPTER 1. The Problem and Its Setting

Introduction 9

Review of Related Studies 12

Theoretical Framework 13

Statement of the Problem 20

Hypothesis 22

Significance of the Study 22

Scope and Delimitation of the Study 24

Definition of Terms 25

CHAPTER 2. Research Methodology

Research Design 27

Research Locale 28

Respondents of the Study 30

Research Instrument 31

Reliability and Validity of the Instrument 34

Data Gathering Procedures 34

Data Analysis Technique 35

Chapter 3. Results and Discussion

Problem No.1. 38

Problem No.2. 43

7
Problem No.3. 56

Problem No.4. 60

Problem No.5. 63

Chapter 4. Summary, Conclusions and Recommendations

Conclusions 74

Recommendations 76

REFERENCES 78

APPENDICES

Appendix A Questionnaire 84

Curriculum Vitae 94

Chapter 1

INTRODUCTION

The Problem and Its Setting

During teaching process, the researcher noticed that

students learn in different ways. In order to meet

students’ needs in terms of their different learning

styles, it became necessary to use certain activities; this

was especially in the case of learners with low academic

performance. The researcher, as teacher, should take

8
advantage of the students’ learning styles and create an

environment in which all the members of the classroom will

feel comfortable.

Considering what was observed in the classroom that

the researcher chose for the project, the main focus of

this paper is to identify the learning styles used by the

students with low academic performance in learning a

foreign language and afterwards give an account of the role

they played in the learning process as well as the factors

that allowed them to explore their styles.

As advocates across the globe and continue to push for

best teaching and learning practices in schools, classroom

practices in the traditional way of teaching and

administering examination at the end of the term continue

to be the best tool of teaching. Considering the different

learning styles of the learners will be serve as a key for

their academic success. Many teachers might not be aware of

the various learning styles of each learners and even they

do, some of them do not considered it to be of any

significance to the students’ learning. Teacher classroom

practice must take into consideration students’ holistic

9
academic achievement, focusing specifically on the unique

needs of each learner for maximum benefit from instruction.

Felder and Brent (2005:57) highlight this when they

note that ‘Students have different levels of motivation,

different attitudes about teaching and learning, and

different responses to specific classroom environments and

instructional practices. The more instructors understand

students’ differences, the better chance they have of

meeting the diverse learning needs of all of their

students’. The authors further add that, with the wide

spectrum of teaching methods different teachers prefer

different methods that include lecture and demonstrations

or activities; yet others focus on principles,

applications, memory and others understanding. Moreover,

how much a given student learns in a class is governed in

part by that student’s native ability or innate strength

and prior preparation but also by the compatibility of the

student’s attributes as a learner and the instructor’s

teaching style.

On the other hand, knowing students’ learning style

requires administering a learning style inventory in

10
addition to assessing the learning behaviors of the

students by observation. The awareness of the teachers in

students’ learning style increases the teachers’

sensitivity to the differences in their pupils (Kauchak &

Eggen, 2011). This knowledge also enables the teachers to

treat their pupils as individuals. The teachers being aware

of the pupils’ learning styles will now have the capacity

to assist pupils to identify their best and most effective

mode of learning and studying. This in turn will bring

about improved learning outcomes. When teachers encourage

pupils to think about how they learn best, they have

provided a powerful learning tool their pupils can use

throughout their lifetime (Kauchak & Eggen, 2011).

As a teacher, it is a must to be aware of our learners

learning style for us to serve them the best approach that

suited to their being unique. Teachers like us should bear

in mind that the best manifestation of who we are, is

actually the kind of learners that they can become.

Review of Related Literature and Studies

11
 The researcher conducted this paper to give an

overview for the readers to fully understand the learning

styles and strategies in English Subject of the Grade Six

Pupils of the Paniqui North District: Basis for a Proposed

Enhanced Classroom activity. This paper is in point of a

fact about having learning styles and strategies of the

pupils and how it will be used as a basis for an enhanced

classroom activity.

Theoretical Framework

Language learning strategies are identified through

self-report. Although self-report may be inaccurate if the

learner does not report truthfully, it is still the only

way to identify learners mental processing. As Grenfell &

Harris {2000) have so aptly stated:

“It is not easy to get inside the ‘black box' of the

human brain and find out what is going on there. We work

with what we can get, which, despite the limitations,

provides food for thought."

Learning strategies are for the most part

unobservable, though some may be associated with an

12
observable behavior. For example, a learner could use

selective attention (unobservable) to focus on the main

ideas while listening to a newscast and could then decide

to take notes (observable) in order to remember the

information. In almost all learning contexts, the only way

to find out whether students are using learning strategies

while engaged in a language task is to ask them. Verbal

report data are used to identify language learning

strategies because observation does not capture mental

processes (Cohen, 2000).

Strategies in learning the English language were first

separated into those that directly affect a specific

learning task such as memory strategies for vocabulary) and

those that make a more indirect contribution (such as

planning and self-management for any type of task).

Recently Hsiao and Oxford (2004) claimed that the Oxford’s

system of six basic types of language learning strategies

(Metacognitive, Cognitive, Memory, Compensation, Social,

and Affective) was superior in accounting for the variety

of strategies reported by language learners.

13
 The most frequent and efficient method for identifying

students’ learning strategies is through questionnaires.

The limitations are that students may not remember. the

strategies they' have used in the past, may claim to use

strategies that in fact they do not use, or may not

understand the strategy descriptions in the questionnaire

items. For these reasons, some studies have developed

questionnaires based on tasks that students have just

completed, reasoning that students will be more likely to

remember and to report accurately if little time has

elapsed. The limitations of this approach are that, to

date, there has been no standardization' of either tasks or

fellow-up questionnaires, so that it is impossible to make

comparisons across studies (Fan, 2003).

Various classification systems have sought to group

individual strategies within larger categories. Strategies

were first separated into those that directly affect

specific learning task (such as memory strategies for

vocabulary) and those that make more indirect contribution

(such as planning and self-management for any type of

task), then further divisions were made by various

14
researchers (Chabot, 2004). Recently Hsiao and Oxford

(2002) conducted a corporative study of three

classification systems used in the field and found that the

system of six basic types of language learning strategies

(Metacognitive', Cognitive, Memory, Compensation, Social,

and Affective) was superior in accounting for the variety

of strategies reported by language learners.

Language learning strategy classification schemes have

generally been developed for research purposes. However, in

the discussions surrounding the various ways of naming;

describing, and classifying language learning strategies,

little attention has been paid to students' learning goals

or teachers' instructional goals. These goals can be

expected to vary by general purpose in learning or teaching

a new language, such as the need for survival communication

skills, a foreign language requirement in school, academic

study in a second language at different educational levels,

passing examinations, traveling to a country where the

target language is spoken, advanced translation

interpretation, and the like. The context of learning,

shaped by the educational/cultural values of the society in

15
which individuals are studying a new language, combined

with language learners’ goals together determine the types

of learning tasks engaged in and thus the types of learning

strategies that can be expected to best assist learning.

Therefore, it seems that different sets of language

learning strategies and. hence different or modified

classification systems can, coexist for researchers. For

example, in a language class where students are trying to

develop basic interpersonal communication skills (Cummins,

2000) in order to interact with speakers of the target

language, many social (or communication), compensatory, and

affective learning strategies would be helpful. But if

students are preparing for an examination that focuses on

vocabulary and grammar, then memorization strategies can

work very well and affective strategies for controlling

anxiety can be beneficial. And if students are learning a

second language in an academic context, a repertoire of

cognitive learning strategies (perhaps combined with

affective strategies to develop self-efficacy will be

helpful with academic reading, listening, writing, and

speaking tasks.

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 Overseeing the choice and application of learning

strategies is the learner’s metacognition or understanding

of his or her own thinking and learning processes. A

metacognitive model has been developed for organizing

learning strategy instruction that includes four recursive

(rather than sequential) processes: planning, monitoring,

problem-solving, and evaluating. In this model teachers

select learning strategies to teach depending on the point

in a learning task in which students need the most help.

For example, students who do not seem to realize that a

learning task is not progressing well can be taught to

monitor their comprehension, production, or recall so that

they can identify difficulties and select problem-solving

strategies to address the difficulties (Chabot, 2001). A

variant of this model has the learner's problem-solving

goals at the center of a circular' model (NCLRC, 2004).

Surrounding these learner goals are the metacognitive

strategies of planning, monitoring, managing learning, and

evaluating language learning and learning strategy

effectiveness. Task-based learning strategies comprise the

outer circle of the model and are grouped into four

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 categories: use what you know, use your imagination, use

your organizational skills, and use a variety of resources.

The purpose of both metacognitive models is to help

teachers implement learning strategy instruction. Teacher

resource guides developed for elementary' immersion

classrooms, high school foreign language classrooms, and

higher education foreign language classrooms apply this

model to classroom instruction (NCLRC, 2004).

INPUT PROCESS OUTPUT

The profile of 1.Data

the Grade Six Gathering 18
Pupils in terms Approach:
of: *survey
1.1. Age questionnaire
;
1.2. Sex *unstructured
 Figure 1. Paradigm of the Study

Statement of the Problem

This study aimed at assessing the learning styles and

strategies in English subject of the grade six pupils to

enhance the instruction of English and correlate them with

selected profile variables.

Specifically, this study sought to answer the

following:
19
 1. How may the profile of the respondents be described

in terms of:

1.1 age;

1.2 sex;

1.3 general average in English V;

1.4 educational attainment of parents; and

1.5 socio-economic status?

2. How may the Strategies of learning English employed

by grade six pupils be described in terms of;

2.1 Memory;

2.2 Cognitive;

2.3 Compensation;

2.4 Metacognitive;

2.5 Affective; and

2.6 Social?

3. What are the preferred learning styles of grade six

pupils in learning English?

20
 4. Is there a significant relationship between the

profile variables and the learning strategies employed by

the pupil-respondents?

5. What activities may be proposed as an output of

this study?

Hypotheses

Based on the problems stated above, the following

hypotheses were formulated.

1.There is no significant relationship between the

profile variables and the learning strategies employed by

the pupil-respondents.

2. There is a significant relationship between the

profile variables and the learning strategies employed by

the pupil-respondents.

Significance of the Stud0079

This study beneficial to the following:

21
 English Teachers. The result of this study will be of

great value to teachers who wish to discover their pupils

current, learning strategies since diagnosing pupils

learning strategies is a prerequisite before beginning to

teach English. Moreover, upon identifying the pupils'

learning strategies, they will be challenged to maximize

the effectiveness of various teaching programs and

techniques suited to their pupils’ needs.

Pupils. The result of this study will provide a

feedback to the pupils as to what are the learning

strategies they employ' as 'well as the factors that hinder

them in learning the English language better.

School Heads. This study will provide the school heads

to identify the pupils’ needs in learning English and from

the findings appropriate programs and projects may be

instituted to address those needs. It is vital for them to

consider the pupil’s needs, their strengths and weaknesses.

22
 Parents. The result of this study will benefit the

parents who will be informed as to the learning strategies

their children employ and that all the assistance needed.

by their children may be readily provided.

Subject Teachers other than English. The result of

this study may provide other teachers the strategies

employed by their pupils and that they may use the results

from this study as base line information in helping their

pupils reinforced their learning in all other subjects.

Future Researchers. This study could provide relevant

literature and working knowledge to future researchers who

would wish to pursue a study on relationship of academic

and sports performance.

Scope and Delimitation

This study was delimited to determine the learning

styles and strategies in English subject of the Grade 6

Pupils Basis for a proposed enhanced classroom activity.

23
Subject of the study were 50% of Grade Six pupils drawn in

Paniqui North District, Division of Tarlac Province

enrolled during the school year 2019-2012.

Definitions of Terms

Affective. The strategies employed by the learner in

controlling ‘his fears, his anxiety as well as giving

rewards and positive motivation for himself.

Auditory Learning Style Preference. This pertains to

the learning style' preferred by the respondents since they

learn better through listening.

Cognitive. This pertains to the maximized use of

English, thus learning it better.

Compensation. This refers to the operations or steps

used by a learner that will facilitate the acquisition,

storage, retrieval or use of information.

Kinesthetic Learning Style. This is a learning style

in which learning takes place by the student actually

carrying out a physical activity, rather than listening to

a lecture or merely watching a demonstration.

24
 Learning Strategies. This refers to the techniques or

devices which a learner may use to acquire knowledge.

Metacognitive Strategies. This pertains to the noting

down and tracking down of one's mistakes committed in the

use of English and thus serve as a basis for giving more

emphasis in learning.

Perceptual Learning Styles. This pertains to the ways

that learners perceive, interact with, and respond to the

environment particular -to an individual, that are presumed

to allow that individual to learn best.

Social Strategy. The term refers to the acts done by

the learner such as seeking other's help, studying with

others and learning the culture of others, as he/she learns

English.

Memory. This pertains to remembering and recalling the

lessons learned in English by association, giving examples

and analogies.

Visual learning Style. This pertains to the learning

style preferred by the learners using images, pictures,

colors, and maps in organizing information and

communicating with others.

25
 Chapter 2

METHODOLOGY

Research Design

The method of research that was utilized in this study

is descriptive technique because descriptive research gives

details and describes the condition of the problem and the

demographic profile of the respondents as well as its

relationship to the difficulty that the researcher is

trying to be resolved.

In the same manner, Clamoring (2001) describes this

research method as something that focuses on the present

26
condition. Its purpose is to find new truths that provide

facts in which scientific judgment may be based. This

further emphasized that the purpose of this method is to

secure evidence concerning the existing or current

condition, to identify the standard norms which to compare

the present in order to plan the next step. The researcher

chose this method of research because it was the most

appropriate method in describing the prevailing learning

style and learning strategies of learners.

Research Locale

History of Paniqui North District

Paniqui was originally a part of Pangasinan. It is the

oldest town founded in 1754 by the Spaniards. At first,

Paniqui was situated west of Tarlac River. Because of the

attacks by Negritos, the Spaniards decided to move the town

east of the river. But, because of flooding, it was moved

several times until it was settled in acocolao, two

kilometers from the present town. In 1720, Paniqui, became

a sitio of Dagupan and name the sitio as mangang

27
marikit where bats or paniki swarmed at twilight.

Today, mangang marikit is a part of Guimba, Nueva Ecija. It

was in sitio acocolao where Sultan Alimudin was baptized in

1750.

Originally, Paniqui is divided into two (2) districts

that is the Paniqui North District and the Paniqui South

District wherein 17 school composes the Paniqui North

District and 16 school composes Paniqui South District,

until last 2017 where it has been divided into three (3)and

Paniqui West District was born. (See Figure 1. Map)

28
Table 1. Distribution of Respondents

No. of No. of Total 50% of Pupil-

Male Female No. of Respondents
Name of School pupils

Apulid E/S 21 32 53 26
Baltazar E/S 15 15 30 15
Cojuangco E/S 24 26 50 25
Del Valle E/S 23 23 46 23
Manaois E/S 15 11 26 13
Paniqui North Central E/S 79 92 171 86
29
Salomague E/S 17 17 34 17
San Isidro E/S 24 26 50 25
Sta.Ines E/S 23 21 44 22
Tablang E/S 24 21 45 23
Ysidra Cojuangco E/S 24 33 57 28
Total 289 317 606 303

Respondents of the Study

The main subjects of the study were the 50% of

grade six pupils in Paniqui North District, Division of

Tarlac Province during the school year 20019-2020.

The sampling technique employed was the systematic

random sampling procedure where in 50% of grade six pupils

enrolled, every even number listed in an alphabetically was

drawn until 303 names were drawn as samples.

Research Instruments

1. The main instruments used in this study were the

questionnaires, namely, the Strategy Inventory for Language

Learning (SILL) and the Perceptual Learning Style

Preference Questionnaire

1.1. Description. The SILL Strategy-Inventory for

Language Learning (SILL) and the-Perceptual Learning Style

Preference Questionnaire developed by Reid (Centre for

Language Studies, National University of Singapore, 2004)

30
was composed of six parts namely, Memory Strategies with 9

items Cognitive Strategies with 14 items; Compensation

Strategies with six items; Metacognitive Strategies eight

items; Affective Strategies with six items and Social

Strategies with five items. The items describe the learning

strategies of the respondents. The respondents are reminded

to answer the questions not how they think they should be

but how they actually learn. These questions may be

answered completely in 20-30 minutes.

Scoring

The researcher made use of the five-point Likert Scale

in this study to describe the responses of the pupil-

respondents.

The averages were interpreted as follows:

Average Range Description

4.21 to 5.00 Always

3.41 to 4.20 Often

2.61 to 3.40  Sometimes

1.81 to 2.60 Seldom

1.00 to 1.80 Never

31
 On the other hand, the Perceptual Learning-Style

Preference Questionnaire was composed of 30 items where

there were five questions for each learning category. The

questions are grouped according to each learning styles

namely, visual, auditory, kinesthetic, tactile, group and

individual.

For the Perceptual Learning-Style Preference

Questionnaire the numerical values are added under each of

the learning styles and interpreted as follows:

Range Description

4.21 to 5.00 Strongly Agree

3.41 to 4.20 Agree

2.61 to 3.40 Undecided

1.81 to 2.60 Disagree

1.00 to 1.80 Strongly Disagree

1.2. Administration of Questionnaires. The

questionnaires were personally administered by the

researcher. She scheduled the pupils in groups of 10 to

meet with her axed conduct the answering of the

questionnaires by group. She first explained the

32
instruction and the items to be answered after which the

students were asked to answer on their own.

There were only 303 students involved out of the 312

identified respondents since the nine students were absent

for the weeklong duration that this study was administered,

hence, the researcher decided to exclude them.

2. Observation. Another instrument used in this study

was observation which was conducted by the researcher

herself. This was done to substantiate and validate the

responses given by the respondents on the questionnaire.

Reliability and Validity of the Instruments

The researcher asked help from his adviser to

validate the questionnaire. He also asked assistance from

other faculty members of the Graduate School to critique

his instrument. The researcher also conducted dry run or

try out of the questionnaire. The result of the dry run was

considered in order to revise the said questionnaire and to

draw the desired results. The result of the test-retest

gained a value of r= 0.962 that denotes very high

correlation meaning that the instrument was valid.

33
Data Gathering Procedures

The researcher asked permission to conduct a study

in the District of Paniqui North from the Schools Division

Superintendent of Tarlac Province. When the request was

approved, the researcher also asked the approval of the

public school’s district supervisor and school principals

through a written request wherein the approval letter of

the Schools Division Superintendent was attached which were

brought personally by the researcher to each of the

classroom advisers of 11 schools in the district. They were

requested for a fifteen-minute orientation as to the

importance of the study and how it may help every teacher

and pupils and also ensure that their responses will be

treated with utmost confidentiality. After two weeks, the

questionnaires were retrieved personally by the researcher

and though some questionnaires were not retrieved on time,

all of them were collected the following when the

researcher went back to the schools involved.

Data Analysis Technique

34
 To allocate the statistical data of the present

study, frequency counts, percentage, and weighted mean were

utilized by the researcher.

The formula for Percentage is:

P = f x 100%

Where: P = percentage

f = frequency

N = total number of respondents

For the Perceptual Learning Style Preference, the

weighted mean was used.

The formula for the weighted mean is:

WM = ∑Wf

Where: WM = weighted mean

∑Wf = summation of weighted frequency

N = total number of respondents

35
 For the relationship between profile variables and

learning strategy, the regression analysis was in the used.

The formula to this was embedded statistical software,

MICROSTA.

Chapter 3

RESULTS AND DISCUSSION

Problem No. 1. How may the profile of the respondents

be described in terms of?

Table 2

Demographic Profile of the Respondents

AGE f %

36
 12 275 90.76
13 28 9.24
TOTAL 303 100.00
SEX f %
Male 144 47.52
Female 159 52.48
TOTAL 303 100.00
GEN. AVERAGE IN ENGLISH V f %
90-92 2 0.66
87-89 30 9.90
84-86 67 22.11
81-83 122 36.96
78-80 54 17.82
75-77 38 12.54
TOTAL 303 100.00

EDUCATIONAL ATTAINMENT OF PARENTS Mother Father

f % f %

Elementary Level 4 1.32 2 0.66

Elem. Graduate 4 1.32 4 1.32
HS Level 34 11.22 41 13.53
HS Graduate 160 52.81 155 51.16
College Level 14 4.62 23 7.59
College Graduate 86 28.38 77 25.41
With MA Units 0 0.00 0 0.00
With MA Degree 1 0.33 1 0.33
Total 303 100.00 303 100.00
Monthly Family Income f %
below 5000 29 9.57
5,000-10,000 71 23.43
10,001-15, 000 38 12.54
15,001-20,000 102 33.66
20,001-25,000 36 11.88
more than 25,000 27 8.91
Total 303 100.00
Table 2 presents the data gathered on the profile of

the respondents. From the table it can be viewed that a

great number of grade six pupils belonged to age 12. This

was represented by 275 or 90.76%. This was followed by

those whose age is 13 this was represented by 28 or 9.24%

respondents.

The data presented suggest that majority of the

respondents are “at age”. This means that most of the

37
respondents’ age is appropriate for grade six but there

were few who were a little older, but these were those who

stopped schooling due to health problems and others due to

financial constraints. Moreover, students of this age

already understand the concepts of space and time, in more

logical, practical ways gain better understanding of cause

and effect and understand calendar time (Stevens, 2006).

In terms of sex, majority of the respondents were

female. This was represented by 159 or 52.48%. The rest of

the respondents, 144 or 47.52%) are male. This is expected

because the population of the Philippines is composed of 3

females for every male (Danao, 2006). Likewise, this

finding conforms to the findings of Pascual (2008) and

Teneza (2009) who also conducted separate studies involving

grade six pupils.

In terms of the respondents’ general average in

English V, 3 great numbers of pupils obtained a grade of

81-83. This was represented by 112 (36.96%) respondents.

The next highest group of respondents obtained grades from

84-86 represented by 67 (or 22.11%) Some 54 (or 17.82%)

obtained a grade ranging from 78-80 while 38 (or 12.54%)

38
got a grade of 75-77. It was worth noting that there were

two respondents who obtained 90 to 92.

These findings suggest that the respondents had an

average performance in English since a great bulk of them

received a grade ranging from 81-83. Moreover, there were

more students having obtained higher than 83 than those who

obtained lower than 83. In the unstructured interviews,

some respondents claimed:

“We do not consider English as one of the difficult

subjects, though we cannot also consider it as easy. We

were able to follow the lesson easily unlike in Math and

Science that we have to strive hardly to be able to have a

passing mark.”

In terms of educational attainment of parents, it can

be viewed that the greatest number of mothers and fathers

were high school graduates where educational attainment for

mothers recorded a frequency of. 160 (52.81%) while those

of the fathers were 155 (51.16%) It can also be noted that

the greater bulk “f” respondents, for both mothers and

father were distributed among those who had reached high

school level, college 1evel, and college graduates.

39
 These findings indicate that the educational

attainment of parents qualify them to teach' their children

on their lessons in school. Their educational attainments

had prepared them better enough to inculcate among their

children the development of their study habits, as well as

values and behavior to be observed in school.

On the socio-economic status of the families which

indicated their monthly family income, it can be noted that

102 (or 33.66%). respondents have 15,00-120,000 monthly

incomes. This was followed by 71 (or 23.43%) whose family

income range from 5,000-10, OOO monthly. Some 38 (12.54%)

earned an average monthly income from 10,001-15,000 and 36

(or 11.88%) earned at least 20,001- 25,000 monthly. It was

also noted that there was almost the same number of

respondents whose income is below 5000 (29 or 9.57%) and

more than 25, 000 (27 or 8.91%).

The data revealed that majority of the respondents

belonged to the “low-income” group of families. With such

income at the present economic condition, the respondents

were somehow deprived of their needs. As cited in the

unstructured interviews among time respondents, some

40
parents cannot afford to have a day or two to bond with

their children and teach them the moral values because they

must devote time in earning a living. There were even times

that parents leave early in the morning for their work and

arrive home late when all their children are asleep.

Moreover, it was noted that most of the pupils have

not much financial assistance for their educational needs

such as books, enough sets of uniform and daily allowance,

thus deprive them to perform at their best in school.

Problem No. 2. How may the Strategies of learning

English employed by grade six pupils be described in terms

of;

2.1. Memory;

Table 3
Memory as learning strategy employed by Grade Six Pupils
ITEMS WM VI
1. I think of relationships between 3.75 often
what I already know and new things
I learn in English.
2. I use new English words in a 3.46 often
sentence so I can remember them.
3. I connect the sound of a new 3.66 often
English word and an image or
picture of the word to help me
remember the word.
4. I remember a new English word by 2.92 Sometimes
making a mental picture of a
situation in which the word might
be used.
5. I use rhymes to remember new 3.29 Sometimes
English words.
41
 6. I use flashcards to remember new 2.88 Sometimes
English words.
7. I physically act out new English 2.99 Sometimes
words.
8. I review English lessons. 3.43 often
9. I remember new English words or 3.25 Sometimes
phrases by remembering their
location on the page, on the board,
or on a street sign.
GRAND MEAN 3.29 Sometimes

Table 3 presents the data gathered on the survey of

strategies applied by the grade six specifically on the

Memory Strategies.

As may be viewed from the table, four out of the nine

items were verbally interpreted as “Often". These items

were “I think of relationships between what already know

and new things I learn in English" with a mean of 3.75; “I

connect the sound of a new English word and an image or

picture of the word to help me remember the word” with a

mean of 3.66; “I use new English words in a sentence so I

can remember them” with a mean of 3.46 and “I review

English lessons often” with 3.43.

Meanwhile, five items were interpreted as “Sometimes”.

These items were, “I use rhymes to remember new English

words”. with 3.29; “I remember new English words or phrases

by remembering their location on the ‘page, on the board,

42
or on la street sign” with 3.25; “I physically} act out new

English words" with 2.99: “I remember a new English word

by_ making a mental picture of a situation in which the

word might be used” and “I use flashcards to remember new

English words" with 2.88. The grand mean for the nine items

was 3.29 and was interpreted as “Sometimes."

These findings reveal that generally the grade six

sometimes find themselves doing measures to help them

effectively remember the lessons they have learned such as

making mental picture representing a word and associating a

word with their rhymes or with the pages in the book where

they were located and using these words in context clues.

Though initial efforts have been made by the pupils in

remembering more effectively, these efforts were not fully

reinforced since their 'concentration on their studies were

distracted. by several factors such as often viewing a

television, constantly using cellular phones and playing

computer games.

As explained by Shelton (2009) these distractions may

have a really disruptive effect on pupils' later retention

of that information especially in a setting where they are

43
trying to acquire knowledge and trying to retain

information in some way.

2.2. Cognitive;

Table 4
Cognitive as Learning Strategy Employed by Grade Six Pupils

ITEMS WM VI
10. I say or write new English words 3.20 Sometimes
several times.
11. I try to English speakers talk like 3.42 often
native
12. I Practice the sounds of English. 3.57 often
13. I use the English words I know in 3.57 Sometimes
different ways.
14. I start conversations in English 3.20 Sometimes
15. I watch English TV shows spoken in 3.81 often
English or go to movies spoken in
English.
16. I read for pleasure in English. 3.21 Sometimes
17. I write notes, messages, letters, 3.27 Sometimes
or reports in English.
18. I first skim an English passage 3.24 Sometimes
(read over the passage quickly) then go
back and read carefully.
19. I look for words in my own language 3.12 Sometimes
that are similar to new words in
English.
20. I try to find patterns in English. 3.26 Sometimes
21. I find the meaning of an English 3.33 Sometimes
word by dividing it into parts that I
understand.
22. I try not to translate word-for- 3.23 Sometimes
word.
23. I make summaries of information 3.36 Sometimes
that I hear or read in English.
GRAND MEAN 3.33 Sometimes

44
 As can be gleaned from the table 4, three of the items

were interpreted as “Often”. These items were “I watch

English TV shows spoken in English or go to movies spoken

in English” with 3.81; “I practice the sounds of English”

with 3.57 and “I try to talk like native English Speakers”

with 3.42. '

The remaining 11 items obtained weighted means ranging

from 3.37 to 3.12 and were all interpreted as “Sometimes.”

These items were “I read for pleasure in English” -3.21; “I

use the English words I know in different ways" 3. 37; I

make summaries of information that I hear or read in

English 3.36; “I find the meaning of an English word by

dividing it into parts that I understand” 3.33; “I write

notes, messages, letters, or reports in English" 3.27; I

try_ to find patterns in English” 3.26; “I first skim an

English passage (read .over the passage quickly) then go

back and read carefully” - 3.24; “I try not to translate

word-for-word”_3.24; “I say or write new English words

several 'times” 3.20;. “I Start motivations in English”

3.20; and “I look for words in my own language that are

similar to new words in English” 3.12.

45
 These findings indicate that the grade six pupils

sometimes practice speaking English in daily to

conversations, imitate native speakers, and try understand

conversations in an English movie, as well as writing notes

and letters in English” At ‘times, they fellow steps or

operations used in learning or problem solving that

'require direct analysis, transformation, or synthesis of

an) English learning material.

As mentioned by some students:

“There were times that we learn English by making an

agreement among our group to practice in speaking English.
We exchange messages and converse in English. Sometimes we
practice as if we are native English speakers then after a
while, we laugh at ourselves especially when we notice we
have committed a mistake in our grammar.”

2.3 Compensation;

Table 5
Compensation as Learning Strategy Employed by Grade Six
Pupils

ITEMS WM VI
24. To understand unfamiliar English 2.95 Sometimes
words, I make guesses.
25. When I can think of a word during a 2.99 Sometimes
conversation in English, I use
gestures.

46
 26. I ‘make up new words if I do not 2.98 Sometimes
know the right ones in English.
27. I read English without looking up 2.77 Sometimes
every new word.
28. I try to guess what the other 3.13 Sometimes
person will say next in English. 
29. I use a word or phrase that means 3.18 Sometimes
the same thing.
GRAND MEAN 3.00 Sometimes

The item which obtained the highest weighted mean was

“I can think of an English word; I use a word or Phrase

that means the same thing” with 3.18. This was followed by

“I try to guess what the other person will say next in

English" With 3-13. These were followed by items, "When I

can think of a word during a conversation in English, I use

gestures" - 2.99 " I make up new words if I do not know the

right ones in English” 2.98, “To understand unfamiliar

English words. I make guesses" 2.95 and “I read English

without looking up every new word” 2.77.

These findings merely show that the grade six pupils

sometimes learn the second language by guessing

intelligently the words they utter especially when the word

is new to them. At times there were situations that they

even use gestures in place of English words which they

hardly express. But the effort of expressing and learning

47
the second language was there seen in them, though this may

not be thoroughly done.

2.4 Metacognitive;

Table 6
Metacognitive as Learning Strategy Employed by Grade Six
Pupils

ITEMS WM VI
30. I try to find as many ways as I can to use my 3.40 Sometimes
English.
31. I notice my English mistakes and I use that 3.25 Sometimes
information to help me do better.
32. I pay attention when someone is speaking 3.44 Often
English.
33. I try to find out how to be a better learner 3.33 Sometimes
of English.
34. I plan my schedule so I will have enough time 2.86 Sometimes
to study English.
35. I look to people I can talk to in English. 2.75 Sometimes
36. I look for opportunities to read as much as 3.16 Sometimes
possible in English.
37. I have clear goals for improving m English 3.11 Sometimes
skills.
GRAND MEAN 3.16 Sometimes

These items were, “I try to find as many ways as I can

to use my English" , “I try to find out how to be a better

learner of English" , “I notice my English mistakes and I

use that information to help me do better”, “I look for

opportunities to read as much as possible in English", “I

have clear goals for improving my English skills". “I plan

48
my schedule so I will have enough time to study English"

and “I look for people I can talk to in English."

These findings indicate that the grade six pupils show

an initial desire to learn English. Their desire to learn

the language is very evident when they pay attention to

someone who is talking in English. Though they are not

consistent in doing this, they find other ways to learn the

language such as making themselves aware of their mistakes

and use the information in to do better the next time. At

times, they opt to talk to people who speak in English so

that they can practice their skills in speaking. Finally,

the students do a varied way to help them understand and

learn English better.

2.5 Affective;

Table 7
Affective as Learning Strategy Employed by Grade Six Pupils
ITEMS WM VI
39. I try to relax whenever 3.04 Sometimes
I feel afraid of using
English.
40. I encourage myself to 3.45 Often
speak English even when I am
afraid of making a mistake.
41. I give myself a reward 3.19 Sometimes
or treat when I do well in
English.
49
 42. I notice if’ I am tense 3.43 Often
or nervous when it is
studying or using English.
43. I write down my feelings 3.04 Sometimes
in a language learning
diary.
44. I talk to someone else 3.10 Sometimes
about how I feel when I am
learning English.
GRAND MEAN 3.21 Sometimes

Table 7 presents the data gathered on the affective

strategies employed by grade six pupils. As may be viewed

from the table, the item with the highest weighted mean was

“I encourage myself to speak English even when I am afraid

of making a mistake” With a mean of 3.45 and was

interpreted as “Often”.

This was followed by “I notice if I am tense or

nervous when I am studying or using English" with a -mean

of 3.43 (Sometimes). Another item followed, “I give myself

a reward or treat when I do well in English” with 3.10. The

two remaining items both obtained 3.04 and was interpreted

as “somewhat true”.

These findings show that as far as affective

strategies are concerned, the grade six pupils sometimes

50
manage their emotions that beset them in learning the

second language.

As cited by some pupils:

“I try to calm myself if ever I am about to recite in my

English class. I keep on telling myself, I have to
overcome that I can. This is the only way I think I can
overcome my fear.”

“When I notice that I feel nervous before an activity in

English, I tell my classmate or my teacher what I feel and
they usually tell me that I can do it”.

Though these strategies may not be often done, at

least the pupils are trying their best to reduce their

anxiety on using the second language. As pointed out by

Cummins (2000) students who control their anxiety while

learning the second language gain more benefits. Moreover,

Khaliah (2000) reiterated that reduced anxiety in using the

language result to higher levels of language proficiency

and eventually can influence performance on a task.

2.6 Social

Table 8

Social Learning Strategies Employed by Grade Six Pupils

51
 ITEMS WM VI
45. If I do not understand something in 3.47 Often
English, I ask the other person to slow
down, or say it again.
46. I ask English speakers to correct me 3.30 Sometimes
when I talk.
47. I practice English with other 3.22 Sometimes
students. 
48. I ask for help from English 3.19 Sometimes
speakers.
49. I ask questions in English. 3.04 Sometimes
50. I try to learn about the culture of 2.89 Sometimes
English speakers.
GRAND MEAN 3.19 Sometimes

Table 8 Presents the data gathered on the social

learning Strategies applied by grade six pupils. As may be

gleaned from the table, the item, “If I do not understand

something in English, I ask the other person to slow down

or say it again” obtained a _weighted mean of 3.47, the

highest among the six items. This was verbally interpreted

as “Often."

On the other hand, the item, “I ask English speakers

to correct me when I talk” obtained 3.30 while “I practice

English with other students” got 3.22 and the two remaining

two other items namely, “I ask for help from English

speakers”, “I ask questions in English” and “I try to learn

about the culture of English speakers" all of which

52
obtained 3.19, 3.04 and 2.89 respectively. All of these

five items were interpreted as “Sometimes”. '

These findings reveal that the grade six pupils often

consult others regarding their learning English. There were

situations where they ask their teachers or classmates

whether their utterances are correct or not. However, aside

from consulting their teachers and peers, the other

strategies were not regularly applied. Once in a while,

they think of having conversation among themselves in

English but they are never consistent in doing this. Same

is true in asking questions in English. At times, the

pupils are enthusiastic in this but at times they do not.

They only become aware that they are supposed to ask

questions in English if their teacher reminds them to Pose

their questions in English.

Problem No. 3. What are the preferred learning styles

of grade six pupils in learning English?

Table 9
The Perceptive Learning Styles of Grade Six Pupils

LEARNING STYLES f %
Visual 46 15.18
Auditory 32 10.56
Kinesthetic 26 8.58
Tactile 44 14.52
Group 53 17.49

53
 Individual 38 12.54
Visual and Auditory 6 1.98
Tactile and Group 5 1.65
Tactile and Individual 8 2.64
Auditor and Group 4 1.32
Auditory and Individual 3 0.99
Kinesthetic and Group 2 0.66
Kinesthetic and Individual 2 0.66
Visual and Group 5 1.69
Auditory Tactile and Group 1 0.33
Visual and Tactile 3 0.99
Auditory and Kinesthetic 5 1.65
Visual and Kinesthetic 1 0.33
Auditory and Tactile 3 0.99
Kinesthetic and Tactile 1 0.33
Visual, Auditory and Individual 1 0.33
Visual, Kinesthetic and Individual 2 0.66
Auditory, Kinesthetic and Group 2 0.66
Visual, Tactile and Group 2 0.66
No Learning Style Preferred 8 2.64
Total 303 100.00

As shown in Table 9, a great number of respondents

employ the style studying in -group. This was represented

by 53 (or 17.49%). This was followed by the visual learners

with 46 (or 15.18%). Following closely were those whose

learning style ways tactile with 44 (or 14.52%). Meanwhile

there were 38 (or 12.54%) who said that they study

individually and Auditory learners followed next with 3(or

16.56%).

Since learning style maybe combined, there were those

whose dominant learning styles were a combination of the

following: Tactile and individual with eight (2.64%)

respondents; Visual and Auditory with six (or 1.98%);

Visual and Group, Auditory and Kinesthetic, and Tactile and

54
Group were all represented by five (1.65%) each, Auditory

and Group with four (or 1.32%); Visual and Tactile,

Auditory and Individual, Auditory and Tactile were the

dominant styles of three (or 0.99%) respondents;

Kinesthetic and Group, Kinesthetic and Individual,

Visual, Kinesthetic and Individual, Auditory, Kinesthetic

and Group and Visual, Tactile and Group were represented by

two (or 0.66%). It was also noted that one (or 0.33%)

respondent for each of the learning style combinations such

as Visual, auditory and Individual; Kinesthetic and

Tactile; Auditory, Tactile and Group; and Visual and

Kinesthetic. There were however, eight (2.64%) respondents

who did not register any learning style whether he singly

or combinations.

These findings signify that the grade six pupils

generally learned in group, usually as a class. This is

usually the case when the pupils are active in learning

English because they are in a group. Some students claimed

that learning in a group would allow each member complement

the other. They could freely ask questions from their peers

if ever there are things which they do not understand. It

55
was also mentioned that pupils like to study more in group

rather than individually because of their fear to be

singled out to have committed a mistake in what they are

learning. The pupils believe that in learning with the

group it is almost impossible to identify who gets the most

mistakes and who gets the least mistake.

Secondly, the pupils find learning better when what

they learn is accompanied with visual aids. They said that

they tend to associate concepts better with the picture or

illustration they see. In here there is better retention

specifically in remembering new words which they have just

encountered. Pupils learn best too, when they are in actual

encounter with the objects or things they learn about, that

is they see and touch the actual objects they learn about.

However, there were pupils whose vary their learning

styles based on the learning content and learning

situations ahead of them. For instance, a pupil may have a

better retention of a new vocabulary term when he

associates this with its physical representation, moreover,

he sees and feels it. In this case, he tends to become a

visual and tactile learner. Similarly, when a student wants

56
to reinforce his skill in pronouncing words correctly, he

would prefer to employ auditory learning style.

Finally, those pupils who have no dominant learning

style were those who cannot actually identify in which

style or combination of those help them to learn English

better.

Problem No.4. Is there a significant relationship

between the profile variables and the learning strategies

employed by the pupil-respondents?

Table 10 presents the summary of the regression

analysis to establish relationship between profile
variables and Learning styles.
Table 10
Summary of the Regression Analysis to Establish
Relationship between Profile Variables and Learning Styles
PROFILE VARIABLE F to enter Prob. Analysis
Age .542 .4621 NS
Sex  .019 .8912 NS
Average in English V .090 .7647 NS
Educational Attainment .340 .5605 NS
of Mother
Educational Attainment .004 .9490 NS

of Mother
Socio- Economics Status .336 .5624 NS

As depicted in the table, not one of the variables,

namely, age, sex, average in English V, educational

57
attainment of mother and father, and socio economic status

is noted to be a predictor of the learning styles of the

high school freshmen. This was accounted for by the

probability values computed for each of the variables

which. is higher than .05 -level of significance. This

means that not one of the variables mentioned is identified

by the statistical software as a predictor of learning

style.

These findings show that the learning style of the

pupils is not necessarily' dependent on 'their age, sex,

performance in English V, educational attainment of parents

and socio-economic activities.

These findings may be attributed to fact that

selecting one's learning style is a situational activity

that it -does not depend on any other variable. There are

still many factors attitudes, experiences, expectations,

beliefs other than the 'variables tested, that the

individual may have experienced which led him to select his

preferred learning styles (Benson, 2001). Moreover, Dunn &

Dunn (1999) stated that learning style is biologically and

developmentally determined set of characteristics that they

58
do not really depend on the profile variables of each of

the respondents.

For instance, a student who happens to have many

siblings tends to employ individual learning preference

because he does not want to be disturbed by his siblings. A

pupil who may have experienced to be embarrassed while

reciting in an English class tend to be studying with a

group, rather than to be studying ‘individually.

These findings were like the findings of Villainize

(2001) where the learning style of Grade V pupils is not

related to any of their profile variables. However, ‘some

studies contradict these findings. Some of the studies

reviewed showed significant difference between female and

male learners’ styles. As cited by Keri (2002) females are

relational learners, whereas mote males are independent

learners when surveyed using Canfield's Learning Style

Inventory. Specifically, more males preferred using every-

day-life experiences as a basis of learning whereas females

preferred abstract learning style where copious reading

assignments are required and learning materials are

organized.

59
 Problem No. 5. What activities may be proposed as an

output of this study?

The teacher can play an active role in developing and

exploiting affective strategies by building a generally

positive atmosphere in the class. This can happen by

encouraging and counseling learners, by helping them

identify achievable aims and work towards autonomous

learning, through personalizing activities, and through

pair and group work.

In this case, a set of classroom activities geared

towards the enhancement of learning strategies and learning

styles are hereby presented. The activities are of uniform

format but are generic in nature that each may be applied

to a specific language skill specifically, listening,

speaking, reading and writing. These activities are found

in the succeeding Pages.

ACTIVITY 1 - THE PICTURE STORY

Lesson/Topic: Interpreting a Story

Procedure:

60
 1. The teacher relates a story to the class from which

they will be asked to reproduce the story in three forms:

written, drawn and reported.

2. The teacher groups the students into three. of the

three, one will write the summary of the story, one will

make an illustration of the story and the third will report

the summary to the class.

3. The class is given 30 minutes to work in each

group. The class should report in no more than 2 minutes.

4. The teacher commends the presentations and chooses

whose group has the best presentation.

5. The teacher summarizes the story as she asks

questions answered by individual members in class.

ACTIVITY 2 EXPRESSING ONESELF IN SENTENCES

Lesson/Topic: Types of Sentences

Procedure

1. The teacher asks the pupils to listen to a recorded

voice and asks them. to follow as directed by the speaker.

Example: The Philippines is located in Asia. Have you

been to the Philippines?

61
Wow, these were such a beautiful spot in the country!

May you tell me more about these beauty spots, please?

2. The recorded voice will then give situations or

questions or instructions for the pupils to follow or

answer orally.

3. The pupils will be divided into dyads and form a

dialog using various sentences. After the dialog, one

member writes the sentences, the other illustrates them

through drawings

4. The teacher will administer written quiz on the

types of sentences.

ACTIVITY 3 THE ACTOR IN ME

Lesson/Topic: Types of Sentences

Procedure:

1. The pupils are grouped into 5. In each group one

takes turn to be like the actor he wants to be. He imitates

this actor by giving a short spiel. The other members of

the class serve as the expectations. After the spiel is

done, the expectations give some points for improvement. A

secretary is chosen to prepare the summary of the

62
observation 3 made by the group of spectators. From the

group one will be chosen to orally report the summary of

observations.

2. Two presenters from each group will be named as

best presenters.

3. The teacher processes the activity after giving

emphasis on the appropriate learning strategy and learning

style.

ACTIVITY 4 - LOOKS LIKE THIS

Lesson/Topic: Vocabulary Development

Procedure:

1. The teacher gives a spelling exercise. The pupils

write the words on their paper.

2. The class checks the spelling word. The teacher

finds out which words are misspelled. She then gives the

correct spelling of the word. She also pronounces it and

asks the pupils to follow after him.

63
 3. For the pupils to better remember the word, she

asks them to represent the words through pictures. One from

the group will be asked to draw.

4. As an evaluation the teacher shows the picture

drawn by the pupils and the pupils write back and pronounce

the words.

5. As a concluding activ1ty, the pupils put some words

together to produce jazz chants which they will perform

before the class.

ACTIVITY 5 - MAKING ENGLISH TRANSLATION

Lesson/Topic: Paragraph Development

Procedure:

1. The teacher gives a copy of a text written in

Filipino. The pupil individually interprets the text and

translates to. English himself the students write their

translations.

2. At a given period in time, the teacher asks the

class to exchange papers to check on the interpretations.

The pupils are to give their comments on the papers they

have checked.

64
 3. The teacher finally gives the correct translation

in which the pupils will check for themselves if theirs is

correct or not.

ACTIVITY 6 Find the Mother Hen

Lesson/Topic: Prefixes

Procedure:

1. The teacher will assign five mother hens who will

hold five prefixes e.g. I’m-, in-, re-, un- and pre.

2. The other pupils will be the chicks. They will pick

root words which can be affixed by the prefixes.

3.The chicks will find its mother hen by looking for

the prefix suited for its root word. While they are looking

for their mother hens, they will create the sound of a

chick finding its mother.

4. The pupils say the words they have formed. They

will write these words in their word banks.

65
 5. As a follow-up, the teacher gives prefixes and

pupils to give as many words as they can that can be

connected to the prefixes given.

Note:

*revised from Tenez’s work.

ACTIVITY 7 - YOU'VE GOT A FRIEND

Lesson/Topic: Developing Comprehension Procedure:

1. The teacher plays the song, “You’ve Got A Friend.”

2. The pupils sing this song.

3. The teacher analyses/explains the meaning of the

lines in a song.

4. The pupils are paired off and answer some

questions.

5. The pupils share with their partners the answers to

these questions.

6. As an evaluation, the pupils will make a sketch (a

histogram) of their friendship with their own true friend

to whom they want to dedicate this song. Use the

illustration that follows:

66
The first years of keeping Meeting Remembering

meeting friendship memories again the lesson from a

friend.

ACTIVITY 8 - WORD BASEBALL

Lesson/Topic: Vocabulary Development

Procedure:

1. The teacher div1des the class in groups of five to

ten.

2. The batters of each team will make one step towards

the base.

3. The teacher pitches the paper balls to the batters.

4. The batters’ race to the, board and write the

definition of the word using the patterns.

5. The fastest batter gets a point and runs to the

base.

6. All the batters must reach the base to be declared

the winner.

7. The pupil processes the activity where pupils are

asked to represent the new words, they learn by either

67
giving their own definition, by illustrating the words, by

enacting what they mean.

ACTIVITY 9 - FOLLOW ME

Lesson/Topic: Verbs/ Commands and Requests

Procedure:

1. The teacher divides the class into two teams.

2. The pupils take turns in giving command to their

opponents on the other team.

3. One point is given for a correct command and one

point also for the correct action.

Example:

A1 Touch the floor without bending your knees.

Bl Performs the action.

A2 Cry without sound.

A2 Performs the action

Suggestions:

1. The commands should be reasonable and physically

possible to perform.

68
 2. To encourage pupils to be creative and original, 2

points could be rewarded for novel commands, while ordinary

or requested commands are worth only one point.

Note; The difficulty and complexity of commands will depend

on the ability of the students.

*Patterned from Tenez

Chapter 4

CONCLUSIONS AND RECOMMENDATIONS

69
 This chapter covers the conclusions derived there from

and the recommendations offered as a result of the study.

Conclusions

From the findings of the study the following

conclusions were drawn:

1. The grade six pupils at the Paniqui North District

belong to aged 12, generally female, most of whom are with

a general average in English V from 81-83; both parents of

whom are high school graduates and have a family income

from 15,001 to 20,000 pesos.

2. The grade six pupils from Paniqui North District

occasionally employ memory, cognitive, compensation,

metacognitive, affective and social strategies in learning

English.

3. The perceptive learning style mostly employed was

learning in groups, visual, tactile, learning individually

and auditory. A small number of the respondents employ a

70
combination of each of these. There were also respondents

who were noted to have no preferred learning style.

4. There is no significant relationship between the

learning strategies and the profile variables of the high

school freshmen:

5. A set of classroom activities geared towards the

enhancement of learning strategies and learning styles is

hereby proposed;

Recommendation

In the light of the findings and conclusion of the

study, the following recommendations were made;

71
 1. Teachers should provide more classroom activities

that would help the students enhance their learning

strategies. This may be realized if teachers help pupils

identify achievable aims and work towards autonomous

learning, through personalizing activities, and through

pair and group work.

2. Teachers should consider the pupils' learning

styles for the purpose of facilitating class preparation,

designing class delivery methods, choosing educational

technologies, and developing sensitivity to differing pupil

learning preferences.

3. The school heads of Paniqui North District, through

the recommendation of the District Supervisor, should

implement the use of the classroom Activities hereby

proposed to all English VI Classes.

4. Future field-based research should replicate the

current study in different institutions and disciplines

specifically:

4.1. The Effect of. Learning Styles employed and the

Performance in English by Grade six pupils:

72
 4.2. The Learning Style of Grade Six Pupils and

Teaching Modalities Used in Relation to Pupil Performance

in English;

4.3. A study on the individual differences of pupils

to determine their strengths and weaknesses regarding the

different learning style;

4.3. The Development of Modules in English for Varied

Learning Strategies and Learning Styles.

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79
 Appendix A
Sample Questionnaire 1
Strategy Inventory for Language Learning (SILL)

You will find statements below about learning English.

Please read each one and check the column opposite your
response that tells HOW TRUE OF YOU THE: STATEMENT IS. In
each of the statements below indicate your responses using
the scale below where:
  5. (Always) almost always true of me.
4. (Often) usually true of me.
3. (Sometimes) somewhat true of me.
2. (Seldom) usually not true of me.
1. (Never) almost never true of me.

ALMOST NEVER TRUE OF ME means that the statement is very

rarely true of you.
USUALLY NOT TRUE OF ME: means that the statement is true
less than half the time.
SOMEWHAT TRUE OF ME: means that the statement is true of
you about half the time.
USUALLY TRUE OF ME: means that the statement is true lore
than half the time.
ALMOST ALWAYS TRUE OF ME: means that the statement is true
of you almost always.

Reminder: Please answer in terms of how well the

statement describes you. Do not answer how you think you
should be, or what other people do. There is no right or
wrong answers to these statements. Work as quickly as you
can without being careless. This usually takes about 20-30
minutes to complete. If you have any questions, let the
teacher know immediately.

80
 PART A 5 4 3 2 1
1. I think of relationships
between what I already know and
new things I learn in English.
2. I use new English words in a
sentence so I can remember them.
3. I connect 'the sound of a new
English word and an image or
picture of the word to help me
remember the word.
4. I remember a new English word
by making a mental picture of a
situation in which the word might
be used.
5. I use rhymes to remember new
English words.
6. I use flashcards to remember
new English words.
7. I physically' act out new
English words.
8. I review English lessons
often.
9. I remember new English words
or phrases by remembering their
location on the page, on the
board, or on a street sign.
Part B
10. I say or write new English
words several times.
11. I try to talk like native
English speakers.
12. I practice the sounds of
English.
13. I use the English words I
know in different ways.
14. I start conversations in
English.
15. I watch English TV shows
spoken in English or go to movies
spoken in English.
16. I read for pleasure in
English.
17. I write notes, messages,
letters, or reports in English.
18. I first skim an English
81
passage (read over the passage
quickly) then go back and read
careful.
19. I look for words in my own
language that are similar to new
words-in English.
20. I try to find patterns in
English.
21. I find the meaning of an
English word by dividing it into
parts that I understand.
22. I try not to translate word-
for-word
23. I make summaries of
information that I hear or read
in English.
PART C
24. To understand unfamiliar
English words, I make guesses.
25. When I can think of a word
during a Conversation in English,
I use gestures.
26. I make up new words if I do
not know the right ones in
English.
27. I read English without
looking up every new word.
28. I try to guess what the other
person will say next in English.
29. I can think of an English
word, I use a word or phrase that
means the same thing.

Part D
30. I try to find as many was as
I can to use my English.
31. I notice my English mistakes
and I -use that information to
help me do better.
32. I pay attention when someone
is speaking English.
33. I try to find out how to be a
better learner of English.
34. I plan my schedule so I will
82
have enough time to study
English.
35. I look for people I can talk
to in English.
36. I look for opportunities to
read as much as possible in
English.
37. I have clear goals for
improving my English skills.
38. I think about my progress in
learning English.
Part E
39. I try to relax whenever I
feel afraid of using English.
40. I encourage myself to speak
English even when I am afraid of
making a mistake.
41. I give myself a reward or
treat when I do well in English.
42. I notice if I am tense or
nervous when I am studying or
using English
43. I write down my feelings in a
language learning diary.
44. I talk to someone else about
how I' feel when. I am learning
English.
45. If I do not understand
something in English, I ask the
other person to slow down or say
it again.
46. I ask English speakers to
correct me when I talk.
47. I practice English with other
students.
48. I ask for help from English
speakers.
49. I ask questions in English.
50. I try to learn about the
culture of English speakers.

Perceptual Learning-Style Preference Questionnaire

83
 There are 5 questions for each learning category in
this questionnaire. The questions are grouped below
according to each learning style. Each question you answer
has a numerical value.

SA A U D SD
Strongly Agree Undecided Disagree Strongly
agree Disagree
5 4 3 2 1

ITEMS 5 4 3 2 1
1. When the teacher tells me the
instructions, I understand
better.
2. I prefer to learn by doing
something in class.
3. I get more work done when I
work with others.
4. I learn more when I stud with
a group.
5. In class, I learn best when I
work with others.
6. I learn better by reading what
the teacher writes on the
chalkboard.
7. When someone tells me how to
do something in class, I learn it
better.
8. When I do things in class, I
learn better.
9. I remember things I have heard
in Class better than things I
have read.
10. When I read instructions, I
remember them better.
11. I learn more when I can make
a model of something.
12. I understand better when I
read instructions.
13. When I study alone, I
remember things better.
14. I learn more when I make

84
something for a class project.
15. I enjoy learning in class by
doing experiments.
16. I learn better when I make
drawings as I study.
17. I-learn better in class when
the teacher gives a lecture.
18. When I work alone, I learn
better.
19. I understand things better in
class when I participate in
roleplaying.
20. I learn better in class when
I listen to someone.
21. I enjoy working on an.
assignment with two or three
classmates.
22. When I build something, I
remember what I have learned
better.
23. I prefer to study with
others.
24. I learn better by reading
than by listening to someone.
25. I enjoy making something for
a class project.
26. I learn best in class when I
can participate in related
activities.
27. In class, I work better when
I work alone.
28. I prefer working on projects
by myself.
29. I learn more by reading
textbooks than by listening to
lectures.
30. I prefer to work by myself.

Appendix B
CURRICULUM VITAE
85
Name: Macaraeg, Patricia Ann P.
Address: Brgy Matalapitap, Paniqui Tarlac
Contact No.: 0907 879 1613
E-mail Address: patriciaann.macaraeg@deped.gov.ph

PERSONAL DATA:
Age: 25 years old
Date of Birth: October 14, 1994
Place of Birth: Sison, Pangasinan
Parents: (Father) John John M. Macaraeg
(Mother) Jocelyn P. Macaraeg

EDUCATIONAL ATTAINMENT
Primary: Matalapitap Day Care Center
Elementary: Doña Ysidra E. Cojuangco Elementary School
High School: Eduardo Cojuangco National Vocational High
School
College: Central Institute of Technology
Bachelor of Elementary Education

86
87