UNIVERSITY OF NUEVA CACERES

City of Naga
Junior High School Department

Dominant Learning Preference of

10-Diamond Students

A research paper in partial fulfilment of the requirements in the subject English 10

JUSTINE MAE E. AGRAVANTE

10-Diamond
 CHAPTER I

Introduction

Background of the Study

Higher education institutions strive to alleviate the predicament of high failure and

dropout rates by improving the quality of teaching and learning. Awareness of learning styles

could help students understand how they learn. It will empower students to take ownership of

their learning so that they succeed in higher education.

According to International Journal of Research and Practice on Student Engagement in

School Dropouts: A Global Issue, by examining the dropout issue globally, it becomes clear that

many of the challenges around completing school are the same.

In the Philippines, as a claim by the Office of the School Registrar, the quality of Philippine

education has declined a few years ago due to poor results from standard entrance tests conducted

among elementary and secondary students, as well as tertiary levels. High dropout rates, the high

number of repeaters, low passing grades, lack of particular language skills, failure to adequately

respond and address the needs of people with special needs, overcrowded classrooms, and needy

teacher performances, have greatly affected the quality of education in the Philippines.
 The most fundamental truth in education is that each person learns differently. The term

“learning styles” (sometimes called preference) speaks to the understanding that every student

learns differently. Technically, an individual’s learning style refers to the preferential way in which

the student absorbs, processes, comprehends and retains information.

In many services where quality is low, there is a little sense or understanding by managers

or educators of what high quality appears. Managers/creators cannot change practice by believing

that their service is operating well, and are unaware of issues or risks to children. This is the issue

raised by the researchers who were trying to study the learning styles of individuals.

VAK Learning style uses three sensory receivers: Visual, Auditory and Kinesthetic, to

determine the dominant learning style preferred by the students. This dominant style defines the

best way for a person to learn new information by filtering what to learn.

Research in Africa has found out that knowledge about learning preference can increase

academic success. In this light, this research aims to know the dominant learning preference of the

students and their awareness about it. The result of this study will promote awareness and guidance

on what the students and instructors should do to learn in a fast but compelling way.
Statement of the Problem
This research study aimed to determine the learning preference of the 10-Diamond students

by using the VAK (Visual, Auditory, and Kinesthetic) learning style. Specifically, it sought to ask

the following questions:

1. What learning preference is dominant among 10-Diamond students?

2. How many students are aware of their dominant learning preference?

3. How many students have a balance VAK learning preference result?

Scope and Delimitation

This is a survey research which focused on determining the dominant learning preference of

the 10-Diamond class. Data were collected by conducting a survey online through Google Forms,

containing questions about VAK learning preference and the students’ awareness about it. There

are two parts of the survey form. Part I is about the students’ opinion of what their learning

preference is while Part II will determine the students’ dominant learning preference. The

questions on the second part are from an online learning styles self-assessment questionnaire. In

this study, HFC (n.d) VAK Learning Styles Questionnaire was used.

The preferences used in this study are only Visual, Auditory, and Kinesthetic. Other styles,

such as Reading/Writing, is not included. The respondents in this study are only 50% of the whole

10-Diamond class (or 18 students), no respondents coming from other sections are part of this

research.
Significance of the Study
The entities who will benefit from this study are students, teachers, parents, and future

researchers.

1. Students

This study will promote awareness of what are their learning preference and their personal

best way to learn. This information will help students to focus on their dominant learning

preference to learn faster and effectively.

2. Teachers/Educators

The study will help the educators to know the learning preference of their students. It will

help them think of other methods in teaching for their students to learn more.

3. Education Department

Through the results of this study, students and instructors will be guided on how to learn

and teach effectively. This result will reduce the high drop-outs and failures, which is one of the

big problems of the department of education.

4. Future Researchers

Since this study only covers VAK learning preference, future researchers can investigate

on other learning preference. They can also survey a larger number of people. The result of this

study can be used as a basis in their future research.

Definition of Terms
The following were the concepts and/ or terminologies used in the presentation of the ideas

and discussion of the results:

Awareness. The state or quality of being aware or having knowledge of something. Awareness

of the student about his/her dominant learning preference is one of the goals of this study.

Auditory Learning. A student learns most effectively by listening. Auditory learning is one of

the learning preferences that are used in this research.

Kinesthetic Learning. Processing of information through touch and movement. It is also called

tactile learning or physical learning. It is one of the VAK learning systems that are being studied

in this study.

Preference. How people absorb information. People study in different ways and have a style or

a preference to help them acquire new skills and knowledge and remember things. Finding out

the learning preference of the students is one of the goals of this study.

Survey Research. Survey research the collection of information from a sample of individuals

through their responses to questions. This study is survey research because surveying

respondents is the process of collecting data.

VAK Learning System. It is a popular pedagogical approach focused on three sensory

receivers: Visual, Audio, Kinesthetic (movement) to determine the dominant learning style of an

individual. This research focuses on this learning system.

Visual Learning. Seeing things to learn them. Learners who gravitate toward visual learning

appreciate seeing things to help them learn, rather than hearing or experiencing them. Visual

learning is one of the preferences used in this study.

 CHAPTER II

Review of Related Literature and Studies

This chapter includes the review of related literature and studies which the researcher have

perused to shed light on the topic under the study.

Related Literature

Jaleel and Thomas (2019) stated that the brain of a person receives information through all

the five senses. Among the five, three senses that are eyes, ears and skin help the most in forming

her/his learning style. Learning style is a group of characteristics, attitude and behaviors that define

our way of learning. Learning style is a particular way in which the mind receives and processes

information. It is an integral concept that bridges the personality to cognitive dimensions of an

individual.

(Jaleel and Thomas, 2019, p.3) Verkkotutor, in 2005, stated that “Learning is a complex

process where teacher, learning material, student’s motivation and several other aspects interact

with each other. There are many things and skills that we learn unconsciously or without thinking.

But there are also lots of things that we learn consciously and use different strategies to learn.

These strategies we usually use by doing what feels good and right and how we learn best.”
 “Pupils learn differently and it is true that learners differ in the way they learn.” (Jaleel

and Thomas, 2019, p.3) “This dissimilarity is due to the fact that learners prefer different learning

styles, have different learning motivation and differ from each other in self-confidence.” as quoted

by Vainionpää in 2006.

Many theories and models have been made to explain the concept of learning and learning

styles. There’s Gardner’s Theory of Multiple Intelligence, which suggests that individuals have

eight identified intelligences like linguistic intelligence. Kolb’s Learning Style, which states that

development of new concepts is provided by new experiences. There’s also Fleming’s VAK

Learning Style.

(Jaleel and Thomas, 2019, p.71) “VAK stands for Visual, Auditory, and Kinesthetic

(Tactile). The theory is that one prefers to learn through one of these sense channels. (Wood, 2000)

“Visual learners mainly use their eyes to learn. They like to watch movies and draw or paint, or

get involved in other activities that rely on the eyes. If one would rather listen to the radio than

read the paper, listening to music and/or lectures, or participate in other activities that depend on

ears, he is an auditory learner. Auditory learners mostly use their ears to learn. If one likes to keep

moving—whether it’s the big-movement action of sports or dancing, or a small-movement action

such as doodling, playing an instrument, or needlework, he might learn best by motion, and be a

kinesthetic learner. Kinesthetic learners learn best when they keep their bodies or hands moving.”
 According to a newspaper article (Willingham, 2018, p.6) “when self-described visual

learners saw words, the visual part of their brain was active; they were transforming the verbal

stimulus into a picture. Likewise, verbal areas of the brain were active when verbal learners saw a

picture; they were describing it to themselves. “

In order to learn in a more efficient way, students need to become familiar with various

methods of studying, learning, and remembering new information. (University of Arkansas Fort

Smith, n.d) These multiple preferences can be varied. For example, a student may have two strong

preferences such as Visual and Auditory or Auditory and Kinesthetic. Some individuals have no

particular strong preferences and are a combination of all three—Visual, Auditory, and

Kinesthetic.

As mentioned by David Harrison (n.d), “Awareness has been highlighted by many as a key

indicator of success in a range of performance environments.” It is arguably the most important

ingredient for belief as every other skill, quality and task you have and undertake can be traced

back to awareness. If you are aware then this will give you knowledge and if you have knowledge

then you know what you need to do to and the direction you need to go to make changes to improve

and be successful.
Related Studies

The following are finished thesis, generalizations or conclusions, and methodologies of

other people. Those that were included in this chapter helps in familiarizing information that are

relevant and similar to the present study.

Nosisana Mkonto (2015), in her study, Students’ Learning Preferences, stated that

knowledge of learning style increase academic success. The purpose of the study was to identify

student’s individual learning styles. The results showed that although students have dominant

learning styles that they use in preference to other learning styles, there are some students who

make use of multimodal learning styles preferences and also there are learning styles prevalent in

faculties.

Several studies or researches seek to identify the preferred learning preference of the

students. In Iran, Abbas Pourhossein Gilakjani (2012), in his study Visual, Auditory, Kinaesthetic

Learning Styles and Their Impacts on English Language Teaching, analyzed the learning styles

for Iranian EFL university students. Over 100 students completed a questionnaire to determine if

their learning styles are auditory, visual or kinesthetic. The finding showed that Iranian EFL

university students preferred learning style was visual.

 Wan Raihan Wan Shaaidi (2012) also conducted a study to investigate the most preferred

learning styles of students taking English 1119 paper in SMK Tengku Intan Zaharah and if the

teachers were aware of these learning styles in her research named A Study of the Preferred

Learning Styles of Students Taking The English 1119 Paper in SMK Tengku Intan Zaharah:

Are The Teachers Aware of these Learning Styles? More specifically, the study aims to identify

the most preferred learning styles of students learning the 1119 English paper according to gender

and academic streams (Pure Science and Account). The research found out that the most preferred

learning styles of the students is visual learning style while the major factor that influenced their

learning style is that they are ‘digital natives’. The study also revealed that the teachers were aware

of the students’ preferred learning style and tried their best to match their teaching styles to suit

the students’ preferences.

Khan, et al (2019) in their study revealed that college students were predominantly visual

in their learning preference. High achieving students were also more visual and kinesthetic. A

Study of Relationship between Learning Preferences and Academic Achievement focus on

visual, auditory and kinesthetic learning preferences of college students as given in Dunn and Dunn

model (Dunn & Dunn, 1993) and their relationship with academic achievement of students

Some study reveals that after knowing the VAK learning preferences, students perform

better. In a study of Rina Asrini Bakri, M. Asfah Rahman, Baso Jabu, Jassrudin Jassrudin (2019),

Exploring the Impact of VAK Learning Style on Teenager Level Language Learners, the results

showed that there was a significant different in the students’ English speaking skills before and
after being trained using the VAK learning style. Results indicated that post-test was greater in

accuracy, fluency, and comprehensibility.

 CHAPTER III

Data Interpretation

Khan, et al (2019) stated in their ‘A Study of Relationship between Learning Preferences

and Academic Achievement’ that college students were predominantly visual in their learning

preference. High achieving students were also more visual and kinesthetic. Their study support

this research. Grade 10-Diamond respondents were given a questionnaire that will determine

whether they are a visual learner, auditory, or a kinesthetic learner. The result of this research

showed that students’ learning preference is visual. The second dominant preference is kinesthetic

and the least is auditory.

Similar to the one above, researchers like Wan Raihan Wan Shaaidi (2012), and Abbas

Pourhossein Gilakjani (2012) also concluded that the most preferred learning styles of the students

is visual. Wan Raihan Wan Shaaidi (2012) stated that the major factor that influenced their learning

style is that they are ‘digital natives.

Although students have dominant learning styles that they use in preference to other

learning styles, there are some students who make use of multimodal learning styles preferences

and also there are learning styles prevalent in faculties, as mentioned by Mkonto (2015) in her

study. Some individuals have no particular strong preferences and are a combination of all three—
Visual, Auditory, and Kinesthetic (UAFS, n.d). Not all respondents have a dominant preference.

Some have equal result on all three modalities (visual, auditory, and kinesthetic). The result of this

research indicates that students can have a dominant learning preference or a combination of the

three.

The knowledge gained after the VAK survey will help students to know what their learning

preference is. According to David Harrison (n.d), if you are aware, then this, will give you the

knowledge, and if you know, then you know what you need to do and the direction you need to go

to make changes to improve and be successful. Mkonto (2015) claimed that knowledge of learning

style increase academic success. Mkonto’s claim can be supported by Bakri, et al (2019) on their

study that students’ English speaking skills before and after being trained using the VAK learning

style indicated that post-test was greater in accuracy, fluency, and comprehensibility. These

statements and reviews prove that it is important for students to know their dominant learning

preference. Through this study, those student who are not aware or doesn’t know their learning

preference is, can help them look for methods and practices that they can use to learn more.

Students’ awareness of their dominant learning preference was one of the things this study seeks

to discover. Grade 10-Diamond students may or may not be aware of what their dominant learning

preference is.

Since this study focused on VAK learning preference, it is significant to know the

differences between them. VAK stands for Visual, Auditory, and Kinesthetic. (Jaleel and Thomas,

2019) Visual learners mainly use their eyes to learn. They like to watch movies and, draw or paint,
or get involved in other activities that rely on the eyes. Auditory learners mostly use their ears to

learn. Kinesthetic learners learn best when they keep their bodies or hands moving. Differences

and characteristics of these three learning preferences can help students in what kind of learner

they are, or what learning preference is dominant. The result indicates that students can have a

dominant learning preference or a combination of the three.

 CHAPTER IV

Results and Discussions

This chapter deals with the analysis and interpretation of the data gathered in this study,

and the procedures undertaken. This chapter also presents the answers to the research questions.

Students have individual learning preference. It can be visual, auditory, kinesthetic, or a

combination of the three. They may or may not be aware of what their dominant learning

preference is. Proper awareness and knowledge about this subject can help students and teachers

to teach and learn effectively.

LEARNING PREFERENCES PREFFERED BY THE

STUDENTS
Visual Kinesthetic Auditory

20%

50%

30%

Graph 1. Dominant Learning Preference of the 10-Diamond Students

 Graph 1 reveals the dominant learning preference among the students surveyed. It answers

the first research question is, “What learning preference is dominant among 10-Diamond

students?” Out of eighteen respondents, 50% or ten (10) of them are visual learners. Seven (7)

students or 30% of the students are kinesthetic learners, and four (4) students or 20% are auditory

learners. The dominant learning preference among the students is visual. This conclusion was

based on the result after the students answered the survey.

STUDENTS' AWARENESS
Aware Not Aware

44%

56%

Graph 2. Dominant Learning Preference Awareness of Students

Graph 2 indicates that 44% of the students surveyed know their dominant learning

preference as they got the same believed learning style and the result of their VAK test. Ten (10)

of the respondents don’t know what their dominant learning preference is. The graph answers the

second research question, “How many students are aware of their dominant learning preference?”

Eight (8) respondents are aware of their dominant learning preference.

 Graph 3 indicates the number of students with equal VAK result and those who has a

dominant learning preference. It answers the third research question “How many students have

equal VAK learning preference result?” Only one (1) student has an equal result while the

seventeen (17) students all has a dominant preference.

STUDENTS WITH EQUAL AND DOMINANT

LEARNING PREFERENCE
Dominant Equal
17

Graph 3. Number of Students with Equal VAK Result

Chapter 2 helped in developing the study. The Related Studies included served as

the basis of the research. It supports the results and findings gathered and assists in answering the

questions of this study.

 CHAPTER V

Findings, Recommendations, and Conclusions

This chapter presents the summary of the findings, the conclusions drawn, and

recommendations made as an output of this study. This study is on the dominant learning

preference of 10-Diamond students.

The findings for the three research questions on the dominant learning preference were based

on the result gathered through a survey. The findings are (i) the dominant learning preference of

the 10-Diamond class is visual. (ii) 44% of the students surveyed, or eight respondents, know what

their dominant learning preference is. They got the same believed preference/style and VAK

preference result. (iii) Only one student out of 18 respondents has a balance VAK preference result.

Only one respondent has no particular strong preferences but has a combination of all three—

Visual, Auditory, and Kinesthetic

This study focused on the use of VAK learning preferences. Finding sources that support

the research was difficult to find. Selection of the number of respondents was also difficult due to

the minimal knowledge about it. To overcome these problems, the researcher made sure to have

enough time in finding resources that will assist the result of the study and the study itself. The

participants were all from one class to narrow the scope and make the distribution easier. This

study has contributed to the understanding of students’ dominant learning preference. It is

suggested to the future researchers to study other learning styles. It is also highly recommended to

perform the survey to a large number of participants for the reliability of the study.

All students learn differently. This study found out that 10-Diamond students’ dominant

learning preference is visual. It was also discovered that 10 out of 18 students surveyed are not

aware of their dominant learning preference. Lastly, only one student showed a balance VAK

Preference result. Proper awareness about VAK learning preferences and the things needed to

improve it can help them learn effectively. In general, this study was a success for it was able to

answer all the three research questions. This research also brought knowledge and understanding

about student’s learning preferences.

Bibliography

Mkonto, N 2015, Students’ Learning Preference, Cape Peninsula University of Technology, Cape

Town, South Africa

Edwards, S. (2012, July 9). School Dropouts: A Global Issue. Retrieved from

http://www.dropoutprevention.org/engage-backup/global-dropout-issue/

Office of the School Registrar (2012, Jan. 25). The Quality of Education in New Millennium.

Retrieved from http://lcc.edu.ph/registrar/quality%20of%20education.html

Rubin, R. (n.d.). Differentiation in High School. Retrieved from

https://marburnacademy.org/differentiation-high-school/

Teach.com (2020, August). Learning Styles: All Students Are Created Equally (and Differently).

Retrieved from https://teach.com/what/teachers-know/learning-

styles/#:~:text=All%20Students%20Are%20Created%20Equally,processes%2C%20comprehend

s%20and%20retains%20information

Education Review Office (n.d). Poor Quality Education and Care. Retrieved from

https://www.ero.govt.nz/publications/quality-in-early-childhood-services/poor-quality-

education-and-care/

Big Dog & Little Dog’s Performance Juxtaposition (2000, May 29). Visual, Auditory and

Kinesthetic Learning Styles (VAK). Retrieved from

http://www.nwlink.com/~donclark/hrd/styles/vakt.html

HFC.(n.d). VAK Learning Styles Questionnaire. Retrieved from

https://www.hfe.co.uk/learning-styles-questionnaire/
Jaleel, S. and Thomas, A.M. (2019). Learning Styles Theories and Implications for Teaching

Learning. Horizon Research Publishing

Willingham, D.T. (2018, Oct.7). Are You a Visual or an Auditory Learner? It Doesn’t Matter. The

New York Times, p.6

Wood, G. (2000). HOW TO STUDY Second Edition: Use Your Personal Learning Style to Help

You Succeed When It Counts. Learning Express

University of Arkansas Fort Smith. (n.d). Retrieved from https://academics.uafs.edu/academic-

success/visual-learning-strategies

Harrison, D. (n.d). The Importance of Awareness. Believe Perform.

https://believeperform.com/the-importance-of-awareness/

Gilakjani, A.P 2012, Visual, Auditory, Kinaesthetic Learning Styles and Their Impacts on English

Language Teaching, Islamic Azad University, Lahijan, Iran

Khan, S.A, et al. (2019), A Study of Relationship between Learning Preferences and Academic

Achievement, PMAS-Arid Agriculture, University, Rawalpindi, Pakistan

Wan Shaaidi, W.R 2012, ‘A Study of the Preferred Learning Styles of Students Taking The English

1119 Paper in SMK Tengku Intan Zaharah: Are The Teachers Aware of these Learning Styles?’

Tati University College, viewed 8 Dec. 2020

<https://www.researchgate.net/publication/274780335_A_STUDY_OF_THE_PREFERRED_LE

ARNING_STYLES_OF_STUDENTS_TAKING_THE_ENGLISH_1119_PAPER_IN_SMK_T

ENGKU_INTAN_ZAHARAH_ARE_THE_TEACHERS_AWARE_OF_THESE_LEARNING_

STYLES >
Bakri, Rina Asrini, et al. ‘Exploring the Impact of VAK Learning Style on Teenager Level

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 Appendices

Figure 1. Sample of the Survey Form

Hi! I’m Justine Agravante, a grade 10 student at the University of Nueva Caceres. This
questionnaire is part of my research paper.

For the Part I of this survey form, here are the information you need to know:

Visual learners learn prefer to use images, graphics, colors and maps to communicate ideas
and thoughts. They learn best by color-coding their notes, making to-do lists and using
concept maps to organize their thoughts.

Auditory learners learn by hearing and listening. You often learn by reading out loud because
you have to hear it or speak it in order to know it.

Kinesthetic learners process information through touch and movement. They more effectively
retain information when they can move their bodies and interact with their environments.

Name: _________

Gender: ________

I. In your opinion, what kind of learner are you?

__Visual

__Auditory

__Kinesthetic

II. 1. When I cook a new dish, I like to:

__ Follow a written recipe

__ Ask a friend or a family member for an explanation

 __ Follow my instincts, testing as I cook

2. When I need direction for travelling, I usually:

__ Look at map

__ Ask for directions

__ Follow my nose and maybe uses a compass

3. When I operate a new equipment I generally:

__ Read the instructions first

__ Listen to an explanation from someone who has used it before

__ Go ahead and have a go, I can figure it out as I use it

4. If I am teaching someone something new, I tend to:

__ Write instructions down for them

__ Give them a verbal explanation

__ Demonstrate first and then let them have a go

5. I tend to say:

__ Watch how I do it

__ Listen to me…

__ You have a go

6. During my free time, I most enjoy:

__ Going to museums and galleries

 __ Listening to music and talking to my friends

__ Playing sport or doing DIY

7. When I go shopping for clothes, I tend to:

__ Imagine what they would look like on

__ Discuss them with the shop staff

__ Try them on and test them out

8. When I am choosing a holiday, I usually:

` __ Read lots of brochures and visit lots of websites

__ Seeks and listens to recommendations from my friends

__ Imagine what it would be like there

9. If I was buying a new car, I would:

__ Read reviews in newspapers, magazines, and websites

__ Discuss my needs with friends and colleagues

__ Test drive lots of different types of car

10. When I am learning a new skill, I am most comfortable:

__ Watching what the teacher is doing

__ Talking through with the teacher what I am supposed to be doing

__ Giving it a ty myself and working it out as I go

11. If I am choosing food off a menu, I tend to:

__ Imagine what the food will look like

 __ Talk through the options with my head, with the partner of the waiter

__ Imagine what the food will taste like

12. When I listen to a band, I can’t help:

__ Watching the band members and others in the audience

__ Listening to the lyrics and the beats

__ Moving in-time with the music

13. When I concentrate, I most often:

__ Focused on the word or focused on the picture in front of me

__ Discuss the problem and possible solutions in my head

__ Move around a lot, fiddle with pens and pencils, and touch things

14. I choose household furnishings because I like:

__ Their colors and how they look

__ The description the sales-people give me

__ Their texture and what it feels like to touch them

15. My first memory is of:

__ Looking at something

__ Being spoken to

__ Doing something

16. When I am anxious, I:

 __ Visualize the worst-case scenario

__ Talk over in my head what worries me most

__ Can’t sit still, fiddle, move around constantly

17. Feel especially connected to other people because of:

__ How they look

__ What they say to me

__ How they make me feel

18. When I have to revise for an exam, I generally:

__ Writes a lot of revision notes and diagrams

__ Talk over my notes, alone or with others

__ Imagine making a movement or creating the formula

19. If I am explaining to someone, I tend to:

__ Show them what I mean

__ Explain to them in different ways until they understand

__ Encourage them to try and talk them through my ideas as they do them

20. I really love:

__ Watching films, photography, look at art or people watching

__ Listening to music, the radio or talking to friends

__ Taking part in sporting activities, eating fine foods and wines or dancing

21. Most of my free time is spent:

 __ Watching television

__ Talking to friends

__ Doing physical activities or making things

22. When I first contact a new person, I tend to:

__ Arrange a face-to-face meeting

__ Talk to them on the phone

__ Try to get together while doing something else, such as an activity or a meal

23. I first notice how people:

__ Look and dress

__ Sound and speak

__ Stand and move

24. If I am angry, I tend to:

__ Keep replaying in my head what it is that was upset me

__ Raise my voice and tell people how I feel

__ Stamp about, slam doors and physically demonstrate my anger

25. I find it easier to remember:

__ Faces

__ Names

__ Things I have done

26. I think that you can tell someone is lying if:

__ They avoid looking at you

__ Their voices change

__ They give me funny vibes

27. When I meet an old friend:

__ I say “It’s great to see you”

__ I say “It’s great to hear from you”

__ I give them a hug or a handshake

28. I remember things best by:

__ Writing notes or making printed details

__ Saying them aloud or repeating words and key points inside my head

__ Doing and practicing the activity or imagining it being done

29. If I have to complain about faulty goods, I am most comfortable:

__ Writing a letter

__ Complaining on a phone

__ Taking the item back to the store, or posting it to head office

30. I tend to say:

__ I see what you mean

__ I hear what you are saying

__ I know how you feel

Figure 2. Answered Survey Form

Figure 3. The Online Learning Styles Self-Assessment Questionnaire

 STUDENT’S VITAE

Personal Background
Name: Justine Mae E. Agravante
Nick Name: Justine/Just
Birthday: April 24, 2005 2x2 colored, white
background photo
Age: 15
Citizenship: Filipino
Gender: Female

Family Background
Father’s Name: Joel C. Agravante
Mother’s Name: Rosemarie E. Agravante
No. of Sibling/s: 2
Current Address: Zone 4, Del Rosario, Milaor, Cam. Sur

Educational Background:
Elementary: Milaor Central School
Junior High School: University of Nueva Caceres
Grade 7 Section: 7-Newton
Grade 8 Section: 8-Aquarius
Grade 9 Section: 9-Andromeda