RICH Learning Program: It’s Effectiveness on BTVTEd Students Different Learning

Styles amidst Covid 19 Pandemic.

One of the most public health emergencies of global concern is the COVID-19 pandemic,

which started in China and almost infected every country in the whole world (Guo et al., 2020).

In order to avoid the infection, containment, mitigation, contact tracing, self-isolation, social

distancing, wearing of face masks, improved health care systems; hand-washing and surface

cleaning is recommended by the World Health Organization (WHO, 2020b). COVID-19

pandemic has major effects and impacts on almost all sectors in the human race. These have

resulted in widespread disruption such as travel restrictions (Chinazzi et al., 2020), closure of

schools (Viner et al., 2020), global economic recession (Fernandes, 2020), political conflicts

(Barrios & Hochberg, 2020), to name a few. One of the most affected is the educational sector.

Most countries around the world have temporarily closed educational institutions to

contain the spread of the COVID-19 pandemic and reduce infections (UNESCO, 2020). This

closure has affected more than 1.2 billion learners worldwide with more than 28 million learners

in the Philippines (UNESCO, 2020). Responses like community lockdown and community

quarantine of several countries have led students and teachers to study and work from home

which led to the delivery of online learning platforms (Crawford et al., 2020). However, the

implementation of online learning posed different risks, problems, and challenges to both the

teachers and students, especially in higher education institutions (HEIs) (Bao, 2020). In response

to these situations, educational leaders decided to adopt the new normal in education. In the

higher education sector, the Commission on Higher Education, HEIs were given academic

freedom and should implement available distance learning, e-learning, and other alternative

modes of delivery to students (CHED, 2020).

 Within the new normal, the situation presents a unique challenge to every educational

leader’s decision-making process. Richwell Colleges Incorporated as an institution is committed

to providing a quality educational experience that will cater to the needs of every student and

ensure the students will have equal access to excellent and quality education (Dela Rosa 2020).

Richwell Colleges Inc. presented its own learning modality for the school year 2020-2021 and

that is the RICH Learning Program. RICH in RICH Learning stands for Richwell Independent

and Coordinated Home learning. RICH learning is a flexible learning modality crafted by the

experts and academic council. RICH Learning modality highlights its excellent design and

formulated modules. These modules were created by skilled, knowledgeable, creative professors

and instructors. The learning materials have undergone a series of evaluations and reviews

conducted by the program heads and experts to ensure excellence, content validity, and

curriculum alignment. The learning modules were designed to cultivate independence among

students. These are self-paced where the students can accomplish the academic task and

minimum outputs individually. The instructions in the learning modules are written in a

conversational tone to engage the students with the acquisition of knowledge and skills. The

materials also highlight the conscious effort of the school in incorporating a values formation

program. RICH learning modality features a progressive learning experience that is learner-

centered and gives premium emphasis on teaching the students to think creatively and critically.

Textbooks and learning materials will be used to improve the learning experiences of the

students. The program is also designed to strengthen the school’s partnership with the parents.

The learning journey of the Richwellian will be monitored by instructors and professors through

phone calls, text messaging, chat, or any other available platforms.

Bachelor in Technical Vocational Teacher Education (BTVTED) is one of the courses

offered in Richwell Colleges Incorporated. This program aims to give the students the

knowledge and skills to be able to teach technical-vocational courses. This program includes a

lot of education subjects. Major in food and service management is the major offered in this

program.
 In this study, some BTVTED learners experienced difficulty in using RICH Learning

modules because these do not meet with their learning style. The term “learning style” has been

defined in several ways, yet the most representative definitions refer to two essential aspects: a)

the learning style represents an individual’s preferred ways of responding (cognitively or

behaviorally) to learning tasks that change depending on the environment or context (Peterson, et

al., 2009), and b) the learning style refers to the idea that individuals differ regarding what type

of instruction is most effective for them (Pashler, et al., 2008). Learners with auditory learning

styles find it difficult to listen and take notes simultaneously or to listen and refer to a visual at

the same time. Background noise may promote focus for auditory listeners or break focus.

Auditory Talkers need to discuss what they are learning. They may like to ask a lot of questions

to solidify what is being learned. It can often help them to teach newly learned information to

someone else.

BTVTED Learners with visual learning style needs to minimize distractions. Instead of

studying next to a window and getting distracted by the outside. Fleming and Mills (1992)

defined kinesthetic learning as a preference related to experience and practice, either simulated

or real, that produces sensory information through physical activities. (Surjono, 2011) suggested

kinesthetic learners relied on experience-based modalities and preferred hands-on labs and

simulations to receive information most effectively.

This research aims to determine the different learning styles of BTVTEd learners and to

find out the effectiveness of RICH Learning Program in their learning journey despite the

COVID 19 Pandemic This research aims to determine the different learning styles of BTVTEd

learners and to find out the effectiveness of RICH Learning Program in their learning journey

despite the COVID 19 Pandemic.

This research will be beneficial to the administrators, principals, instructors, parents,

students, and future researchers. The effectiveness of RICH learning program will be

acknowledged and by this, the researcher indicates verifiable and the effectiveness of different

learning style that affects the learners through this pandemic crisis.
General Problem: This main aim of this study is to determine the effectiveness of RICH

Learning program to the different learning styles of BTVTEd learners despite the Covid 19

pandemic.

Specific Problem

1. How may the utilization of RICH Learning modalities in Richwell Colleges Inc be described

in terms of:

a. Learning Content

b. Instructional design

c. Technical design and

d. Social considerations?

2. What are the dominant learning styles of BTVTED students?

3. Does the RICH Learning modules ensure that the students will capable of understanding the

lesson content and gain knowledge at the same time?

Theoretical Framework

General Problem: This study aim to determine the effectiveness of RICH Learning program to

the different learning styles of BTVTEd learners despite the Covid 19 pandemic.

This study is based on one of the most popular and influential models of learning styles,

the one developed by David Kolb (1981). He defines learning as the process where knowledge is

created through transformation of experience (Kolb, 1984). In essence, learning is not so much

the acquisition or transmission of content, as it represents the interaction between content and
experience, where each transforms the other. In this context, the teacher has not only to transmit

new ideas but also to modify old ideas that may get in the way of new ones. From the students’

perspective, the learning style indicates a general preference for learning and encompasses

cognitive, affective, psychomotor, and physiological dimensions (Knowles, et al., 2005). On the

other hand, taking into account the teachers’ perspective, the fact that students have different

leaning styles represents a constant challenge, because the optimal instruction presupposes

diagnosing individuals’ learning styles and tailoring instruction accordingly (Pashler et al.,

2008).

Conceptual Framework

IV DV

RICH Learning Program Learning Style

This study postulates the relationship of RICH Learning Program and learning style of BTVTEd

students. Figure 1 presents the conceptual framework of the study that will be used in

investigating the relationship of RICH Learning program and learning style of BTVTEd

students. Due to Covid 19 pandemic Richwell Colleges Incorporated come up with the RICH

Learning program.