Learning Styles of Cookery Senior High School Students The Problem and Its Scope

See discussions, stats, and author profiles for this publication at: https://www.researchgate.
net/publication/336231368
LEARNING STYLES OF COOKERY SENIOR HIGH SCHOOL STUDENTS The Problem

and its Scope
Thesis · October 2019
CITATIONS READS
0 9,876
3 authors, including:
Norlita B. Nemenzo
Department of Education of the Philippines
8 PUBLICATIONS 1 CITATION
SEE PROFILE
Some of the authors of this publication are also working on these related projects:
The future of philosophy (‫ )ﻣﺴﺘﻘﺒﻞ اﻟﻔﻠﺴﻔﺔ‬View project
Nanotechnology View project
All content following this page was uploaded by Norlita B. Nemenzo on 04 October 2019.
The user has requested enhancement of the downloaded file.

LEARNING STYLES OF COOKERY SENIOR HIGH SCHOOL STUDENTS 1
Chapter 1
The Problem and its Scope
Introduction
Identifying the specific learning styles of Senior High School learners in a
Commercial Cookery class is essential for the effective delivery of the K to 12-
curriculum. This endeavor is useful in the planning and management for the
allocation of needed facilities and equipment in the implementation of the
Commercial Cookery Technical-Vocational. Commercial Cookery is a technical
vocational course that focuses on the skill competencies of the students which is a
vital basis for their academic performance.
The Commercial Cookery course is a skill oriented course that requires hands
on training. Private establishments offering the said course are equipped with the
necessary equipment, facilities and space because they understand that these are
indispensable.
This study is a first of a kind that will relate the learning styles of senior high
school learners to the school management support. The government has to consider
the minimum standards for all food establishment design and equipment. The
requirements should also consider the demands of the students’ learning styles.
The researcher will use this study to help administrators understand how the
cookery students visualize, listen, and maneuver the new learning in the aid of the
school facilities and equipment. Researcher would like to know if the school
management support is helpful in the appropriate scaffolding of Senior High School
cookery learners.
According to Rezaeinejad and company (2015), a learning process is
indispensable in human life. Students’ learning styles are acquired when the learner
started to engage himself in the learning environment. The teachers and other
factors contribute to the creation of a child’s model of learning. When students get a
failing grade, failure in meeting their learning preferences is always pointed out as
the reason.
In the study of Tulbure (2011) about the learners’ learning modality and
other related variables investigating their relationship to the students’ grade point
average, find out the relevant variations between the two identified sets of tertiary
education learners base on their responses to the teaching strategies that match up
to their learning styles. The difference was that slow learners learning styles when
attended to helped them in their academic performance while fast learners do not
need learning styles to improve their performances.
Today’s learners are so much different compared to the types of learners the
country had a decade ago due to the fast changing environment and culture. They
may vary in learning styles compared to that of their parents and teachers. Filipinos
may vary in learning styles. This issue drives the researcher to verify the
learning preference of the students and would tr y to clarify whether each
type of learner uses a learning style specific only to them. However, there is
no publication that identifies the learning style that is specific only to each
type of learners.
This study will serve as a means to understand the learning styles of the
public Senior High School students in Froilan Alanano Memorial High School, Dauin
District, Negros Oriental Division.
Theoretical Background of the Study
This study is anchored on Felder-Silverman Learning Style Model which was
developed by Richard Felder and Linda Silverman to depict diverse learning styles
and preferences. The said model’s dimensions refer to the following: Active or
Reflective, Visual or Verbal, Sensing or Intuitive, and Sequential or Global (Felder &
Silverman, n.d.).
The four dimensions classify individuals into the following:
Sensing-Intuitive. This continuum determines how a learner prefers to
perceive or take in information (Felder & Silverman, n.d.).
Visual-Verbal. This continuum determines how a learner prefers
information to be presented (Felder & Silverman, n.d.).
Active-Reflective. This continuum determines how a learner prefers to
process information (Felder & Silverman, n.d.).
Sequential-Global. This continuum determines how a learner prefers
to organize and progress toward understanding information (Felder &
Silverman, n.d.).
According to Felder and Silverman (n.d.), the details about the above
mentioned learning preferences are the following: sensing for learners who prefer
concrete thinking, practical, and concerned with facts; intuitive for learners who
prefer conceptual thinking, innovative, and concerned with theories and meanings;
visual for learners who prefer visual representations; verbal for learners who prefer
written or spoken explanations; active for learners who prefer to try things out and
work with others in group; reflective for learners who prefer thinking things
through and work alone or with familiar partner; sequential for learners who prefer
linear thinking, orderly, and learn in small incremental steps; and global learners
who prefer holistic thinking, systems thinkers, and learn in large leaps.
The diagram of the theoretical framework of the study presented
below summarizes the concepts presented in this page.
Felder-Silverman Learning Style Model
By: Richard Felder and Linda Silverman
Active or Visual or
Reflective Verbal
Sensing or Sequential or
Intuitive Global
Basis for Designing a Program on Learning Intervention

Strategies
Commercial
Cookery Senior
High School
Students
Figure 1. Diagram of the Theoretical Framework of the Study Based on
Felder-Silverman Model.
Review of Related Literature and Studies
Types of Learners According to their Academic Performance. This study
operationally categorizes learners according to their academic performance using
the following grade point average levels: below average learners, average learners,
and above average learners. Below average learners are those who consistently get
a grade point average of below 80%. Average learners are those who consistently
get a grade point average of 80% to 84%. Above average learners are those who
consistently earn a grade point average of 85% and above.
Student Academic Performance. Students who frequently earn low scores
may not be the real slow learners in the classroom. There might be some factors that
hinder meaningful learning. Some of the said factors could be their learning
preferences, learning environment, or teacher-factor. The findings of the study in An
Investigation on Students Academic Performance for Junior Secondary Schools in
Botswana showed that there were several factors that can contribute toward
students’ low academic performance ranging from low staff morale to students
unpreparedness for the examinations, and the study, therefore, recommends that
high teacher’s morale, availability of resources and parental involvement are critical
for the attainment of high quality education in Botswana secondary schools
(MolokoMphale & Mhlauli, n.d.).
Learning styles. Chick (2017) said that learning styles describe how
learners learn new information. Learning preference is a fantasy which is not
sustained by psychological science. Psychologists claimed that administrators would

just like to put the blame on the teachers or teaching strategies to deny student’s
weakness in the ability to learn (Jarret, 2015).
Beasley in Dunn (2017) revealed that slow and average learners done well in
school when they optimize on their preferred learning modalities.
Paul (2012) asserted that students conceptualize new information whether
or not they received it verbally, visually, aurally, or a combination of the said
modalities. Willingham (2017) stated that memories are stored when the learner
finds its relevance. Willingham asserted that memories are not stored simply
because they are seen by visual learners, heard by auditory learners, or touched/felt
by kinesthetic learners.
Types of Learning Styles. Smoop University (2018) stated that Felder-
Silverman learning styles refer to the following: sensing/intuitive, visual/verbal,
active/reflective, and sequential/global. Furthermore, according to Smoop (2018),
Sensors like problem-solving, experimenting, and using the senses to gather data
while intuitive learners like grappling with new concepts, innovating, and working
with symbols.
Furthermore visual learners do well with pictures, diagrams and other things
that come in through the eyes, verbal learners do great with discussions and
explanations, active learners do well with active experimentation and real life
situations, reflective learners prefer examining and manipulating information,
sequential learners gain comfort with things in a logically ordered progression and
think based on linear reasoning processes, and global learners prefer to learn
through fitting parts to form a whole (Smoop University, 2018).

However, Spanella (2017) asserted that visual learning style is otherwise
known as spatial learning style. Learners of this mode of learning need images and
other tangible representation of the concept learned. Visual learners are otherwise
known for being spatial learners.
Many people are assured that they learn best by seeing or by listening to a
lesson or by comprehension, and so forth. Teachers have supported teaching
strategies that take benefit of the variations in the way people learn. But some
psychologists argued that learning style makes a difference in the learning
environment (Guterl, 2013).
Importance of Learning Styles. While grown-up learners learn well by
auditory means, children learners require visual and kinesthetic techniques.
Learning style is so important because it explains why other learners are interested
in the lessons presented in the classroom using a kind of teaching method while
others are not. It helps figure out how to optimize the students’ strengths in learning
new information (Dolin, 2017).
Teachers who know the learning styles of their learners are one step ahead
in teaching. Hawksworth (2015) explained that when the learner knows his learning
style, he can study smarter.
DepEd’s policies supporting students’ learning styles. DepEd formulated
the LRMDS Framework to support the learning styles of learners (Deped, 2008). The
LRMDS learning portal provides numerous varied relevant k to 12 resources that
supports various learning styles (DepEd, 2017). DepEd shall hold on to a

curriculum which is learner-centered and uses constructivist approach (Philippine
Congress, 2012).
Among the rationale of DepEd no. 39 is for the facilitation of learning and
continuous fostering of every student. School heads shall make sure that the school
environment motivates learning (DepEd, 2016).
School management and facilities supporting students’ learning styles.
Chen (2016) mentioned Bellingham Public Schools in Washington as an example of
educational institutions that supported students learning modalities. They did it by
controlling the class size of each classroom, promoting small number of teacher to
student ratio, enhancing their relationships, and requiring students a portfolio.
Student portfolio keeps the records of the student’s progress in academic activities.
It would be used in the next year levels to help teachers identify the learning
preferences of the learner.
Cookery school facilities and equipment. A cookery school shall have a
demonstration or exposition kitchen. All provisions storeroom for a
demonstration/show kitchen or cookery school must be in a separate room with
approved ground, partition and ceiling finishes and illumination. All paraphernalia
must meet the appropriate National Sanitation Foundation (NSF) Standard (s). The
food storage space area must meet the least requirements for dry and frozen
storage and obtain and maintain a Health Permit for dehydrated and/or chilled
storeroom. The school management shall include in the school improvement plan
the design for a sink for washing hands that is operationally provided with: soap;
faucet; disposable dispensing towels (“Food Establishment Plan Review”, 2017).

Some cookery schools like in Lynda Booth’s Dublin Cookery School located in
Blackrock have spacious area that makes it possible to create three distinct
functional sections namely, the work station, the exhibition kitchen and the dining
room. The work station area is fully equipped for food preparation. Ovens are used
in the school to develop students’ skills in using the equipment (“Cookery schools
facilities, 2017).
Some of the school essential cooking equipment and facilities are pots,
baking sheets, blender, baking pans or dishes, first aid kit, among others. Some
kitchen equipment may be rented from the cafeteria, brought from the house, or
purchased by the government or private individuals for the purpose of learning
activity that keeps learners engaged (“Classroom cooking cart equipment”, 2017).
The following are list of cooking materials, kitchen utensils and equipment
that are commonly found in the kitchen. Cooking Materials: Aluminum, Stainless
Still, Glass, Cast Iron, Double boiler, and Teflon; and Kitchen tools are Can Opener,
Colanders, Plastic and Hard Rubber, Cutting boards, funnels, Garlic Press, Graters,
Kitchen Shears, Potato masher, Rotary egg beater, Scraper, Serving spoons, Serving
tongs, Spatula, Spoons, Temperature scales, Whisks, Wooden spoons, Measuring cup
for liquid, Household Scales, knives, vegetable peeler. Equipment may refer to small
electrical appliance, such as a mixer or a large, expensive, power-operated appliance
such as ranges or a refrigerator (Kong & Domo, 2016).
DepEd urged to purchase kitchen facilities and equipment such as stoves,
refrigerators, ovens and others (Terrazola, 2017).

Issues on school management support. Inoperable cooking appliances,
insufficient cookbooks, dry classroom work instead of stovetop cooking, faulty
equipment, bureaucracy in the management, and petty finger pointing are among
the issues in a public cookery school in New York (Algar, 2016).
In pursuing the implementation of the K to 12, school facilities pose another
problem aside from lack of classrooms, availability of trained teachers and reference
materials (Legaspi, 2014).
However, Froilan A. Alanano Memorial High School upholds its mission. It
has to ensure an enabling and supportive environment for effective learning to
happen (DepEd, 2017). The curriculum guide on Cookery leads to National Certificate
Level II (NCII). This course is designed for a high school student to develop knowledge,
skills, and attitudes in the performance of Cookery tasks (K to 12 Home Economics
Curriculum Guide, 2016).
Learners who understand their learning preferences become life-long
independent learners and are able to maximize their learning abilities. This was
revealed in the study in India where the medical students served as the
respondents. The goal of the said endeavor was to test the learning styles and the
teaching strategies. Eventually, this situation will provide learning environment that
is conducive to learning as well as strongly driven students that are willing to learn
(Kharb & company, 2013).
The number of students who have single modality of learning varies from
one course of study to another. The academic performance is influenced by the

preferred learning style. The respondents of this study were the students of Iran.
(Sarabi, et. al, 2014).
When teachers reflect on the individual uniqueness of learners, present the
lesson in many different ways, and use materials familiar to the learners, they will
earn a hundred percent approval from the learners which will eventually motivate
the latter to learn .This said study evaluated the effect of the teaching style on
students’ inspiration to study. The research aimed to resolve the effect of teachers
teaching strategies on the learners’ interest to learn. It was held in a science class
(Barberos, M., et. al., 2017).
Students in schools around very poor communities are kinesthetic and
visual. It was undergone at the University of Northern Iowa, US. The said students
have very low emotional intelligence but ironically, are able to be good in affective
learning strategies. These learners have a varied learning preference which could be
bi-modal or tri-modal (Cuhat, 2011).
The study of Nuzhat, Salem, Al Hamdan, and Ashour, N., (2013) had the
following results. Male and female learners have a learning style preference with
more than one modality, such as a combination of auditory and kinesthetic. Female
learners have diverse learning style preference compared to male. Furthermore,
learners with more than one modality have higher GPAs than learners whose
learning style preference is single-modal. This endeavor was about the varied
learning choices between Saudi Arabia’s male and female medical.
The impact of public high school management system on academic
performance. Public high school management system refers to the overall

management system that ranges from the financial and administrative aspects of the
school management. Result of a study on the impact of public high school
management system on academic performance conducted by Tsereteli,
Martskvishvili, and Aptarashvili (2011) in Georgia showed that school management
system predicts level of students’ academic achievement, and specifically, among the
best predictors are the following variables: democratic strategies of class
management, school board effectiveness, popular-scientific meetings, and teachers’
democratic approach to students.
Child-friendly school. Children stay in schools most of their time during
school age. They are prepared for future challenges in life to carryon adults’ roles
and responsibilities when the latter are old, weak, and gone to continue humanity’s
existence and advancements. Fulfilling the education-related Millennium
Development Goals (MDGs) requires not just getting all children into school, but
making sure that all schools work in the best interest of the children entrusted to
them by providing safe and protective schools that are adequately staffed with
trained teachers, equipped with adequate resources and graced with appropriate
conditions for learning (Unicef, n.d.).
The Conceptual Framework of the Study
The study is based on Felder and Silverman’s model. The conceptual
framework of this study which is presented in Figure 2, relates the variables under
study.
The focus is on the learning styles of the different type of learners and how
each group of learner responds to teaching strategies.

The school management support in terms of the following: financial support,
teacher trainings in the making of learning intervention strategies, child friendly
school, listening to the voice of the learners and other stake holders, and cookery
learning materials is the primary independent variable.
To carry on this study, learners from Froilan Alanano Memorial High School
were taken as the respondents. were be classified according to below average,
average, and above average learners according to their grade point average of the
first grading period of school year 2017-2018.
The conceptual framework presented in the next page shows the relationship
between variables in graphic representation for vivid description of the study.

Primary Independent Dependent Variable
Academic performance of
School management support in students:
terms of:
 Above average
 Financial support  average
 Teacher trainings in the  below average
making of learning
intervention strategies
 Child friendly school
 Listening to the voice of the
Senior High School Students
learners and other
Learning Styles:
stakeholders
 Sensing/intuitive
 Cookery learning materials
 Verbal/visual
 Active/reflective
 Sequential/global
Implemented to
Secondary Independent Variable
Senior High School Students
Figure 2. The Conceptual Framework of the Study

Statement of the Problem
The goal of the study is to determine the learning styles of the Senior High
School students using Felder-Silverman learning style model in a learning
environment under the school management support. The target respondents are the
Commercial Cookery students of Froilan A. Alanano Memorial High School, Dauin
District during the school year 2017 to 2018, with the end view of proposing
suggestions for the improvement in the managing of learning instructions in the
said school.
Specifically, the researcher aimed to answer the following questions:
1. What is the performance of the Senior High School Students?
2. What is the frequency of students in the different learning styles in terms
of the following:
a. Active and Reflective
b. Sensing and Intuitive
c. Visual and Verbal
d. Sequential and Global?
3. What is/are the dominant learning styles of the students when grouped
according to the following performance?
3.1 Above average
3.2 Average
3.3 Below Average?

4. What is the extent of administrative support given by administrators in the
making of the program on Learning Intervention Strategies in the following
areas?
4.1. financial support;
4.2. teacher trainings in the making of learning intervention
strategies;
4.3. child friendly school;
4.4. listening to the voice of the learners and other stakeholders; and
4.5. cookery learning materials?
Significance of the Study
This study will be a basis in further studies about school management
support on students’ learning strategies. The result of this study will be able to help
students, teachers, parents, administrator, and the researcher understand the
needed support to the types of Filipinos learners.
To the students, this study will make them realize that they are the active
component in the learning process and that their learning depends primarily on
them.
To the teachers, this study will guide them on the proper teaching strategies
applicable to their learners.
To the parents, the results of this study will be significant in informing parents that
their role in providing their children their needs is crucial. Irresponsible parenting
affects the lives of their children.

To the administrators, the result of this study will be the basis for further studies
and decision making when it comes to the issues involving school management
supporting students’ learning.
Scope and Limitations of the Study
Scope of the Study
This study is focused mainly in determining the students’ learning styles of
the senior high school students using the Felder-Silverman Learning Styles model,
and how the learning styles affected the performance of the students. The study
includes the administrative support to the students in Froilan A. Alanano Memorial
High School for the school year 2017 to 2018,
Limitations of the Study
Hence, findings only hold true for the District covered in the study and
cannot be considered for interpretation as final or conclusive to other Districts. This
study is perceptual in nature. The answers to the problems set in this study greatly
relied on the perception of the respondents, themselves.
Research Methodology
This part of the study includes the research design, research environment,
research respondents, instruments, data gathering procedure and statistical
treatment data.
Research design. This study utilized the descriptive and correlational
research design that used a self-made intervention questionnaire and an on-line
index learning style questionnaires as the tools in gathering data. Descriptive and
correlational method helped determine if two or more variables are associated with
each other by explaining their relationship but not necessarily implying that this
relationship is also a cause (Descriptive Correlatinal Method) (Statistics Correlation
(2009).
The School management support as the primary independent variable was
correlated to the academic performance of senior high school students. Moreover,
the secondary independent variable which refers to the students’ learning styles
was likewise correlated to the students’ learning academic performance.
Research environment. This study was conducted in Froilan A. Alanano
Memorial High School of the District of Dauin. It has a complete Junior High School
and a newly established Senior High School offering the Cookery strand.
Research respondents. The respondents of the study were the students
from the Commercial Cookery class of Froilan A. Alanano Memorial High School of
District of Dauin. The students were assessed using the Index of Learning Styles
questionnaire of Felder and Silverman and the self-made intervention
questionnaire.
Research instrument. This study utilized two questionnaires, namely: the
index learning style questionnaire and the intervention questionnaire. The
researcher had already asked the permission of Felder through his Research gate
account. The said inventory was used to determine the learning styles of the
student. The questionnaires were casted to 30 students of the same background and
environment to test its validity.

Research procedure. The researcher personally distributed the
questionnaires. The questionnaires were collected, data were obtained and
tabulated in tables and were summarized using the percentage and weighted mean.
Statistical Treatment of Data
The tools used in analyzing and in interpreting the data are the following:
Percentage This was used to show how a part was related to a whole.
Formula:
Weighted Mean This was used to get the extent of problems in management
support.
Formula:
Pearson r This was used to determine the extent of relationship between variables.
Operational Definition of Terms
Above Average Learner. This refers to a learner who consistently obtains a
grade point average of 85% and above.
Active and Reflective. This refers to a learning style of learners. Some
learners are both active and reflective, while some are either active or reflective.
Active learners tend to prefer discussing course content with a group and applying
the concepts to the real world problems whereas reflective learners prefer working
through their own. They prefer vividly summarized learning materials which are
organized.
Administrative Support. This refers to a function of DepEd in supporting
the school as a whole to focus on its core objectives and ensures the provision of
finance and administrative services. It is measured through the following areas:
financial support, teacher training, child-friendly school, listening to the voice of
learners and other stakeholders, and cookery learning materials. It is measured
using the following scale: 4.21-5.00 strongly agree (very high extent level of
support), 3.41-4.20 agree (high extent level of support), and so on.
Average Learner. This refers to a learner who obtained a grade point
average of 80% to 84%.
Below Average Learner. Students at this level have a grade point average of
79% and below. They are the slow learners in the classroom.
Child Friendly. This refers to the status of the school with regards to the
manner the attended to the learning needs and wants of the learners within the
school premises.
Facilities and equipment. This refers to essential and standard tools used in
kitchen cooking in Senior High School Cookery classrooms.
Learning. It refers to the active process of gaining knowledge.
Maintenance and other operating expenses (MOOE). This refers to
DepEd’s fund allocation for school’s maintenance and necessities.
Performance. It refers to the first grading grade of the respondents.
School management. This refers to the act or manner of handling, directing
or controlling a school with a coordination of activities in order to attain prescribed
objectives.
Senior high school. It refers to Grades 11 and 12. It has been implemented
by DepEd since school year 2012.
Sensing and Intuitive. This refers to a learning style. Some learners tend to
have both while others are either sensing or intuitive. Sensing learners do not like
courses that have no apparent application to the real-world while intuitive learners
do not like courses with a lot of memorization and regular computations.
Sequential and Global. This refers to a learning style that a learner could
have which could be a combination of both or either of which. Sequential learners
learn in a systematic way while global learners absorb learning at random and then
suddenly conceptualize.
Visual and Verbal. This is a type of learning style wherein learners have the
combination of them both or either of which. Visual learners prefer to see pictures
and other visual and graphic representations whereas verbal learners prefer to
learn through lecture and auditory representations.

Chapter II
Presentation, Analysis, and Interpretation of Data
This chapter provides information about the data gathered from the survey
questionnaires. The data have been analyzed and interpreted. The results are shown
in tabular and textual forms to facilitate better understanding.
Table 1
Performance of the Senior High School Students
Rating Verbal Description Frequency Percent
85% and Above Above Average 8 15.69
80% - 84% Average 25 49.02
Below 80% Below Average 18 35.29
Total 51 100.00
Average 81.02% (Average)
Table 1 show that 49.02% of the Cookery senior high school students are
average in terms of academic performance. It also shows that 35.29% are below
average learners while only 15.69% are in the above average level of performance.
This implies that quite a considerable number of students are in the below average
levels which is quite alarming.
Table 2
Frequency of Students in Different Learning Styles (n=51)
*Learning Style Frequency Percent
1. Sensing 22 43.14
2. Visual 14 27.45
3. Active 13 25.49
4. Reflective 10 19.61
5. Global 10 19.61
6. Verbal 7 13.73
7. Sequential 5 9.80
8. Intuitive 3 5.88
*more than 1 dominant learning style
Table 2 reveals that not all learners have single learning preference or
modality. Some have two or three dominant preferred learning styles. The largest
group of the senior high school students comprising 43.14% of the respondents
have sensing preferred learning styles. This means that many of them tend to like
learning facts, often like solving problems by well-established methods and dislike
complications and surprises, tend to be more practical and careful, and most of all
do not like courses that have no apparent connection to the real world (Felder, n.d.).
On the other hand, more than a quarter of the learners (27.45%) are visual
learners. This means that the said Cookery senior high school students remember
best what they see, e.g., pictures, diagrams, flow charts, time lines, films, and
demonstrations (Felder, n.d.).
Furthermore, about a quarter of the students as well are also active learners.
This means that the said students learn by doing something with information and
choose to process information by talking about it and trying it out. They like
discussing, applying, or explaining it to others (The Peak Performance Center, n.d.).
On the other hand, only few of the students are reflective, global, verbal, and
sequential learners. This means that only few learners envision the problem at
different and unexpected angles (Crockett, 2017); tend to learn in large jumps,
absorbing material almost randomly without seeing connections, and then suddenly
getting it (Fogler & Gurmen, 2008) ; prefer explanations with words-written and
spoken explanations; and prefer to work with information in an organized and
systematic way (The Peak Performance Center, n.d.), respectively.

The least number of learners are those having intuitive learning style. This
means that very few are intuitive learners. These learners prefer to take in
information that is abstract, original, and oriented towards theory (Waterloo, n.d.).
They do not like courses that involve a lot of memorization and routine classes
(Tess, 2009).
On the other hand, students with sensing learning style remember and
understand information best if they can see how it connects to the real world and if
the teacher is teaching the abstract and theoretical material, he or she should try to
relate the materials to real world as much as he or she can, and explain how
concepts apply in practice, because they know new knowledge by real life examples
best (Econlearningstyles, n.d).
Table 3
Dominant Learning Styles of the Students when Grouped According to Their
Performance (n=51)
Performance Dominant Frequency Percent
Learning Style
Above Average (n = 8) Sensing 5 9.80
Average (n = 25) Sensing 13 25.49
Below Average (n = 18) Reflective 5 9.80
Table 3 shows that above average and average Cookery senior high school
students have sensing as their dominant learning style. Students who are in the
below average level of performance prefer reflective learning style. This means that
reflective learners have low performance level. This finding negates the explanation
of Gray (2013) about reflective learning. According to Gray, reflective learners think
about what they have read, done, or learned, relating the lesson at hand to their own
lives and making meaning out of the material and do not just memorize some facts,
formulas, or dates. This is in line with what Kaveti (2018) had said.. She disclosed
that reflective learning improves concentration and focus and is an important
quality of a good learner.
Table 4
Extent of Administrative Support Given by Administrators in Terms of Financial
Support (n=51)
Indicators Wx VD Equivalent
1. School MOOE fund is available. 3.04 Moderately Agree` Moderate
2. The school’s fund is sufficient for the 2.76 Moderately Agree` Moderate
school’s administrative function.
3. There are funds coming from other 2.67 Moderately Agree` Moderate
stakeholders to support MOOE fund
for the school’s projects.
4. There is financial support for the 2.43 Disagree Low
purchase of school’s cookery facilities
and equipment.
5. There is financial support for the 2.39 Disagree Low
preparation of the cookery students in
their immersion and deployment.
Composite 2.66 Moderately Agree` Moderate
Legend: Scale Verbal Description Equivalent
4.21 – 5.00 Strongly Agree (SA) Very High (VH)
3.41 – 4.20 Agree (A) High (H)
2.61 – 3.40 Moderately Agree (MA) Moderate (M)
1.81 – 2.60 Disagree (D) Low (L)
1.00 – 1.80 Strongly Disagree (SD) Very Low (VL)
Table 4 reveals that the extent of administrative support given by the
administrators in terms of MOOE availability, sufficiency of school fund, and support
funds from stakeholders for school projects is moderate ( Wx =3.04, Wx =2.76, and
Wx =2.67, respectively). However, there is low extent of administrative support in
the purchase of school’s cookery facilities and equipment and financial support for
the preparation of cookery students in their immersion and deployment ( Wx =2.43
and Wx =2.39, respectively).
The findings imply that there is an inadequacy in the allocation of

government funds for the purchase of essential cookery facilities and equipment
and for the preparation of cookery students in their immersion and deployment.
This was supported by KG (2014) in her column published in GMA news. She said
that the unavailability of learning materials is just one of the problems still
hounding the country’s new basic education program, K to 12, in the three years of
its implementation.
Table 5
Extent of Administrative Support Given by Administrators in Terms of Teacher
Trainings in the Making of Learning Intervention Strategies (n=51)
1. There are Learning Action Cell 3.10 Moderately Agree` Moderate
sessions on the making of learning
intervention strategies in teaching
cookery students.
2. There are available trainings on the 3.02 Moderately Agree` Moderate
making of learning intervention
strategies in teaching cookery
students.
3. Teachers’ training on the making of 3.00 Moderately Agree` Moderate
learning intervention strategies in
teaching cookery students is given
priority by the administration.
4. There are seminar-workshops on the 2.59 Disagree Low
making of learning intervention
strategies in teaching cookery
students.
5. Teachers’ trainings on ICT and other 1.94 Disagree Low
technology vital for making learning
intervention strategies are efficient.
3.41 – 4.20 Agree (A) High (H)
Table 5 indicates that the extent of administrative support given by
administrators in terms of teacher trainings in the making of learning intervention

strategies is moderate. Specifically, the extent of administrative support through the
conduct of Learning Action Cell, Teacher trainings, and trainings on the making of
learning intervention strategies in teaching cookery students is moderate ( Wx
=3.10, Wx =3.02, and Wx =3.00, respectively). However, the extent of
administrative support on seminar-workshops on the making of learning
intervention strategies in teaching cookery students as well as trainings on ICT and
other technology vital for making learning intervention strategies is low ( Wx =2.59
and Wx =1.94, respectively). This implies that there is a need for more training on
making learning intervention strategies in teaching cookery students and ICT skills
training for the learning intervention strategies of teachers. This is supported by the
study of Umar and Yusof (2014). He concluded that ample and continuous trainings
should be conducted to ensure that teachers are competent in using ICT which in
return, will produce a generation of students with high levels of ICT skills in the
future. In addition, training on the making of learning intervention strategies in
teaching cookery students is essential which is supported by the Weston A Price
Foundation that desired to train teachers to deliver well-organized and informative
classes with fun, ease and good humor (Weston A Price Foundation, 2013).
Table 6
Extent of Administrative Support Given by Administrators in Terms of Child Friendly
School (n=51)
1. The administration encourages 3.98 Agree High
children’s participation in school and
community activities.
2. It raises teachers’ morale and 3.76 Agree High
motivation.
3. It guarantees safe and protective 3.75 Agree High
spaces for children.
4. The school involves students in the 3.73 Agree High
organizing, planning, and execution
of the disaster preparedness and
response plan.
5. It enhances children’s health and well- 3.45 Agree High
being.
Composite 3.73 Agree High
3.41 – 4.20 Agree (A) High (H)
Table 6 reveals that the extent of administrative support given by
administrators in terms of child friendly school is high ( Wx =3.73). Specifically, the
extent of administrative support on students’ school and community activities
participation, teachers’ morale and motivation, safety and protection, student
involvement on organizing, planning and execution of disaster preparedness and
response plan is high ( Wx =3.98, Wx =3.76, Wx =3.75, Wx =3.73, and Wx =3.45,
respectively).
This implies that the school is a child friendly school. This is in line with the
goal of the Department of Education in the Philippines which was supported by Mr.
ENG (2016). He said that the Department of Education (DepEd), Department of

Social Welfare and Development (DSWD), United Nations Children’s Fund (UNICEF)
and other minor agencies works in collaboration to attain the goal in implementing
the Child Friendly School System (CFSS) in connection to the protection of children
in school (Eng, 2016).
Table 7
Extent of Administrative Support Given by Administrators in Terms of Listening to the
Voice of the Learners and Other Stakeholders (n=51)
1. Learners and other stakeholders are 3.27 Moderately Agree` Moderate
asked about interventions done by
teachers or the school to address their
existing problem.
2. The administration works with 3.08 Moderately Agree` Moderate
stakeholders in identifying their needs.
3. Stakeholders are able to voice out what 3.04 Moderately Agree` Moderate
they need or want.
3.41 – 4.20 Agree (A) High (H)
Table 7 shows that the extent of administrative support given by
administrators in terms of listening to the voice of the learners and other
stakeholders is moderate ( Wx =3.13). Specifically, the extent of administrative
support on soliciting stakeholders’ opinion about existing problems, identifying
needs, and freedom to voice out stakeholders’ need or want is moderate ( Wx =3.27,
Wx =3.08, and Wx =3.04, respectively).
This implies that there is still a need for more improvement in this area. This
is supported by Shediac, Hoteit, and Jamjoom (2013) who said that bringing the
education system in line with the needs of the employment market requires
governments to engage numerous stakeholders including local authorities, schools,
and the private sector, however, governments must also include students
themselves, a group often overlooked in the reform process.
In connection with this, the Department of Education (DepEd) initiated a step
in bringing the educational system in line with the needs of the learners, other
stakeholders and the employment market. The rationalized organizational
structures and staffing patterns were a result of the thorough study of the DepEd
Change Management Team (CMT) on the current structures, functions and staffing
complement of the DepEd offices vis-à-vis the long-term education reforms,
requirements of the learners and the changing environment, and national
government policies (DepEd Order 52, s. 2015).
Table 8
Extent of Administrative Support Given by Administrators in Terms of Cookery
Learning Materials (n=51)
1. Student’s interactive learning time in 2.69 Moderately Agree Moderate
the use of the cookery learning
materials is enough.
2. Cookery learning materials meet the 2.41 Disagree Low
standard curriculum.
3. There is sufficient cookery learning 2.16 Disagree Low
materials.
4. Content of cookery learning materials 2.06 Disagree Low
are up to date.
5. Cookery books are sufficient. 1.94 Disagree Low
Composite 2.25 Disagree Low
3.41 – 4.20 Agree (A) High (H)
Table 8 reveals that the extent of administrative support given by

administrators in terms of cookery learning materials is low ( Wx =3.13) however,
specifically moderate on supporting student’s interactive learning time in the use of
the cookery learning materials ( Wx =2.69). This implies that there is a need for
more improvement in providing administrative support in terms of cookery
learning materials meeting the curriculum standards, its sufficiency, novelty, and
provision of cookery books. This was supported by the Duterte Administration in
his State of the Nation Address when he announced the increase spending in the
basic education as among his priorities (Geronimo, 2017).
Table 9
Relationship between the Extent of Administrative Support Given by Administrators in
the Making of the Program on Learning Intervention Strategies and Their Academic
Performance
Academic Performance Comp. p-value Decision Remark
and… rs
1. Financial Support 0.121 0.397 Do not reject Ho 1 Not significant
2. Teacher Trainings in the 0.097 0.498 Do not reject Ho 1 Not significant
making of Learning
Intervention Strategies.
3. Child Friendly School 0.437 0.001 Reject Ho1 Significant
4. Listening to the Voice of 0.118 0.409 Do not reject Ho 1 Not significant
the Learners and Other
Stakeholders
5. Cookery Learning 0.182 0.200 Do not reject Ho1 Not significant
Materials
Legend: Value of r Strength of Relationship (Statistical Correlation, 2009)
Between ± 0.50 to ± 1.00 ± strong relationship
Between ± 0.30 to ± 0.49 ± moderate relationship
Between ± 0.10 to ± 0.29 ± weak relationshi p
Between ± 0.01 to ± 0.09 ± very weak relationship
The data in table 9 reflect that the p- value (0.001) when relating the
academic performance of the students and the administrative support given by the
administrator in the area of child-friendly school is less that the level of significance
(0.05). The computed value of rs (0.437) also indicates a moderate relationship. This
finding will warrant the rejection of the null hypothesis. This means that there is a
significant relationship between the two variable mentioned. This also implies that
the higher the support given by the administrators in the area of child friendly
school, the higher also is the academic performance of the students. This is in line
with the steps of DepEd in expanding its commitment to learners in ensuring that
school and home environments are conducive to learning (DepEd, 2015).
However, findings show that the following areas of administrative support:
financial support; teacher’s training; listening to the voice of the learners and other
stakeholders; and cookery learning materials have the p values that are greater than
the level of significance (p-value=0.397, p-value=0.498, p-value=0.409, and p-
value=0.200, respectively). This finding will not allow the rejection of the null
hypothesis. This means that there is no significant relationship between the
administrative support in these areas and the students’ academic performance.
Moreover, a study reveals that financial support has both tangible and
intangible (development of positive academic attitudes) benefits (Nora, 2016).
In addition, a study of Peter (2012) showed that training alone does not
contribute much to the performance of students.
Furthermore, it was found that students’ involvement in the key decisions of
their educational process produces motivation, a sense of ownership and therefore
a higher inclination to abide by the set rules, personal drive to meet the individual
and collective goals, and an overall higher academic performance (Mati, Gatumu, &
Chandi, 2016).
Additionally, the study of EJF20 (2015) revealed that a large body of research
over the past century has consistently found that school facilities impact teaching
and learning in profound ways.

Chapter III
Summary of Findings, Conclusions, and Recommendations
This chapter consists of the restatement of the problem, the summary of the
findings, conclusions, and recommendations.
Restatement of the Problem
The researcher wanted to identify the problems in the extent of
administrative support in relation to the learning styles of cookery senior high
school students and their academic performance.
Specifically, the study aimed to answer the following questions:
1. What is the performance of the Senior High School Students?
2. What is the frequency of students in the different learning styles in terms of the
following:
2.1. active and reflective;
2.2. sensing and intuitive;
2.3. visual and verbal; and
2.4. sequential and global?
3. What is/are the dominant learning styles of the students when grouped
according to the following performance:
3.1. above average;
3.2. average; and
3.3. below average?
4. What is the extent of administrative support given by administrators in the
making of the program on learning intervention strategies in the following

areas?
4.1. Financial support;
4.2. Teacher trainings in the making of learning intervention strategies;
4.3. Child friendly school;
4.4. Listening to the voice of the learners and other stakeholders; and
4.5. Cookery learning materials?
Summary of Findings
1. Performance of the Senior High School Students
The study reveals that 15.69% of the cookery senior high school students are
above average learners, 49.02% are average learners, and 35.29% are below
average learners.
2. Learning Styles of Students
This study discloses that some students have more than one dominant
learning styles. Many (43.14%) of them are sensing. About 27% of the students
are visual learners, 25.49% are active learners, 19.61% are reflective learners,
19.61% are global learners and 13.73% are verbal learners.
3. Dominant Learning Styles of the Students When Grouped According to

Their Performance
The study revealed that above average and average learners both have the
sensing learning style as their dominant learning style. This study also shows
that below average learners have reflective as their dominant learning style.
4. Extent of Administrative Support Given by Administrators in Terms of
Financial Support
Findings reveal that overall, the extent of administrative support given by
administrators in terms of financial support is moderate ( Wx =2.66). However,
it is low in the following areas: financial support for school’s cookery facilities
and equipment ( Wx =2.43) and financial support for the preparation of the
cookery student in their immersion and deployment ( Wx =2.39).
Teacher Trainings in the Making of Learning Intervention Strategies
This study finds out that generally, the extent of administrative support given
by administrators in terms of teacher trainings in the making of learning
intervention strategies is moderate ( Wx =2.73). However, it is low in the
following areas: seminar-workshops on the making of learning intervention
strategies in teaching cookery students ( Wx =2.59) and teachers’ trainings on
ICT and other technology vital for making learning intervention strategies ( Wx
=1.94).

Child Friendly School
This study finds out that the extent of administrative support given by
administrators in terms of child friendly school is generally high ( Wx =3.73) in
all areas. Specifically, it is high in the following areas: encourages children’s
participation in school and community activities ( Wx =3.98), raises teachers’
morale and motivation ( Wx =3.76), guarantees safe and protective spaces for
children ( Wx =3.75), involves students in the organizing, planning, and

execution of the disaster preparedness and response plan ( Wx =3.73), and
enhances children’s health and well being ( Wx =3.45).

Listening to the Voice of the Learners and Other Stakeholders
Generally, the study discloses that the extent of administrative support given
by administrators in terms of listening to the voice of the learners and other
stakeholders is moderate ( Wx =3.13). Specifically, it is moderate in the
following areas: learners and other stakeholders participation in the decision
making ( Wx =3.27), identifying the needs ( Wx =3.08), and freedom of speech
and redress ( Wx =3.13).

Cookery Learning Materials
Generally, the extent of administrative support given by administrators in
terms of cookery learning materials is low ( Wx =2.25). Specifically, it is
moderate ( Wx =2.69) in student interaction while low in the following areas:
cookery learning materials that meet the standard curriculum ( Wx =2.41),
sufficiency of cookery learning materials ( Wx =2.16), updated content of
cookery learning materials ( Wx =2.06), sufficient cookery books ( Wx =1.94).
9. Relationship Between the Extent of Administrative Support Given by

Administrators in the Making of the Program on Learning Intervention
Strategies and Their Academic Performance
This study reveal that only in the area of Child Friendly School is significantly
related to the academic performance of the cookery students (Computed rs=0.437;
p-value=0.001) which means that there is a significant relationship between the

extent of administrative support on the Child-Friendly School program and the
academic performance of the students. There is no significant relationship between
the academic performance of the students and the following: financial support
(rs=0.121; p-value=0.397), teacher trainings (rs=0.097; p-value=0.498), listening to
the learners’ and other stakeholders’ concerns (rs=0.118; p-value=0.409), and
cookery learning materials (rs=0.182; p-value=0.200). This means that there is no
significant relationship between the said variables and the academic performance of
the students.
Conclusions:
The following conclusions are drawn based on the findings of the study:
1. This study reveals that almost half of the Cookery senior high school students
are average in terms of academic performance, about one-third are below
average learners and only few are the above average learners.
2. This study also finds out that when learners are grouped according to their
dominant learning styles, learners with sensing learning styles comprise the
biggest group. About half the size of the said group is composed of visual
learners. It is followed by the groups of active learners, reflective learners, and
global learners in which each has almost the same group size with only a bit
lesser than the previous one. The following groups of learners are very few:
sequential learners and intuitive learners.
3. This study disclosed that the dominant learning style among above average
learners and average learners is sensing. On the other hand, the dominant
learning style of below average learners is reflective learning style.

4. The extent of administrative support given by administrators in terms of
financial support is moderate.
5. The extent of administrative support given by administrators in terms of teacher
trainings in the making of learning intervention strategies is moderate.
6. The extent of administrative support given by administrators in terms of Child-
Friendly school is high.
listening to the voice of the learners and other stakeholders is moderate.
cookery learning materials is low.
9. There is a moderate positive significant relationship between the extent of
administrative support in terms of Child-Friendly school and the academic
performance of students. The higher the extents of administrative support on
child-friendly school, the higher the academic performance of students, and vise
versa.
Recommendations:
Based on the findings and conclusions, the following recommendations are offered:
1. Since Child-Friendly school is moderately significant in increasing students’
academic performance, advancements in the policy-making and implementation
on the following areas are helpful: Student participation in school and
community activities; raising teachers’ morale and motivation; safe and
protective spaces for children; student involvement in organizing, planning and

execution of the disaster preparedness and response plan; and enhancing
student’s health and well-being.
2. Most of the learners have sensing dominant learning style; availability of
manipulative or tangible learning materials would benefit those most.

Proposed Program on Learning Intervention Strategies
I. Program Title: Improved Learning Intervention Strategies Program
II. Proponent: Lolita B. Parreño
III. Target Participants: Senior High School Cookery Teachers
IV. Background and Rationale
The study found that the dominant learning style of above average and
average Cookery Senior High school students is sensing and the dominant learning
style of below average learners is reflective. In addition, it was found out that the
extent of administrative support of administrators in terms of Child-Friendly school
Program is moderate. Furthermore, the extent of the said variable is moderately
significant in relation to the academic performance of the Cookery senior high
school students. It is with these reasons that the researcher opted to design an
improved Learning Intervention Strategies.
V. Specific Objectives:
1. Learn to understand that students have one or more dominant learning
styles; and
2. Adapt or modify the best learning intervention strategies of cookery senior
high school in terms of child-friendly school management.
This section will
 review strategies for meeting student learning needs – sensing, visual, active,
reflective, global, verbal, sequential, and intuitive learning styles
 discuss learning intervention strategies on child-friendly school as they relate to
students’ academic performance

Addressing Student Diversity in Froilan A. Alanano Memorial Senior High

School
Today’s learners show the diversity of learning styles using the Index of
Learning Styles of Felder and Solomon. Froilan A. Alanano Memorial Senior High
School has found out learning intervention strategies that supports this diversity in
learning styles.
The framework below shows the continuum of Learning Intervention
Strategies for addressing student learning styles diversity.
K to 12 Curriculum
(of Cookery Senior High School)
Adaptations
Administrators and Teachers
Redesigned Learning Strategies
Administrators Differentiated learning as a strategy to Support

And Teachers meet individual dominant learning Team
styles and advancement of the child-
friendly school learning strategies.
Administrative Support Planning in the School
At the beginning of the school year, the school head should vividly establish
the learning needs of the teachers in the classroom for a child-friendly school. The
teacher would manage students’ needs using a variety of learning intervention
strategies. Teachers should determine the best learning intervention strategies that
address the learning needs of the students with diverse and/or multiple dominant
learning styles.
 several students who require differentiated learning intervention strategies
 some students who require administrators support
 a few students who require modifications outlined in their preferred child-
friendly environment plan
Learning Intervention Strategies:
 What are the learning styles of the students”
 What are the dominant learning styles of learners when grouped according
to their dominant learning styles?
 Which administrative support is significantly related to their academic
performance?
Administrative Support
 Child-friendly school
Learning Intervention Strategies
 Complete the school’s program for a Child-friendly school.
 Differentiated teaching-learning strategies to meet the needs of diverse

learners
 Provide a variety of learning materials
 Develop a rubric to weight various types of students’ outputs
Possible administrative supports:
 Superintendent
 Assistant Superintendent
 Supervisor
 School Head
Possible activities
 Provide teachers with opportunity in the formation of school improvement

plan, work and financial improvement plan, and annual improvement plan.
References
Algar, S., (2016). Students can’t cook at New York’s only culinary high school. New
York Post. Accessed from: http://nypost.com/2016/12/01/students-cant-
cook-at-new-yorks-only-culinary-high-school/.
Barberos, M., Gozalo, A., Padayogdog, E., (2017). The effect of the teacher’s teaching
style on students’ motivation action research. Accessed from:
http://steinhardt.nyu.edu/teachlearn/tfat/research/motivation.
Chen, G., (2016). How well are public schools adapting to your child’s learning style?
Public School Review . New York. Accessed from:
https://www.publicschoolreview.com/blog/how-well-are-public-schools-
adapting-to-your-childs-learning-style
Chick, N., (2017). Learning styles. Vanderbilt University. Accessed from:

https://cft.vanderbilt.edu/guides-sub-pages/learning-styles-preferences/
“Classroom cooking cart equipment” (2017).California department of education.

Accessed from: http://www.cde.ca.gov/ls/nu/he/cookcart.asp
Cookery schools facilities, (2017). Lynda Booth’s Dublin Cookery School. Blackrock.
Accessed from: http://www.dublincookeryschool.ie/about-us/school-
facilities/.
Crockett, L., (2017). The 10 most important things to know about reflective learning.
Global digital citizen foundation. Accessed from:
https://globaldigitalcitizen.org/reflective-learning-matters.
Cuhat, G. O., (2017). Learner factors in a high-poverty urban middle school. Copyright
2017 The University of Pennsylvania. Accessed from:
http://www.urbanedjournal.org/archive/volume-9-issue-1-fall-
2011/learner-factors-high-poverty-urban-middleschool.
DepEd, (2008). Framework of LRMDS. DepEd Learning Portal. Accessed from:

http://lrmds.deped.gov.ph/docs/LRMDSFramework.pdf.
DepEd, (2015). DepEd calls for improvement of learning environment through

LightEd PH campaign. Accessed from: http://www.deped.gov.ph/press-
releases/deped-calls-improvement-learning-environment-through-lighted-
ph-campaign.
DepEd, (2015). New Organizational Structures of the Central, Regional, and Schools
Division Offices of the Department of Education. Department of Education,
Philippines. Retrieved from: http://www.deped.gov.ph/orders/do-52-s-
2015.
DepEd, (2016). DepEd Order no. 39 Adoption of the Basic Education Research
Agenda. Accessed from:
http://www.deped.gov.ph/sites/default/files/order/2016/DO_s2016_039.p
df.
DepEd, (2016). DepEd Order no. 36 Policy guideline on awards and recognition for
the K to 12 basic education program. Accessed from:
http://www.deped.gov.ph/sites/default/files/order/2016/DO_s2016_036.p
df.
DepEd, (2016). K to 12 Home economics-cookery curriculum guide. Retrieved from:

deped.gov.ph/docs/k to 12 Home…..
DepEd. (2017). Learning Resource Portal. Retrieved from lrmds.deped.gov.ph:

https://lrmds.deped.gov.ph/list/latest/shs
Deped. (n.d.). Retrieved from https://lrmds.deped.gov.ph/list/latest/shs
Dolin, A., (2017). Why is learning style so important? Educational Connections Inc.
Accessed from: http://ectutoring.com/resources/articles/learning-style-
important.
Dunn, R. (2017). How to implement and supervise a learning style program. ASCD.
Alexandria. Accessed from:
http://www.ascd.org/publications/books/196010/chapters/All-About-
Learning-Styles.aspx.
Econlearningstyles, (n.d.). Sensing and intuitive learners. Just another

WordPress.com site. Retrieved from:
https://econlearningstyles.wordpress.com/sensing-and-intuitive-learners/.
EJF20, (2015). The Importance of School Facilities in Improving Student Outcomes.

PennState. Retrieved from: http://sites.psu.edu/ceepa/2015/06/07/the-
importance-of-school-facilities-in-improving-student-outcomes/.
Eng., (2016). Classroom management and child friendly school system. Study Moose,
USA. Accessed from: https://studymoose.com/classroom-management-and-
child-friendly-school-system-essay
Explorable.com (May 2, 2009). Statistical Correlation. Retrieved Oct 25, 2016 from
Explorable.com: https://explorable.com/statistical-correlation.
Felder, R. & Silverman, L., (n.d.). Felder-silverman learning style model. The Peak
Performance Center. Accessed from:
http://thepeakperformancecenter.com/educational-
learning/learning/preferences/learning-styles/felder-silverman/.
Felder, R. & Soloman, B., (n.d.). Learning styles and strategies. North Carolina State
University. Accessed from:
http://www4.ncsu.edu/unity/lockers/users/f/felder/public/ILSdir/styles.h
tm.
Fogler & Gurmen, (2008). Global learners. University of Michigan. Access from:
http://umich.edu/~elements/course/lectures/two/learners.htm.
Geronimo, J., (2017). K to 12 under Duterte administration faces new challenges.

Rappler, Philippines. Accessed from:
https://www.rappler.com/nation/174212-k-to-12-duterte-administration-
philippines.
Gill, E., (2017). What is your teaching style? 5 effective teaching methods for your
classroom. Concordia University, Portland, Oregon. Accessed from:
http://education.cu-portland.edu/blog/teaching-strategies/5-types-of-
classroom-teaching-styles/
Gray, L., (2013). Reflective learning: definition, style and theory. Study.com. Accessed
from: https://study.com/academy/lesson/reflective-learning-definition-
style-theory.html.
Guterl, S., (2013). Is teaching to a student’s learning style a bogus idea? Nature
America, Inc. US. Accessed from:
https://www.scientificamerican.com/articles/is-teaching-to-a-students-
learning-style
Hawksworth, S., (2015). Knowing your learning style can help college success.
Stanford University, Stanford, California. Accessed from:
https://collegepuzzle.stanford.edu/?p=4853
Jarrett, C., (2015). All you need to know about the ‘learning styles’ myth, in two
minutes. Wired Science. California, USA. Accessed from:
https://www.wired.com/2015/01/need-know-learning-styles-myth-two-
minutes/.
K to 12 Home Economics Curriculum Guide (2016). K to 12 Curriculum Guide on

Cookery.
Kaveti, V., (2018). Reflective learning and its benefits. Comm Lab India, Global
Learning Solutions. Accessed from:
https://blog.commlabindia.com/elearning-design/reflective-learning-
benefits.
KG, (2014). Lack of materials, facilities still hound K to 12 implementation.GMA News

on-line, Philippines. Accessed from:
http://www.gmanetwork.com/news/news/specialreports/363734/lack-of-
materials-facilities-still-hound-k-to-12-implementation/story/.
Kharb, P., Samanta, P. P., Jindal, M., and Singh, V., (2013). The learning styles and the
preferred teaching-learning strategies of first year medical students. NCBI
Resources. Accressed from
https://ncbi.nlm.nih.gov/pmc/articles/PMC3708205/.
Kong, A. & Domo, A (2016). Available Senior High School Teachers Guide and
Learners Materials: Cookery Manual. Retrieved from Negros Oriental
Learning Resource Portal: https://drive.google.com/file/d/0B-
INPtMl4JLVMklNZ3hhZy1RNW8/view
Legaspi, A., (2014). Lack of materials, facilities still hound k to 12

implementation. GMA News, Philippines. Accessed from:
http://www.gmanetwork.com/news/news/specialreports/363734/lac
k-of-materials-facilities-still-hound-k-to-12-implementation/story/
Mati, A., Gatumu, J. C., & Chandi, J. R., (2016). Students' Involvement in Decision
Making and Their Academic Performance in Embu West Sub-County of Kenya.
Universal Journal of Educational Research 4(10): 2300-2304, 2016
http://www.hrpub.org DOI: 10.13189/ujer.2016.041008. Retrieved from:
https://files.eric.ed.gov/fulltext/EJ1116351.pdf.
MolokoMphale & Mhlauli, (n.d). An Investigation on Students Academic Performance

for Junior Secondary Schools in Botswana. European Journal of Educational
Research. Retrieved from: https://files.eric.ed.gov/fulltext/EJ1086046.pdf
Nora, A., (2016). The Impact of a State Grants Program on Student Outcomes: Access,
Persistence, and Graduation. College of Education and Human Development.
Retrieved from: https://www.uhd.edu/president/Documents/texas-grant-
symposium-presentation.pdf
Nuzhat, A., Salem, R., Al Hamdan, N., Ashour, N., (2013). National Center for
Biotechnology Information, U.S. National Library of Medicine 8600 Rockville
Pike, Bethesda MD, 20894 USA. Accessed from:
https://www.ncbi.nlm.nih.gov/pubmed/23581901.
DOI: 10.3109/0142159X.2013.765545.
Paul, M. A., (2012). Do students really have different learning styles? Kqed.org.
Accessed from: https://ww2.kqed.org/mindshift/2012/04/13/do-students-
have-different-learning-styles/.
Peter, M., (2012). Influence of teacher training on the performance of students in

mixed secondary schools in GEM district, Kenya. Retrieved from:
http://erepository.uonbi.ac.ke/bitstream/handle/11295/13049/Mahulo%2
0Peter_Influence%20of%20teacher%20training%20on%20the%20Perform
ance%20of%20students%20in%20mixed%20secondary%20Schools%20in
%20Gem%20district%2C%20Kenya.pdf?sequence=3&isAllowed=y.
Philippine Congress, (2012). The republic act nol 10533 an act enhancing the
Philippine basic education system. Accessed from:
http://www.lawphil.net/statutes/repacts/ra2013/ra_10533_2013.html
Rezaeinejad, M., Azizifar, A., Gowhary, H., (2015). The Study of Learning Styles and its
Relationship with Educational Achievement Among Iranian High School
Students. ScienceDirect. Accessed from:
http://www.sciencedirect.com/science/article/pii/S1877042815045206.
doi.org/10.1016/j.sbspro.2015.07.509
Sarabi, A., Jafari. M., Sadeghifar, J., Tofighi, S., Zaboli, R., Peyman, H., Salimi, M.,
and Shams, L., (2014). The relationship between learning style preferences
and gender, educational major and status in first year medical students: a
survey study from Iran. Ncbi.nlm.nih.gov/pmc/articles/PMC4341501/.
Accessed from: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4341501/
Shediac, R., Hoteit, L., Jamjoom, M., (2013). Listening to students’ voices: Putting
students at the heart of education reform. Booz & Company/PwC 2018.
Accessed from: https://www.strategyand.pwc.com/reports/listening-to-
students-voices.
Southern Nevada Health District, (2017). Equipment and facilities general

requirements. Accessed from: http://southernnevadahealthdistrict.org/food-
establishments/food-establishment.php
Spanella, Theresa (2017). Visual Learning Style. Stucy.com. Accessed from

http://study.com/academy/lesson/visual-learning-style-definition-
characteristics.html.
Statistical Correlation (2009). https://explorable.com/statistical-correlation.
Terrazola, V. E. (2017). Deped urged to invest in school kitchen facilities and

equipment. Manila Bulletin. Retrieved from:
https://news.mb.com.ph/2017/10/07/deped-urged-to-invest-in-school-
kitchen-facilities-and-equipment/
Tess, (2009). Learning style. Technology and Support Services. San Bernardino
Community College District. Accessed from:
http://tess.sbccd.org/Students/Self-Assessments/Learning_Style.
The Peak Performance, n.d. Index of learning styles. The Peak Performance
Center.com. Accessed from:
http://thepeakperformancecenter.com/educational-
learning/learning/preferences/learning-styles/felder-silverman/index-of-
learning-styles/.
The VARK Modalities: VARK a guide to learning styles (2017). VARK Learn
Limited. Accessed from http://www.vark/the_vark_modalities.
Tulbure, C., (2011). Learning styles, teaching strategies and academic achievement
in higher education: A cross-sectional investigation. ScienceDirect.
Accessed from:
http://www.sciencedirect.com/science/article/pii/S18770428120015
90. doi.org/10.1016/j.sbspro.2012.01.151
Tsereteli, M., Martskvishvili, K., & Aptarashvili, I. (2011). The impact of public high
school management on academic performance. Problems of Education in the
21st Century, Vol. 32. Retrieved from:
https://mail.google.com/mail/u/0/#inbox/161a755ba10ab747?projector=1
&messagePartId=0.1.
Umar, I. & Yusof, M., (2014). A study on Malaysian Teachers’ Level of ICT Skills and
Practices, and its Impact on Teaching and Learning. Procedia- Social and
Behavioral Sciences. ScienceDirect. Accessed from:
https://www.sciencedirect.com/science/article/pii/S1877042814003486.
Unicef, (n.d.). Child-friendly manual. Retrieved from:

https://www.unicef.org/publications/files/Child_Friendly_Schools_Manual_
EN_040809.pdf.
Waterloo, n.d. Understanding your learning style. University of Waterloo. Canada.

Accessed from: https://uwaterloo.ca/centre-for-teaching-
excellence/teaching-resources/teaching-tips/tips-students/self-
knowledge/understanding-your-learning-style.
Weston A Price Foundation, (2013). Cooking for well-being teacher training. USA.
Accessed from: https://www.westonaprice.org/cooking-for-well-being-
teacher-training/.
Willingham, Daniel T. (2017). Do Visual, Auditory, and Kinesthetic Learners Need

Visual, Auditory, and Kinesthetic Instruction? LD Online. Accessed from:
http://www.ldonline.org/article/12446/.
Appendices
APPENDIX A
Intervention Questionnaire
Dear Sir/Ma’am:
The purpose of this questionnaire is to gather data that will identify

problems associated with the administrative support among Senior High School
students which will be a basis for designing a program on learning intervention
strategies.
Part I: Profile of the Respondents
Name: ____________________________ School: _________________________________
Part II. Administrative Support

Directions: 1. Read each statement. Think carefully about each statement and
respond as truthfully as you can.
2. Place a check mark ( ) in the column that best describes your
perceptions. The following will be your guide:
Scale Range Verbal Description Explanation
5 4.21-5.00 Strongly Agree The feeling is felt/manifested

81%-100% of the time.
4 3.41-4.20 Agree The feeling is felt/manifested

3 2.61-3.40 Moderately Agree The feeling is felt/manifested

2 1.81-2.60 Disagree The feeling is felt/manifested
5%-10% of the time.
1 1.00-1.80 Strongly disagree The feeling is felt/manifested

1%-4% of the time.
Note: Time may refer to the following: all school days, all teaching-learning activities,
and other related activities.
A. Financial Support Strongly Agree Moderately Disagree Strongly

Agree Agree Disagree
6. School MOOE fund is available.
7. The school’s fund is sufficient for the
school’s administrative function.
8. There are funds coming from other
stakeholders to support MOOE fund
for the school’s projects.
9. There is financial support for the
purchase of school’s cookery facilities
and equipment.
10. There is financial support for the
preparation of the cookery students in
their immersion and deployment.
B. Teacher Trainings in the making of
Learning Intervention Strategies.
11. There are available trainings on
the making of learning intervention
strategies in teaching cookery students.
12. There are Learning Action Cell
sessions on the making of learning
intervention strategies in teaching
cookery students.
13. There are seminar-workshops
on the making of learning intervention
strategies in teaching cookery students.
14. Teachers’ trainings on ICT and
other technology vital for making
learning intervention strategies are
efficient.
15. Teachers’ training on the making of
learning intervention strategies in
teaching cookery students is given
priority by the administration.
C. Child Friendly School Strongly Agree Moderately Disagree Strongly
Agree Agree Disagree
16. The administration encourages
children’s participation in school and
community activities.
17. It enhances children’s health and well-
being.
18. It guarantees safe and protective
spaces for children.
19. It raises teachers’ morale and
motivation.
20. The school involves students in the
organizing, planning, and execution of the

disaster preparedness and response plan.
D. Listening to the Voice of the Strongly Agree Moderately Disagree Strongly
Learners and Other Stakeholders Agree Agree Disagree
21. The administration works with
stakeholders in identifying their needs.
22. Stakeholders are able to voice out
what they need or want.
23. Learners and other stakeholders are t
asked about interventions done by
teachers or the school to address their
existing problem.
E. Cookery Learning Materials
24. Cookery learning materials meet the
standard curriculum.
25. There is sufficient cookery learning
materials.
26. Content of cookery learning materials
are up to date.
27. Cookery books are sufficient.
28. Student’s interactive learning time in
the use of the cookery learning
materials is enough.
APPENDIX B
Index Learning Style Questionnaire

An on-line questionnaire from NC State University
Of Barbara A. Solomon & Richard M. Felder
Directions:
Please provide full name: ______________________________________
For the first 44 questions, please select either “a” or “b” to indicate answer. Please
choose only one answer for each question. If both “a” and “b” applies, choose the one
that applies more frequently. When finished answering the questionnaire, please
select the submit button at the end of the form.
1. I understand something better after I

a. try it out. b. think it through.
2. I would rather be considered

a. realistic. b. innovative.
3. When I think about what I did yesterday, I am most likely to get

a. a picture. b. words.
4. I tend to
a. understand details of a subject but may be fuzzy about its overall
structure.
b. understand the overall structure but may be fuzzy about details.
5. When I am learning something new, it helps me to

a. talk about it. b. think about it.
6. If I were a teacher, I would rather teach a course

a. that details with facts and real life situations.
b. that deals with ideas and theories.
7. I Prefer to get information in

a. pictures, diagrams, graphs, and maps.
b. written directions or verbal information
8. Once I understand
a. all the parts, I understand the whole thing.
b. the whole thing, I see how the parts fit.

9. In a study group working on difficult material, I am more likely to
a. Jump in and contribute ideas.
b. sit back and listen.
10. I find it easier

a. to learn facts.
b. to learn concepts.
11. In a book with lots of pictures and charts, I am likely to

a. look over the pictures and charts carefully.
b. focus on the written text.
12. When I solve Math Problems

a. I always work my way to the solutions one step at a time.
b. I often just see the solutions but then have to struggle fo figure out the
steps to get to them.
13. In classes I have taken

a. I have usually gotten to know many of the students.
b. I have rarely gotten to know many of the students
14. In reading nonfiction, I prefer

a. Something that teaches me new facts or tells me how to do something.
b. Something that gives me new ideas to think about.
15. I like teachers

a. who put a lot of diagrams on the board.
b. who spend a lot of time explaining.
16. When I’m analyzing a story or a novel

a. I think of the incidents and try to put them together to figure out the
themes.
b. I just know what the themes are when I finish reading and then I have to
go back and find the incidents that demonstrate them.
17. When I start a home problem, I am more likely to

a. start working on the solution immediately.
b. Try to fully understand the problem first
18. I prefer the idea of
a. certainty. B. theory.
19. I remember best

a. what I see
b. what I hear
20. It is more important to me that an instructor

a. lay out the material in clear sequential steps.
b. give me an overall picture and relate the material to other subjects.
21. I prefer to study

a. in a study group. B. alone.
22. I am more likely to be considered

a. careful about the details of my work.
b. creative about how to do my work.
23. When I get directions to a new place, I prefer

a. a map. b. written instruction.
24. I learn
a. at a fairly regular pace. If I study hard, I’ll get it.
b. in fits and starts, I’ll be totally confused and then suddenly it all “clicks”.
25. I would rather first

a. try things out. b. think about how I am going to do it.
26. When I am reading for enjoyment, I like writers to

a. clearly say what they mean.
b. Say things in creative, interesting ways.
27. When I see a diagram or sketch in class, I am most likely to remember

a. the picture. b. what the instructor said about it.
28. When considering a body of information, I am more likely to

a. focus on details and miss the big picture.
b. try to understand the big picture before getting into the details.
29. I more easily remember

a. something I have done.
b. something I have thought a lot about.
30. When I have to perform a task, I prefer to

a. master one way of doing it.
b. come up with new ways of doing it.
31. When someone is showing me data, I prefer

a. chars or graphs. b. text summarizing the results.
32. When writing a paper, I am more likely to

a. work on (think about or write) the beginning of the paper and progress
forward.
b. work on (think about or write) different parts of the paper and then
order them.
33. When I have to work on a group project, I first want to

a. have *group brainstorming* where everyone contributes ideas.
b. Brainstorm individually and then come together as a group to compare
ideas
34. I consider it higher praise to call someone

a. sensible. B. imaginative.
35. When I meet people at a party, I am more likely to remember

a. what they looked like.
b. what they said about themselves.
36. When I am leaving a new subject, I prefer to

a. stay focused on that subject, learning as much about it as I can.
b. Try to make connections between that subject and related subjects.
37. I am more likely to be considered

a. Outgoing. b. reserved.
38. I prefer courses that emphasize

a. concrete material (facts, data).
b. abstract material (concepts, theories).
39. For entertainment, I would rather

a. watch television. b. read a book.
40. Some teachers start their lectures with an outline of what they will cover.
Such outlines are
a. somewhat helpful to me. b. very helpful to me.
41. the idea of doing homework in groups, with one grade for the entire group,
a. appeals to me. b. does not appeal to me.
42. when I am doing long calculations,

a. I tend to repeat all my steps and check my work carefully.
b. I find checking my work tiresome and have to force myself to do it.
43. I tend to picture places I have been

a. easily and fairly accurately.
b. with difficulty and without much detail.
44. When solving problems in a group, I would be more likely to

a. think of the steps in the solution process.
b. think of possible consequences or applications of the solutions in a wide
range of areas.
View publication stats

Learning Styles of Cookery Senior High School Students The Problem and Its Scope

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Learning Styles of Cookery Senior High School Students The Problem and Its Scope

Uploaded by

Copyright:

Available Formats

See discussions, stats, and author profiles for this publication at: https://www.researchgate.

LEARNING STYLES OF COOKERY SENIOR HIGH SCHOOL STUDENTS The Problem

Thesis · October 2019

The future of philosophy (‫ )ﻣﺴﺘﻘﺒﻞ اﻟﻔﻠﺴﻔﺔ‬View project

Nanotechnology View project

The user has requested enhancement of the downloaded file.

The Problem and its Scope

Identifying the specific learning styles of Senior High School learners in a

allocation of needed facilities and equipment in the implementation of the

Commercial Cookery Technical-Vocational. Commercial Cookery is a technical

vital basis for their academic performance.

management support is helpful in the appropriate scaffolding of Senior High School

According to Rezaeinejad and company (2015), a learning process is

need learning styles to improve their performances.

learning preference of the students and would tr y to clarify whether each

District, Negros Oriental Division.

Theoretical Background of the Study

This study is anchored on Felder-Silverman Learning Style Model which was

The four dimensions classify individuals into the following:

Sensing-Intuitive. This continuum determines how a learner prefers to

perceive or take in information (Felder & Silverman, n.d.).

Visual-Verbal. This continuum determines how a learner prefers

information to be presented (Felder & Silverman, n.d.).

Active-Reflective. This continuum determines how a learner prefers to

process information (Felder & Silverman, n.d.).

Sequential-Global. This continuum determines how a learner prefers

to organize and progress toward understanding information (Felder &

The diagram of the theoretical framework of the study presented

below summarizes the concepts presented in this page.

Felder-Silverman Learning Style Model

By: Richard Felder and Linda Silverman

Basis for Designing a Program on Learning Intervention

Figure 1. Diagram of the Theoretical Framework of the Study Based on

Review of Related Literature and Studies

Types of Learners According to their Academic Performance. This study

operationally categorizes learners according to their academic performance using

consistently earn a grade point average of 85% and above.

Student Academic Performance. Students who frequently earn low scores

preferences, learning environment, or teacher-factor. The findings of the study in An

Investigation on Students Academic Performance for Junior Secondary Schools in

for the attainment of high quality education in Botswana secondary schools

(MolokoMphale & Mhlauli, n.d.).

learners learn new information. Learning preference is a fantasy which is not

sustained by psychological science. Psychologists claimed that administrators would

weakness in the ability to learn (Jarret, 2015).

school when they optimize on their preferred learning modalities.

Paul (2012) asserted that students conceptualize new information whether

or not they received it verbally, visually, aurally, or a combination of the said

Types of Learning Styles. Smoop University (2018) stated that Felder-

Silverman learning styles refer to the following: sensing/intuitive, visual/verbal,

active/reflective, and sequential/global. Furthermore, according to Smoop (2018),

situations, reflective learners prefer examining and manipulating information,

through fitting parts to form a whole (Smoop University, 2018).

However, Spanella (2017) asserted that visual learning style is otherwise

known for being spatial learners.

lesson or by comprehension, and so forth. Teachers have supported teaching

psychologists argued that learning style makes a difference in the learning

environment (Guterl, 2013).

Importance of Learning Styles. While grown-up learners learn well by

auditory means, children learners require visual and kinesthetic techniques.

new information (Dolin, 2017).

style, he can study smarter.

DepEd’s policies supporting students’ learning styles. DepEd formulated