FINAL-ACTION-RESEARCH-2022 Revised Conclusion and Title

Republic of the Philippines
Western Mindanao State University

COLLEGE OF SPORTS SCIENCE AND PHYSICAL EDUCATION
Normal Road, Baliwasan, Zamboanga City 7000
TITLE OF ACTION TAILORING TEACHERS’ TEACHING STRATEGIES TO THE

RESEARCH PREFERRED LEARNING MODALITY OF 2ND YEAR BPED
STUDENTS OF WESTERN MINDANAO STATE UNIVERSITY
INTRODUCTION Teaching physical education is not just as easy as the other
subjects. It educates the students on many aspects to having healthy
lifestyles from nutrition and sports to kinesthetics where it requires a lot
of activities that needs to demonstrate physically. It has been observed
by the researchers that during the days they were students, even
though in the present, the higher institution implemented the student-
centered approach, they have encountered some professors who still
using the traditional approach, where they find it less interesting, and
the process of learning of wasn’t progressing. Therefore, the
researchers discovered a plan which adapting the students preferred
learning styles to design teaching strategy of the teacher to have an
effective teaching and learning.
As The Champion Initiative (2016) shared that these learners
from the 21st century embody an approach on which they master
content in producing, synthesizing, and evaluating information from a
wide variety of subjects. It is affirmed by DepEd Memorandum No. 99
Series of 2013, Section 5 under Curriculum and Development, where it
states that the curriculum shall be learner-centered, inclusive, and
developmentally appropriate; student-centered approach is being
added to the standards and principle to support academic instruction to
facilitate students to become active participants in their own learning
process.
In a classroom, teachers craft instructions in a way that best
serves each student’s learning styles. Different students have different
learning modalities. The “learning styles” theory makes a big leap,
suggesting that students will learn better if they are taught in a manner
that conforms to their preferences of learning. (University of Kansas,
2022) for it helps a teacher recognize the preferential way in which a
student processes and retains information. Hence, Students have
different preferences in the assimilation and processing of information.
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The VARK learning style model introduced by Fleming includes a

questionnaire that identifies a person's sensory modality preference in
learning. This model classifies students into four different learning
modes: visual (V), aural (A), read/write (R), and kinesthetic (K).
(Prithishkumar, 2014) Additionally, one of the most significant
challenges in learning is for individuals to take responsibility for their
own learning. When learners take responsibility for their own learning,
they attribute meaning to the process of educational information,
leading to effective learning. (Nzesei, 2015)
Above all these, it is for this purpose that this study aims to
implement an action research wherein it will tailor the teachers teaching
strategies by determining the students learning modality.
A. Research Questions RESEARCH QUESTIONS
This study generally aims to identify the learning modalities of the
learners in order to develop a tailored lesson plan which considers the
preferred learning modality of the learners by: (a) appropriating
activities to be used in the lecture (b) and drafting assessment
strategies that will measure students’ performance.
Specifically, it sought to answer the following questions:
1. What is the most preferred learning modality of the
students?
2. What are appropriate learning activities considering the
students learning modalities?
3. What are the assessment strategies that will measure the
students’ performance?
I. BRIEF REVIEW OF REVIEW OF RELATED LITERATURE AND STUDIES

RELATED Gardner first outlined his theory in his 1983 book Frames of
LITERATURE AND Mind: The Theory of Multiple Intelligences, where he suggested that all
STUDIES people have different kinds of "intelligences." The theory of multiple
intelligence, which states that "people are smart in more ways than
one," has far-reaching implications for educators. Howard Gardner
proposed a new perspective on intelligence, which is quickly becoming
incorporated into school curricula.
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According to Howard Gardner (1983) In his Multiple Intelligences

Theory, Gardner broadened the definition of intelligence to include
musical ability, spatial relations, and interpersonal knowledge, in
addition to mathematical and linguistic ability. Individual students'
needs, interests, and strengths make sense in a student-centered
approach, and each student has a unique intellectual profile.
The term learning styles is widely used to describe how learners
gather, sift through, interpret, organize, come to conclusions about, and
“store” information for further use. This model emphasizes that students
have different “preferred learning modes,” or ways of processing
information. The acronym VARK© stands for Visual, Auditory/Aural,
Reading/Writing Choice, and Kinesthetic learning styles.
The VARK Learning Style Inventory categorizes students into
one of these four categories based on how they prefer to receive and
deliver information (Lang, 2004) This model is a new development that
refers to the existing learning style preference model of VAK (Visual,
Aural, Kinesthetic). Fleming distinguishes the preferences of [Visual]
modality with [Read/Write] modality because those two models seem to
have different tendencies (Fleming, 2014).
According to Fleming (2006) and Fleming and Baume (2007) and
Drago and Wagner (2004) visual learners prefer to use materials such
as charts, graphs, and other symbols to take in and give out
information. For these learners, sight is very important especially when
taking information in and when organizing ideas. They tend to use
colors and highlighters when processing information and the use of
diagrams, drawing, and/or recall through pictures to reinforce
information and idea intake is recommended.
The read and write learners prefer to learn from printed textual
learning materials. They tend to use lists, headings, dictionaries,
glossaries, definitions, handouts, textbooks, and lecture notes during
taking in and giving out information or ideas (Fleming, 2006).
Aural learners on the other hand, prefer to learn through spoken
words lessons, talking, debate, and discussions. They tend to
understand more when information is explained to them. They learn
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best through lectures, tutorials, debates, and discussions (Fleming,

2006; Tennent, Becker & Keho, 2005).
Kinesthetic learners prefer to learn through direct practice, hands-
on activities, and learning by doing (Fleming, 2006). These learners are
commonly referred to as “hands on learners''. They learn best through
activities such as field trips, tours, field immersion experiences,
apprenticeship, and activities where they can engage all senses when
taking in and giving out ideas or information (Ramayah, Sivanandan,
Nasrijal, Letchumanan & Leong (2009).
Finally, multimodal learners are students whose whole learning is
based on more than one style. These learners take longer to gather
and process information but tend to have a deeper and broader
understanding of the information presented (Fleming, 2006). Multimodal
learners can be further classified into bi model (VR, VK, AR, AK, AV,
KR), tri model (VAK, VAR, VRK, and ARK) and quad model (VARK).
According to Phil Schlecty (1994), students who understand the lesson
tend to be more engaged and show different characteristics such as
they are attracted to do work, persist in the work despite challenges
and obstacles, and take visible delight in accomplishing their work. In
developing students' understanding to learn important concepts,
teacher may use a variety of teaching strategies that would work best
for her/his students. According to Raymond Wlodkowski and Margery
Ginsberg (1995), research has shown no teaching strategy that will
consistently engage all learners. The key is helping students relate
lesson content to their own backgrounds which would include students'
prior knowledge in understanding new concepts.
Teachers, being the central figure in education, must be
competent and knowledgeable in order to convey the information they
can provide to their pupils. Good instruction is done in a very personal
manner. Effective teaching is concerned with the learner as a person
and his whole development. It is always true that the educators,
perform a variety of important functions in the classroom. Teachers are
regarded as the beacons of light in the classroom.
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II. SCOPE AND SCOPE AND LIMITATIONS

LIMITATIONS The scope of this study focused on the learning styles of the
students and the teachers’ teaching strategies. This study has adapted
VARK’s Model questionnaire which identifies a learner’s sensory
modality preference in learning.
The participants were limited to those who are currently enrolled
at Western Mindanao State University taking Bachelor of Physical
Education. Specifically, the second-year students of the College of
Sport Science and Physical Education located in Normal Road
Baliwasan, Zamboanga City.
III. METHODOLOGY METHODOLOGY

Research Design
The researcher utilized the exploratory – qualitative design. It is
exploratory because it sought to discover new strategies in teaching PE
classes. It is qualitative in approach because it does not involve any
statistical tools in this study.
Hence, this research design was referred to obtain information
about tailoring teacher’s teaching strategies to the preferred learning
modality of the learners.
Research Locale
The study was conducted under the perimeter of Western
Mindanao State University located at Normal Road, Baliwasan,
Zamboanga City.
Population and Sample

The total number of respondents were 50 2nd year BPED
College students of Western Mindanao State University. In this study
purposive sampling was utilize since respondents were purposively
chosen. Purposive sampling was used in cases where the specialty of
an authority can selects a more representative sample that can bring
more accurate result than by using other probability sampling technique
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(Explorable.com, 2009).
Research Instrument
To fully seek the needed and necessary data for this study the
researchers adapted Neil D. Fleming’s VARK Model survey
questionnaire. It consists of 16 multiple choice questionnaires which
identify a person's sensory modality preference in learning.
Data Gathering Procedure

To be able to obtain the objectives of the research, the
researchers carefully employed the appropriateness of the procedures
on collecting data. Hence, the following steps were observed:
1. A permission letter was sent to the College Dean and
Adviser of the respondents to allow the researchers to
conduct the study.
2. After the approval of the Dean and Adviser, a student
consent letter was given to the respondents for the
conduct of the survey.
3. Immediately, the students were asked to answer the
online survey via “Google Forms,” adapting Fleming’s
VARK Model survey questionnaire.
4. The answers of the survey questionnaires by the
respondents were collected and tallied using simple
frequency and percentage count to determine the most
commonly preferred learning style by the students.
5. The data gathered from the results of the respondents
were analyzed in order to draft a tailored lesson plan
which incorporates students preferred learning styles for
an effective teaching strategy by the teacher.
IV. RESULTS AND RESULT AND DISCUSSION

DISCUSSION Figure 1. The most preferred learning modality of the students
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2nd Year BPED Students Learning Styles
19%
34%
20%
26%
Kinesthetic Auditory Visual Reading
According to the figure 1, about 34% of the respondents have

identified that they are kinesthetic learners, to which it categorizes as
the highest rank among the four learning modalities. it suggests that the
respondents or the 2nd year- Bachelor of Physical Education can learn
more about the lesson through direct-practice and hands-on activities.
It is followed by the Auditory learners which garners 26%. This
simply tells us that teachers should prepare lesson plan which involves
the use of sense of hearing like for instance, music, sound, and human
voice.
On the one hand, about 21% of the respondents identified
themselves as visual learners. This implies that teachers should
prepare teaching strategies which involves diagrams, graphs, and
pictures materials.
On the other hand, the remaining 19% of the respondents are
reading/writing learners. This suggests that they can obtain information
through printed textual learning materials, handouts, and dictionaries.
With the given results above, it has guided the teachers to tailor
their lesson plan which focuses on kinesthetic learning styles without
setting aside the other three learning styles (auditory, visual, and
reading).
Table 1. Appropriate Learning Activities considering the students
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learning modalities
Applied Learning
4A’s Type of Learning Style
Activities
Activity “Charades” Kinesthetic
Kinesthetic &
Analysis “Socratic Method”
Reading/Writing
“Discussion & Kinesthetic, Auditory,

Abstraction Demonstration” Visual, & Reading/Writing
Kinesthetic, Auditory,
Application “Show What You’ve Got”
Visual, & Reading/Writing
Table 1, answers research question number 2. Column no. 1 is

about the 4A’s of learning which are Activity, Analysis, Abstraction, and
Application while column no.2 is the applied learning activities of the
teacher for students effective learning. The third column describes the
type of learning styles being applied for each section of the 4A’s
learning.
Through the tailored lesson plan, the researchers have
developed appropriate learning activities considering the use of
activities that best apply to the learning styles of the students. The
activity that was used is “charades”. Charades is a pantomime game
that involves “acting out” a phrase or words without speaking. The
objectives of the activity are to guess the phrase as quick as possible.
In connection with the result, this activity was considered as an
approach to be a kinesthetic style.
Meanwhile, under analysis a Socratic method was used where
the teacher posted the question on the screen and let the students
answer by giving the response through a hand gesture. If they agree to
the statement, they will raise their right hand or show the heart
emoticon if they don’t agree they have to show their two hands or a sad
emoticon. Developed by the Greek philosopher, Socrates, the Socratic
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Method is a dialogue between teacher and students, instigated by the

continual probing questions of the teacher, in a concerted effort to
explore the underlying beliefs that shape the students views and
opinions.
On the one hand, the applied learning activity in abstraction are
discussion and demonstration. During discussion a video presentation
was played, the students were asked to demonstrate the required
movements of the dance.
On the other hand, in the application section, the teacher groups
the students according to their learning styles based on the VARK
survey results. For the visual learners, the students were asked to
make use of creating a digital collage art, in which the students
combined various images to create or convey an idea or message. For
Auditory learners, the learners were asked to express their learning by
making a podcast. A podcast is a recording of audio discussion.
Through this activity, the students involved their sense of hearing as a
learning process. As for the Reading/Writing learners, the students
were asked to use an acrostic poem. An acrostic poem is a creative
use of writing which the first letter of each line spells out a word or a
message. The learners creatively arranged the words or phrases that is
connected to the topic. Lastly, for the kinesthetic learners, they were
asked to make a short video presentation which showcases body
movements through dance.
Table 2. Assessment Strategies measuring the students’

performance
The succeeding sub-tables describes the different assessments in
measuring students’ performance according to their learning styles
such as collage making in Table 2.1, podcast in Table 2.2, acrostic
poem in Table 2.3, and Dance Presentation in Table 2.4.
Table 2.1 Rubrics for Collage Art
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Table 2.2 Rubrics for Podcast
Table 2.3 Rubrics for Acrostic Poem
Table 2.4 Rubrics for Dance Presentation
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CONCLUSION
As a result, through determining the preferred learning style of
the student, the researchers concluded that the best technique to have
an effective teaching is to make the classroom be more student-
oriented with the used of unique strategies that can catch the attention
of the students to learn and actively participate. In addition, the
researchers also found out that the most preferred learning style of the
2nd year BPED student was the kinesthetic learning style where the
researchers dominantly created an activity that is kinesthetically
involved without setting aside the other three learning modalities,
(visual, auditory, reading/writing) in a classroom.
V. RECOMMENDATIONS RECOMMENDATIONS
The following are hereby recommended based on the result and
implications of the study:
1. It is suggested that school administration could implement the

use of VARK model survey questionnaire to adopt and cater the
learning styles of each student and by that, teachers can design
their teaching strategies to the preferred learning mode of the
learners. In order to successfully implement the said suggestion,
it should be discussed to the department head.
2. Because we are now in the twenty-first century, where

technology evolves, online activities are more fascinating, and
learners can actively participate and communicate. The teacher
should include ICT integrated relevant activities and evaluation
methodologies in teaching. (e.g., Kahoot, Word Wall, Funbrain,
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Scholastic.com, etc.)
3. The dean or the principal must continue to coordinate and

support with the teachers to be able to cater the students with
the preferred learning modality and to continue guiding the
students in their education.
4.
VI. LIST OF REFERENCES

REFERENCES
A. Books
Author of Frames of Mind (2006) Multiple Intelligences: New
Horizons in Theory and Practice.
DepEd Memorandum (2013) An act enhancing the Philippine
Basic Education System by Strengthening its curriculum and Increasing
the Number of Years for Basic Education, Appropriating Funds Therefor
and for Other Purposes; Enhanced Basic Education Act of 2013.
B. Journal/Article Reference
The Learning Styles Neuromyth: When the Same Term Means

Different Things to Different Teachers European Journal of Psychology
of Education, v36 n2 p511-531 retrieve from https://eric.ed.gov/?
q=Howard+Gardner+Multiple+intelligence+in+connection+of+vark+mod
el&id=EJ1298643
C. Online Resources
Tamilselvi, B.; Geetha, D. (Sep-Nov 2015) Efficacy in Teaching
through "Multiple Intelligence" Instructional Strategies Journal on
School Educational Technology retrieve from https://eric.ed.gov/?
el&id=EJ1097414
Papadatou-Pastou, Marietta; Touloumakos, Anna K.; Koutouveli,

Christina; Barrable, Alexia (Jun 2021)
Arulselvi, Evangelin (2018) Incorporating Multiple Intelligences in the
English Classroom Excellence in Education Journal, v7 n2 p101-121
retrieve from https://eric.ed.gov/?
el&id=EJ1208657
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Perveen, Ayesha (Jan 2018) Facilitating Multiple Intelligences through

Multimodal Learning Analytics Turkish Online Journal of Distance
Education, v19 n1 Article 2 p18-30 retrieve from https://eric.ed.gov/?
el&id=EJ1165870
Provitera, Michael J.; Esendal, Esin (Jan 2008) Learning and Teaching
Styles in Management Education: Identifying, Analyzing, and
Facilitating Journal of College Teaching & Learning, v5 n1 p69-78
retrieve from https://eric.ed.gov/?
q=LEARNING+STYLES+in+education&ff1=subTeaching+Methods&id=
EJ886660
Samuelsson, Marcus; Samuelsson, Joakim; Thorsten, Anja (Apr 2021)

Simulation Training Is as Effective as Teaching Pupils: Development of
Efficacy Beliefs among Pre-Service Teachers Journal of Technology
and Teacher Education, v29 n2 p225-251 retrieve from
https://eric.ed.gov/?
q=teaching+strategies+of+teachers&ff1=subPreservice+Teacher+Educ
ation&id=EJ1307257
Bostanci Ozgur 2020 Learning Style Preferences of Prospective

Teachers of Physical Education and Sport Asian Journal of Education
and Training, v6 n2 p231-236 retrieve from https://eric.ed.gov/?
q=LEARNING+STYLES+in+education&ff1=subTeaching+Methods&id=
EJ1250296
Berková, Katerina; Boruvková, Jana; Frendlovská, Dagmar; Krpálek,

Pavel; Melas, David 2020 Learning Style Preferences of University and
College Students Problems of Education in the 21st Century, v78 n4
p486-499 retrieve from https://eric.ed.gov/?
q=learning+styles&pg=2&id=EJ1265745
Halif, Mazuin Mat; Hassan, Narehan; Sumardi, Nur Athirah; Omar, Aida
Shekh; Ali, Sharrifah; Aziz, Rozilah Abdul; Majid, Afiza Abdul; Salleh,
Nor Fazalina Jul 2020 Moderating Effects of Student Motivation on the
Relationship between Learning Styles and Student Engagement Asian
Journal of University Education, v16 n2 p94-103 retrieve from
https://eric.ed.gov/?q=learning+styles&pg=3&id=EJ1267371
VII. PAPPENDICES
APPENDIX A
Permission Letter
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Dear Ma’am/Sir! April 01, 2022
Good Day!
We, The Bachelor of Physical Education, 4th year students at the College of Sports
Science and Physical Education of Western Mindanao State University would like to ask
for permission to allow us to conduct a survey among the 2nd Year BPED students, about
the “TAILORING TEACHER TEACHING STRATEGIES TO THE PREFFERED
LEARNING MODALITY OF THE LEARNERS OF WESTERN MINDANAO STATE
UNIERSITY”. The survey will last only about 5-7minutes. Rest assured that the data
gathered will remain confidential and for academic purposes only. We are hoping that this
request will merit your favorable approval.
Respectfully Yours,
FRANCIS F. CLIMACO
KIM NICOLE S. ELISAN
MARY CRISTELLE JOY A. SANTOS
MARIA THERESA A. CLARETE
BHEA ROSE O. ARCILLAS
LUBERT CASTRO
RESEARCHERS
Noted by:
ALMIRA E. NOCHEFRANCA, ED.D.

Instructor
Approved by:
MA. BLANCAFLOR R. JIMENO, MSPE, Pd.D-PE

DEAN
APPENDIX B
Students Consent
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Dear Respondent’s:
I, Mr. FRANCIS F. CLIMACO currently enrolled in BPED 127 – Pre-Service
Teaching as fulfilment of my requirements for the completion in the subject on Action
Research in Bachelor of Physical Education at Western Mindanao State University,
College of Sports Science and Physical Education. I am inviting you to participate in my
study titled “TAILORING TEACHER TEACHING STRATEGIES TO THE PREFFERED
LEARNING MODALITY OF THE LEARNERS OF WESTERN MINDANAO STATE
UNIERSITY.”
The purpose of this study is to identify the learning style of students to
develop appropriate activities and assessment strategies that will measure student’s
performance. The study becomes significant as it will provide information and data
needed.
In conducting the study, there are foreseeable minimal risks such as mental
and psychological discomforts if you agree to share your knowledge, experience, and
participation in the study. No injury or disability is expected resulting from the study-
related activities. The result of this research will not affect any person and/or academic
standing of the participants. There is no extra credit or other incentive for their
participation; henceforth, it will not adversely affect in any way if you will not participate.
Your participation is COMPLETELY VOLUNTARY, should you decide to
discontinue your participation, all information you shared will be excluded. There is no
penalty or loss of benefits for choosing not to participate. The records identifying the
participants will be kept confidential and will not be made publicly available. Furthermore,
the researcher ensures that the participants can access the results of the study and have
the right to access the data upon request. For inquiries and concerns, please contact the
researcher through this number 0906-758-2659.
Sincerely,
Mr. Francis F. Climaco
Researcher
For your information regarding rights of the study participants, including grievances and
complains. WMSUREOC/College ERC Panel Chair, 2nd floor Research building, Normal
road, Baliwasan 7000 Zamboanga City, Email: pedrosojocelyn@yahoo.com.
Tel. (062)991-1040 local-1164, Mobile: 09177296959
I have understood that the study titled “TAILORING TEACHER TEACHING

STRATEGIES TO THE PREFFERED LEARNING MODALITY OF THE LEARNERS OF
WESTERN MINDANAO STATE UNIERSITY”
Furthermore, by signing below, I confirm that I have read and understood the
information and have had the opportunity to ask question/s, I understand that my
participation is voluntary and that I am free to withdraw at any time, without giving a
reason and without
_____________________________________ ___________________
Participant’s Name Signature
APPENDIX C
The Vark Questionnaire
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8. I have a problem with my heart. I would prefer that the doctor:

a. gave me something to read to explain what was wrong.
b. used a plastic model to show me what was wrong.
c. described what was wrong.
d. showed me a diagram of what was wrong.
The VARK Questionnaire (Version 8.01)
9. I want to learn to do something new on a computer. I would:
How Doa. I Learn
read theBest?
written instructions that came with the program.
b. talk with people who know about the program.
Choose thec.answer
start which
using best
it and learn by
explains trial
your and error.
preference and circle the letter(s) next to it.
Please circle more than one if a single answer
d. follow the diagrams in a book. does not match your perception. Leave blank any
questionthat does not apply.
10. When learning from the Internet I like:
1. I need to find the way to a shop that a friend has recommended. I would:
a. a. videos showing how to do or make things.
find out where the shop is in relation to somewhere I know.
b.b. interesting design
ask my friend and
to tell mevisual features.
the directions.
c. c. interesting
write downwritten descriptions,
the street directions I lists
needand explanations.
to remember.
d.d. audio
use achannels
map. where I can listen to podcasts or interviews.
2. toAlearn
11. I want website has aa new
about videoproject.
showing Ihow to make
would a special graph or chart. There is a person
ask for:
speaking,
a. diagrams to show the project stagestowith
some lists and words describing what do and some
charts ofdiagrams. I would
benefits and learn most
costs.
from:
b.a. a seeing
writtenthereport describing the main features of the project.
diagrams.
c. b. anlistening.
opportunity to discuss the project.
d.c. examples
reading thewhere the project has been used successfully.
words.
d. watching the actions.
12. I want to learn how to take better photos. I would:
3. I want
a. toask
findquestions
out more and
about a tour
talk thatthe
about I am going on.
camera andI would:
its features.
a. look at details about the highlights and activities on the tour.
b.b. use the written instructions about
use a map and see where the places are.
what to do.
c. c. use
readdiagrams showing
about the tour on the
the camera
itinerary.and what each part does.
d.d. usetalkexamples of goodwho
with the person andplanned
poor photos
the tourshowing
or othershow
whotoare
improve
going onthem.
the tour.
4. aWhen
13. I prefer choosing
presenter or aateacher
career orwho
areauses:
of study, these are important for me:
a. a. demonstrations,
Applying my knowledge
modelsinorreal situations.
practical sessions.
b. Communicating with others through discussion.
b. question and answer, talk, group discussion, or guest speakers.
c. Working with designs, maps or charts.
c. d. handouts, books, or readings.
Using words well in written communications.
d. diagrams, charts, maps or graphs.
5. When I am learning I:
14. I have finisheda.a competition or test
like to talk things and I would like some feedback. I would like to have
through.
feedback: b. see patterns in things.
a. c. using
use examples and applications.
examples from what I have done.
d. read books, articles and handouts.
b. using a written description of my results.
6. c. tofrom
I want save somebody
more moneywho and talks it through
to decide with
between me. of options. I would:
a range
d.a. using graphs showing what I achieved.
consider examples of each option using my financial information.
b. read a print brochure that describes the options in detail.
15. I want to find out about a house or an apartment. Before visiting it I would want:
c. use graphs showing different options for different time periods.
a. d. totalk
view a video
with of the
an expert property.
about the options.
b. a discussion with the owner.
7. I want to learn how to play a new board game or card game. I would:
c. a printed description of the rooms and features.
a. watch others play the game before joining in.
d.b. a listen
plan showing the rooms and a map of the area.
to somebody explaining it and ask questions.
c. use
16. I want to assemble the diagrams
a wooden tablethat
thatexplain
camethe various
in parts stages, Imoves
(kitset). wouldand strategies
learn in the game.
best from:
d. read the instructions.
a. diagrams showing each stage of the assembly.
b. advice from someone who has done it before.
c. written instructions that came with the parts for the table.
d. watching a video of a person assembling a similar table.
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The VARK Questionnaire – Scoring Chart

Use the following scoring chart to find the VARK category that each of your answers corresponds to.
Circle the letters that correspond to your answers.
e.g. If you answered b and c for question 3, circle V and R in the question 3 row:
Question a category b category c category d category

3 K V R A
Scoring Chart
Question a category b category c category d category
1 K A R V
2 V A R K
3 K V R A
4 K A V R
5 A V K R
6 K R V A
7 K A V R
8 R K A V
9 R A K V
10 K V R A
11 V R A K
12 A R V K
13 K A R V
14 K R A V
15 K A R V
16 V A R K
Calculating Your Scores

Count the number of each of the VARK letters you have circled to get your score for each category:
Total number of Vs circled =
Total number of As circled =
Total number of Rs circled =
Total number of Ks circled =
Fill in the questionnaire online at http://vark-learn.com/the-vark-questionnaire/ to find out your VARK
learning preference.
This document must not be published on the Internet – instead please suggest people download the
©2019 VARK-Learn Limited http://vark-learn.com
APPENDIX D
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Lesson Plan
SEMI-DETAILED LESSON PLAN
IN BPED II
Grade & Section:

Time: 1:00-2:00 PM
Bldg. no/Room no.: MS Teams Session
Date: March 23, 2022
I. OBJECTIVES
With the given activity, students are expected to do the following at the end of the
discussion:
a. Identify the role and purpose of dance from different cultures and/or time periods,
b. Appreciate the elements of dance are used to create and preserve histories of cultures,
c. Create a Collage, Podcast, Acrostic Poem, and Dance Presentation that are related
to the topic.
II. SUBJECT MATTER
Topic: International Dance

Subtopic: International Style: Standard and Latin
Strategies: Short Video Presentation, Charades, Show What You’ve Got.
References:
Quarter: 2ND semester
Materials: Power point presentation and pictures in internet.
I. LEARNING PROCESS
A. Preliminary Activities
 Standard preparation before lesson proper
 Greetings
 Checking of Environment
 Short prayer
 Screenshot Documentation for Attendance
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B. Motivation
“Video Presentation”
 The teacher will show a video presentation that is related to the topic.
 The students will observe and give their insights about the video that was
presented.
Follow up questions:
 Are you familiar with these dances?
 Based on what you have seen on the video presentation, do you already have an
idea about our topic for today?
C. Development of the Lesson

Activity: “Charades”
 The teacher will spin the wheel of names to have 1 actor to represent.
 The teacher will send a private message for the chosen student. That
message will be the basis on what he/she will have to act out that is related
with the topic.
 The student will act the given word.
 The students can open their mic to guess.
 The teacher will only acknowledge the first person who will raise their
hand and can say his/her name with the sound of his favorite animal. (ex.
Nicole Meow)
Follow up questions:
1. How did you find the activity?
2. Are you excited to know about international Dances?
Note: The teacher will further ask probing questions during activity.
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Analysis
1. What do you think is the importance of international dances?
2. Why do we need to study the different kinds of international dances?
3. How can folk dances contribute to a country's culture?
Abstraction
 The teacher will discuss the lesson about how to prevent and control common
communicable diseases through power point presentation.
1. As a student, why do you think it is necessary for us to have knowledge about

the lecture that we have discussed?
2. As a student, why do you think it is important for us to study the different
kinds of international dances?
Application “Show What You’ve Got”

 The students will create their preferred activity about the lesson that was
discussed.
 The students are free to choose at least one of these activities. (Collage,
Podcast, Acrostic Poem, and Dance Presentation.
 The due date will be on March 25, 2022 and will be pass through our MS
Teams.
Rubrics for collage making:
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Rubrics for Podcast:
Rubrics for Acrostic Poem:
Rubrics for Dance Presentation
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I. EVALUATION
 The students will be given a 10-items quiz via Google Forms.
Direction: Read carefully and choose the correct answer.
1. In which style do dancers keep their arms behind the back or to the side and do
everything with the feet?
A. Jump dancing
B. Walk dancing
C. Step dancing
2. How many foot positions are typically there in ballet?

A. 5
B. 10
C. 15
3. Which of the following is the traditional dance and music in Argentina?

A. Tango
B. Samba
C. Waltz
4. The Waltz is a popular dance that originated in the late 17th century from which
city?
A. Berlin, Germany
B. Vienna, Austria
C. Budapest, Hungary
5. The Polonaise and the Mazurka are traditional styles of dance in which European
country?
A. Romania
B. Poland
C. Bulgaria
Enumeration:
6-8 Give at least 3 examples of Standard Style.
9-10 Give at least 2 examples of Latin Style.
II. ASSIGNMENT
 Study about the dance styles from around the world.
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APPENDIX E
Action Plan
RESEARCH TIME FRAME
ACTIVITIES
NOVEMBE DECEMBE JANUAR FEBRUA MARC APRIL
RY H
R R Y
WEEK WEEK WEEK WEEK WEEK WEEK
3 4 1 3 4 1 2 4 1 2 3
Formulation of action
research title and
proposal
Checking of action
research proposal/
Title defense
Revision of the
research proposal
Seek permission to
the Dean of CSSPE
in conducting the
action research
Implementing and
Conducting of the
action research
 Gathering of
the data
 Analyzing and
interpret the
gathered data
from the
respondents.
Preparing the final
action research
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Submission and
presentation of the
final action research
___________________________________________________________
SIGNATURE OVER PRINTED NAME OF THE RESEARCHER
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Republic of the Philippines

Western Mindanao State University

TITLE OF ACTION TAILORING TEACHERS’ TEACHING STRATEGIES TO THE

The VARK learning style model introduced by Fleming includes a

I. BRIEF REVIEW OF REVIEW OF RELATED LITERATURE AND STUDIES

According to Howard Gardner (1983) In his Multiple Intelligences

best through lectures, tutorials, debates, and discussions (Fleming,

II. SCOPE AND SCOPE AND LIMITATIONS

III. METHODOLOGY METHODOLOGY

Population and Sample

Data Gathering Procedure

IV. RESULTS AND RESULT AND DISCUSSION

2nd Year BPED Students Learning Styles

Kinesthetic Auditory Visual Reading

According to the figure 1, about 34% of the respondents have

Activity “Charades” Kinesthetic

“Discussion & Kinesthetic, Auditory,

Table 1, answers research question number 2. Column no. 1 is

Method is a dialogue between teacher and students, instigated by the

Table 2. Assessment Strategies measuring the students’

Table 2.1 Rubrics for Collage Art

Table 2.2 Rubrics for Podcast

Table 2.3 Rubrics for Acrostic Poem

Table 2.4 Rubrics for Dance Presentation

1. It is suggested that school administration could implement the

2. Because we are now in the twenty-first century, where

3. The dean or the principal must continue to coordinate and

VI. LIST OF REFERENCES

The Learning Styles Neuromyth: When the Same Term Means

Papadatou-Pastou, Marietta; Touloumakos, Anna K.; Koutouveli,

Perveen, Ayesha (Jan 2018) Facilitating Multiple Intelligences through

Samuelsson, Marcus; Samuelsson, Joakim; Thorsten, Anja (Apr 2021)

Bostanci Ozgur 2020 Learning Style Preferences of Prospective

Berková, Katerina; Boruvková, Jana; Frendlovská, Dagmar; Krpálek,

Dear Ma’am/Sir! April 01, 2022

ALMIRA E. NOCHEFRANCA, ED.D.

MA. BLANCAFLOR R. JIMENO, MSPE, Pd.D-PE

I have understood that the study titled “TAILORING TEACHER TEACHING

8. I have a problem with my heart. I would prefer that the doctor:

The VARK Questionnaire – Scoring Chart

Question a category b category c category d category

Calculating Your Scores

Grade & Section:

II. SUBJECT MATTER

Topic: International Dance

C. Development of the Lesson

1. As a student, why do you think it is necessary for us to have knowledge about

Application “Show What You’ve Got”

Rubrics for collage making:

Rubrics for Podcast:

Rubrics for Acrostic Poem:

Rubrics for Dance Presentation

2. How many foot positions are typically there in ballet?

3. Which of the following is the traditional dance and music in Argentina?

SIGNATURE OVER PRINTED NAME OF THE RESEARCHER

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