Chapter 4

LEARNING STYLES AMONG TERTIARY STUDENTS OF CATANDUANES

STATE UNIVERSITY PANGANIBAN CAMPUS

This chapter presents the data gathered and their analysis and corresponding

interpretations are presented in accord with the Statement of the Problem which are as

follows: 1.) What is the profile of the tertiary students of Catanduanes State University

Panganiban Campus, in terms of: age; gender and; municipality; 2.) What are the learning

preferences of the tertiary students of Catanduanes State University Panganiban Campus

in terms of VARK; 3.) What are the learning modalities styles and lastly; 4.) What are the

educational related problems encountered by the Catanduanes State University

Panganiban Campus students during the COVID-19 pandemic?

Profile of the Tertiary Students

of Catanduanes State University Panganiban Campus

Table 2 presents the profile of the tertiary students of Catanduanes State

University Panganiban Campus, in terms of: age; gender and; municipality.

Age. Table 3 shows the age range of 18 to 22 years old; 23 to 27 years old and; 28

to 32 years old. Among the total respondents of 52 tertiary students of the Catanduanes

State University Panganiban Campus the majority of the tertiary students fall under the

age range of 18 to 22 years old in which it accumulated a response of 96 percent. On the

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other hand, the age range of 23 to 27 years old and 28 to 32 years old both accumulated a

response of 2 percent completing the total percent response of 100 percent.

Gender. Table 3 also shows the gender of the tertiary students of Catanduanes

State University Panganiban Campus. It revealed that 12 or 23 percent of the respondents

are male and in 40 or 77 percent of the respondents are female. This only means that

majority of the tertiary students of Catanduanes State University Panganiban Campus are

female.

Municipality. Also shown in Table 3, are the municipalities wherein the tertiary

students of Catanduanes State University Panganiban Campus are residing. The

municipalities are Bagamanoc, Viga and Panganiban. The table revealed that 14 or 27

percent of the respondents are coming from the municipality of Bagamanoc; 17 or 33

percent are from the municipality of Viga and; 21 or 40 percent are from the municipality

of Panganiban. This only means that there are more tertiary students of Catanduanes State

University Panganiban Campus that are residing in Panganiban.

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Table 2
Profile of the tertiary students of Catanduanes State University Panganiban
Campus
PROFILE Frequency Percentage

A. Age

28 – 32 1 2

23 – 27 1 2

18 – 22 50 96

B. Gender

Male 12 23

Female 40 77

C. Municipality

Bagamanoc 14 27

Viga 17 33

Panganiban 21 40

Total 52 100
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Learning Styles Preferred

by Tertiary Students in terms of
their Learning Preferences in VARK

Table 2 A presents the learning preferences of the tertiary students of

Catanduanes State University Panganiban Campus in terms of VARK. The 25 item-

indicators garnered an overall average response of 3.56 or qualitative response of

“Frequently”, this implies that tertiary students of Catanduanes State University

Panganiban Campus frequently preferred the list of learning preferences in terms of

VARK.

The table revealed that 16 out of 25 item indicators garnered the same quantitative

response of 4 or qualitative response of “Frequently” while the 9 remaining items

indicators garnered the same quantitative response of 3 or qualitative response of

“Sometimes”. This only implies that majority of the learning preferences in terms of

VARK are frequently preferred by the tertiary students of Catanduanes State University

Panganiban Campus.

The learning preference that garnered the highest average response is the number

3 indicator (“I require explanations of diagram, graphs, or visual”) it accumulated an

average response of 4.19 or qualitative response of “Frequently”. When learners make

connections between pieces of information, knowledge, and experience, by generating

headings, summaries, pictures, and analogies, deeper understanding develops. Given the
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inherent challenges in teaching and learning complex or invisible processes in science,

educators have developed ways of representing these processes to enable and enhance

student understanding. External visual representations, including diagrams, photographs,

illustrations, flow charts, and graphs, are often used in science to both illustrate and

explain concepts (e.g., Hegarty, Carpenter, & Just, 1990; Mayer, 1989; Bobek &

Tversky,2016). It is important to remember that not all studies have found advantages to

generating explanations. Wilkin (1997) found that directions to self-explain using a

diagram hindered understanding in examples in physical motion when students were

presented with text and instructed to draw a diagram. She argues that the diagrams

encouraged learners to connect familiar but unrelated knowledge. Wilkin argues that

these learners are novices and that experts may not make the same mistake since they

have the skills to analyze features of a diagram according to their relevant properties.

On the other hand, the learning preference that got the lowest average response is

the number 21 and 22 indicators “I learn the spelling of words by ‘’finger spelling’’ them

and; I play with coins or keys in my pocket” in which it accumulated the same average

response of 2.61 or qualitative response of “Sometimes”.

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Table 2 A
Learning Styles Preferred by Tertiary Students in terms of
their Learning Preferences in VARK
Indicators Weights and Frequencies Summary of
Responses
A F SO S N AR QN QL
(5) (4) (3) (2 (1)
)
1. I prefer to see information written on the board by visual aids. 15 21 16 0 0 3.98 4 F
2. I like to take down notes for visual review. 24 15 11 0 2 4.13 4 F
3. I require explanations of diagram, graphs, or visual 20 23 8 1 0 4.19 4 F
4. I think the best way to remember something is to see a picture. 13 22 16 1 0 3.90 4 F
5. I can remember colors when I see them. 25 12 11 4 0 4.11 4 F
6. I can understand and follow direction using maps 4 9 24 9 6 2.92 3 SO
AVERAGE 3.87 3 SO
7. I can remember best by listening than reading. 10 27 13 2 0 3.86 4 F
8. I prefer listening to the news on the radio or online rather than 13 19 14 4 2 3.71 4 F
reading on newspaper.
9. I can tell if sounds match when presented with pair of sounds. 10 21 16 5 0 3.69 4 F
10. I do best in academic subjects by listening to lectures and tapes. 6 26 18 2 0 3.69 4 F
11.I would rather listen to a good lecture than a reading a note or 18 23 9 1 1 4.08 4 F
learning materials.
12. I learn to spell better words out loud than by writing the word on the 4 27 14 7 0 3.54 4 F
paper.
AVERAGE 3.76 4 F
13. I follow oral direction better than Writing. 7 23 18 4 0 3.63 4 F
14. I enjoy working things with my Hands 20 15 13 4 0 3.98 4 F
15. I prefer obtaining information about an interesting subject by 19 18 14 0 1 4.04 4 F
reading about it.
16. I am good at working and solving Puzzle 3 12 34 3 0 3.29 3 SO
17. I can remember best thing by writing things down several times. 9 26 14 3 0 3.79 4 F
18. I am skillful with and enjoy developing making graphs and charts. 4 10 29 5 4 3.09 3 SO
19. Self- reflection through journalizing. 5 18 20 8 1 3.34 3 SO
AVERAGE 3.60 3 SO
20. I like reporting than having a group activity. 1 11 24 7 9 2.77 3 SO
21. I learn the spelling of words by finger spelling them. 2 4 23 18 5 2.61 3 SO
22. I play with coins or keys in my pocket. 6 8 11 14 13 2.61 3 SO
23. I like doing role playing in the class. 7 18 18 6 3 3.38 3 SO
24. I enjoy doing an experiment specially in science class. 6 22 18 6 0 3.53 4 F
25. I chew gums or snack while studying 1 16 7 2 3.13 3 SO
AVERAGE 3.00 3 SO
OVER-ALL AVERAGE 3.56 4 F

Legend:
Code Adjectival Rating Numerical Rating
(Range)
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5 A – Always 4.50 – 5.00

4 F – Frequent 3.50 – 4.49
3 SO – Sometimes 2.50 – 3.49
2 S – Seldom 1.50 – 2.49
1 N – Never 1.49 and below
AR – Average Response QN – Quantitative Response QL – Qualitative Response

Learning Styles Preferred

by Tertiary Students in terms of
Learning Modalities/ Styles

Presented in Table 2 B are the learning modalities/ styles preferred by the tertiary

students of Catanduanes State University Panganiban Campus.

The table revealed that the 5 item-indicators about the learning modalities styles

preferred by the tertiary students of Catanduanes State University Panganiban Campus

accumulated an overall average response of 3.58 or qualitative response of “Frequently”.

This only means that the 5 learning modalities styles are frequently preferred by the

tertiary students of Catanduanes State University Panganiban Campus.

The learning modalities styles that garnered the highest accumulated response are

the indicators (a) and (d) “online/virtual and; Power point Presentation uploaded” in

which it both accumulated an average response of 3. 69 or qualitative response of

“Frequently’. On the other hand, the learning modalities styles that garnered the lowest

average response is the indicators (b) “Video recorded” in which it accumulated an

average response of 3.25 or qualitative response of “Sometimes”. This means that the

tertiary students of Catanduanes State University Panganiban Campus least prefer the

learning modalities styles in which Video/ audio recorded are being used compared to the
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other learning modalities styles such as online/virtual; module; PowerPoint presentation

uploaded and; others.

According to one of the articles of ION Professional eLearning Programs in

University of Illinois, Springfield entitled “LEARNING STYLES AND THE ONLINE

ENVIRONMENT”, everyone has their own "style" for gathering and organizing

information into useable knowledge, and the online environment can be especially well

suited to certain learning styles and personality requirements. Introverted pupils, for

example, often find computer-mediated communication to be simpler than face-to-face

conversation. Furthermore, the online environment supports a less hierarchical approach

to training, which matches the learning needs of persons who do not learn in a systematic

or linear manner. When online learning environments complement many students'

learning styles, they are utilized to their full potential for collaborative learning. Online

courses are also well adapted to the needs of independent learners. Power point

presentations used to introduce new structures to pupils, practice and drill them, or

review previously taught language structures (Segundo & Salazar, 2011; Samjei, 2014).

In her study, Stepp-Greany (2002) found a number of benefits for students associated

with the general use of technology in classrooms, including increased motivation,

improved self-concept, mastery of basic skills, more student-centered learning, and

participation in the learning process.

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Table 2 B
Learning Styles Preferred by Tertiary Students in terms of
Learning Modalities/ Styles
Indicators Weights and Frequencies Summary of Responses
A F SO S N AR QN QL
a. Online/virtual 13 16 17 6 0 3.69 4 F
b. Video / Audio 1 21 21 8 1 3.25 3 SO
Recorded
c. Modular 9 23 13 5 2 3.61 4 F
d. Power point 15 12 20 4 1 3.69 4 F
Presentation uploaded
e. Others (_) 14 15 16 6 1 3..67 4 F
AVERAGE 3.58 4 F
Legend:
Code Adjectival Rating Numerical Rating
(Range)
5 A – Always 4.50 – 5.00
4 F – Frequent 3.50 – 4.49
3 SO – Sometimes 2.50 – 3.49
2 S – Seldom 1.50 – 2.49
1 N – Never 1.49 and below
AR – Average Response QN – Quantitative Response QL – Qualitative Response

Education Related Problems Encountered by the Tertiary students of Catanduanes

State University Panganiban Campus during the Covid-19 Pandemic
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Table 3 presents 10 item-indicators about the education related problems

encountered by the tertiary students of Catanduanes State University Panganiban Campus

during the Covid-19 pandemic.

Table 6 revealed an overall average response of 3.99 or qualitative response of

“Agree”, implying that the tertiary students of Catanduanes State University Panganiban

Campus agreed that they are encountering education related problems in the times of

Covid-19 pandemic. Among the 10 item-indicators, the indicator that garnered a highest

average response is the indicator number 3 “Internet Connection” in which it garnered an

average response of 4.38 or qualitative response of “Agree”, implying that the tertiary

students of Catanduanes State University Panganiban Campus are encountering internet

connection as an education related problem. Gierdowski (2021), students have a limited

number of options outside of their homes for connecting to the internet, and even then,

they may need to get creative. Some students struggle to find a stable Wi-Fi connection,

while others don`t have the option to go elsewhere and have to go without if their service

is disrupted. Lynch (2017), stated that “A lack of internet access can affect a student's

academic performance in a number of ways. Students without the Internet cannot connect

with teachers or classmates, study independently, or get help with homework online”.

On the other hand, the indicator that garnered the lowest average response is the

indicator number 2 “Relationship with the teacher” in which it garnered an average

response of 3.44 or qualitative response of “Undecided”, implying that the tertiary

students of Catanduanes State University Panganiban Campus agree or disagree to this

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education related problems. This means that the tertiary students of Catanduanes State

University Panganiban Campus are decided to be neutral in relation to their relationship

with their teachers. The concept of teachers building relationship with their students in

order to be seen as a credible and trustworthy of information is a worthwhile endeavor for

long term learning (McCombs & Whisler, 1997; Wubbels & Brekelmans, 2005; Langer,

1997; Gablinske, 2014). According to Tucker (2018), Some students and teachers click

early, and other student-teacher relationships take time to develop. Unfortunately,

sometimes teachers and students have long-term relationship problems. A bad

relationship can be the result of a broken bond between them or an ongoing unresolved

conflict that makes it impossible for both of them to connect with each other. In situations

where the student does not pose a danger to the teacher, the teacher is often required to

establish a working relationship with the student. It is part of the teacher's role as

educators and counselors to exercise sound judgment when dealing with students.

Table 3
Education Related Problems Encountered by the Tertiary students of Catanduanes
State University Panganiban Campus during the Covid-19 Pandemic
Weights and Frequencies Summary of Responses
Indicators SA A U D SD AR QN QL
(5) (4) (3) (2) (1)
1. Unfavorable home 19 28 0 4 1 4.15 4 A
learning environment.
2. Relationship with the 7 23 11 8 3 3.44 3 U
teacher.
3. Internet connection 31 13 6 1 1 4.38 4 A
4. Weather 10 34 5 2 1 3.96 4 A
5.Technology/gadget 25 23 2 1 1 4.35 4 A
6. Gap in learning 19 20 6 6 1 3.96 4 A
resources (instructor
feedback, structured
course materials,
opportunities for
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collaboration)
7. Limited prior 12 23 13 4 0 3.83 4 A
experience with online learning.
8. Time management 18 22 6 6 0 4.00 4 A
9. Self-motivation 9 30 7 6 0 3.81 4 A
10. Electric power interruptions 19 21 7 3 2 4.00 4 A
AVERAGE 3.99 4 A
Legend:
Code Adjectival Rating Numerical Rating
(Range)
5 SA – Strongly agree 4.50 – 5.00
4 A – Agree 3.50 – 4.49
3 U – Undecided 2.50 – 3.49
2 D – Disagree 1.50 – 2.49
1 SD – Strongly Disagree 1.49 and below
AR – Average Response QN – Quantitative Response QL – Qualitative Response