i

FACTORS INFLUENCING LEARNING STYLES ON ACADEMIC PERFORMANCE OF COLLEGE

OF EDUCATION UNDERGRADUATES STUDENTS AT ISU-ECHAGUE CAMPUS

______________________________

A Research Proposal

Presented to the Faculty of

COLLEGE OF EDUCATION

Isabela State University

Echague, Isabela

______________________________

In Partial Fulfilment of the

Requirements in

EEd Spec 327: Research 1 (Undergraduate Thesis)

______________________________

Louella Jane T. Balanta

April Eve P. Dancel

Erica J. Garcia

June 2022
 ii

TABLE OF CONTENTS

TITLE PAGE ………………………………………………………………… i

TABLE OF CONTENTS ……………………………………………………. ii

I. THE PROBLEM AND ITS BACKGROUND …………………………... 1

Introduction ………………………………………………………… 1

Statement of the Problem …………………………………………... 4

Objectives of the Study …………………………………………….. 5

Significance of the Study …………………………………………... 5

Scope and Delimitation …………………………………………….. 6

Definition of Terms ………………………………………………... 6

II. REVIEW OF RELATED LITERATURE AND STUDIES ……………... 8

Related Literature and Studies ……………………………………... 8

Conceptual Framework of the Study ………………………………. 11

Theoretical Framework of the Study ………………………………. 12

Hypothesis of the Study ……………………………………………. 13

III. RESEARCH METHODOLOGY ………………………………………… 14

Research Design …………………………………………………… 14

Respondents of the Study ………………………………………….. 14

Data Collection and Instrumentation ………………………………. 15

Statistical Treatment of the Data …………………………………... 16

REFERENCES ………………………………………………………………. 18

RESEARCH INSTRUMENT ………………………………………………... 22

 1

CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Introduction

As we live, learning becomes the foundation of our successful life. Learning is defined as life-induced

lifelong changes in behavior. Learning, according to experiential learning theory, is the process through which

knowledge is created by transforming information. Part of this procedure entails gaining an understanding of

students' learning habits. As a result, the concept of learning style has become a popular topic in recent

literature, with various theories about learning styles being proposed to better understand the dynamic learning

process.

Academic performance of students is essential to any country's progress, whether it is economic,

political, social, scientific, or technological. When students' academic performance is poor, according to Nja and

Obi (2019), they may be unable to perform better at work. For a long time, the issue of college students' poor

academic performance has persisted.

"Learning styles" means to the various ways in which people learn. It aims to explain how people learn,

emphasizing that no two people learn in the same way. Learning styles refer to a person's distinct approach of

acquiring, processing, comprehending, and remembering knowledge. Individuals exhibit different approaches to

learning and a single strategy or approach was unable to provide optimal learning conditions for all individuals.

There are various dynamics linked with learning styles as a driving force to success in the learning process.

“Learning style” was defined by Keefe in 1979 as “the composite of characteristic cognitive, affective,

and physiological factors that serve as relatively stable indicators of how a learner perceives, interacts with, and

responds to the learning environment”. According to Abucay (2009), a variety of factors can affect to students'

learning difficulties. Such as teaching-learning factor which refer to the incapacity of the student to master what

has been taught, as well as the teacher's lack of mastery of the subject matter. It could also be a problem with the

teachers' use of faculty methods or teaching techniques, or the students' lack of background knowledge or

understanding of the subject. Physical factors which deal with such issues as health, nutrition, visual and
 2

physical defects and physical development are contributing variables to students’ difficulty in learning. In

support of this view, Harris (2009) claims that when poverty levels rise, many students arrive at school hungry,

uncomfortable, and unfit to study. This is a direct result of social and emotional factors. Textbooks,

instructional materials, school-supplied resources, that play a major role used in other teaching and learning

equipment are all environmental factors that affect learners' capacity to learn.

Abante et.al, (2014) find out that student’s academic failure (lack of studying) can be due to learning

factor (lack of control over what is being taught). There is a wide-range of factors influencing learning and

academic achievement; therefore, the identification of factors influencing them is very important in fixing

problems and deficiencies in educational systems. Among the factors contributing to academic achievement are

the consideration of students’ differences, identification of their learning styles and provision of training

programs based on their needs, Scott, Rodríguez, & Soria (2014). Learning style is one of the factors that

influence learning process by Abdul-Rahman & Du Boulay (2014). Along with other factors such as learners,

physical and emotional conditions, the characteristics and teaching approach of the teacher, the nature of the

school or learning environment, and many others, learning styles have a significant influence on students'

academic achievement.

People use styles of learning, thinking, and problem solving. Some people like to study by themselves,

while others prefer to study in groups. Others prefer to study in a brightly lit area, while others prefer to study at

a table with a lamp shade. Some people learn better when they see graphs, tables, and figures, while others learn

better when they read their lessons or listen to someone lecturing. Some people prefer to work in the morning,

while others prefer to work latter in the day. Some people prefer to study with music playing in the background,

while others prefer to concentrate in silence. The students have a variety of learning styles. Although a large

number of learning styles and strategies are formulated based upon various psychological constructs, educators

are interested in identifying learners based on visual, auditory, read/write, or kinesthetic (VARK) preferences of

learning. In the VARK model of learning styles according to Neil Flemming (1987), in his VARK Learning

Style Theory is one of the most popular. Fleming introduced an inventory in 1987 that was designed to help
 3

students and others learn more about their individual learning preferences. According to the VARK model,

learners are identified by whether they have a preference for: Visual learning (pictures, movies, diagrams),

Auditory learning (music, discussion, lectures), Reading and writing (making lists, reading textbooks, taking

notes), and Kinesthetic learning (movement, experiments, hands-on activities).

How pupils learn, not what they learn" is the primary emphasis of learning style, Gokalp (2013). As

Barman, et al., (2014), found that the students' learning styles and academic performance can help them improve

their grades. As a result, academic performance of students is a measure of the quality of learning experiences in

any educational setting, whether primary, secondary, or tertiary. The learning styles of students can be

determined to understand more about their preferences. Understanding your learning style can help you create,

adapt, and develop more effective curriculum and educational programs.

Learning styles refer to students' desire to adapt various learning strategies as a kind of responsibility in

order to get a learning approach that meets the needs of learning in the classroom/school as well as the demands

of the subjects, Slameto (2003). Learning style is an individual's preferred technique of absorbing and

processing information, which is influenced by heredity, age, past and present environmental factors, and

cultural background. Kolb (1984) & Gregory, (1979). A number of previous studies have investigated into the

link between learning styles and academic achievement in college students. In fact, research by Moeinikia and

Zahed-Babelan (2010) and Williams, Brown, and Etherington (2013) show that learning styles and academic

performance are connected in university settings.

Several studies have been conducted on factors that influence learning style preferences of students but

findings from such studies are not conclusive on the nature of factors that influence learning style preferences of

students. Where most of these studies have considered gender as a factor in influencing the learning style

preferences of students. Studies have also documented that learning styles are affected by other factors, Griggs

and Dunn (1998). Previous studies have indicated that gender, age, and cultural heritage affects the learners’

learning style according to Charlesworth (2008); De Vita (2010); Joy & Dunn (2008); Song & Oh (2011). The

question is “are these only the factors that account influencing learning style preferences of students?”
 4

This study therefore, attempts to find out the influence of learning style on academic performance of

College of Education Undergraduate students in ISU-Echague Campus.

Statement of the Problem

This study will be conducted to determine the influence of learning style on academic performance of

College of Education Undergraduate students in ISU-Echague Campus.

Specifically, this study seeks to answer the following questions:

1. What is the profile of the respondents in terms of:

1.1. sex

1.2. course and year

1.3. General Weighted Average (A.Y.2021-2022, 1st Semester)

2. What are the most learning styles of College of Education undergraduate students in terms of:

2.1. Visual learner

2.2. Auditory learner

2.3. Read/Write learner

2.4. Kinesthetic learner

3. What are the factors influencing learning styles of College of Education undergraduate students in

terms of:

3.1. Physical factors

3.2. Environmental factors

3.3. Emotional-social factors

3.4 Teaching-learning factors

4. What is the difference in the respondents’ learning style when they are grouped according to their

profile?

5. What is the relationship between College of Education undergraduate students learning styles and

their academic performance?

 5

Objectives of the Study

Generally, this study determines the factors influence learning style on academic performance among

College of Education Undergraduate students in ISU-Echague Campus.

Specifically, the study aims to:

1. Determine the profile of the respondents in terms of:

1.1. sex

1.2. age

1.3. course and year

1.4. General Weighted Average (A.Y.2021-2022, 1st Semester)

2. Determine the most learning style of College of Education undergraduate students in ISU-Echague

Campus.

3. Determine the factors influencing learning styles of College of Education undergraduate students on

ISU-Echague Campus.

4. Find out the difference in the respondents’ learning style when they are grouped according to their

profile.

5. Determine the relationship between College of Education undergraduate students learning style and their

academic performance.

Significance of the Study

This study is important because it gives an in-depth information and understanding on the factors

influencing learning styles on academic performance of College of Education undergraduate students in ISU-

Echague Campus. Specifically, the results of this study are very much worthy and beneficial to the following:

Students. For them to identify their own learning style and give the chance to improve their academic

performance.
 6

Teachers. For them to take an active part to administer students especially on assessing students’

learning style and how to improve the way they teach respectively.

Administrators. For them to formulate programs and activities to cater the learning style of students and

give them a reason to be passionate about learning in order to enhance students' academic performance.

Researchers. For them to be able to investigate the factors influencing learning style on academic

performance of students and seek possible answers for this study.

Future Researchers. They will gain more knowledge regarding the factors influencing learning style on

academic performance which can serve as their basis for their future researchers.

Scope and Delimitation of the Study

The main focus of this study was to determine the learning style of the students under the VARK theory:

visual, auditory, read and write, and kinaesthetic learners and to determine the factors influencing learning style

on academic performance under the categories of physical factors, environmental factors, emotional-social

factors, and teaching-learning factors. The personal information needed for the study is: name (optional), age,

gender, course and year, and their General Weighted Average (GWA) for 1st semester of A.Y. 2021-2022,

wherein the respondents are the College of Education undergraduate students of ISU-Echague Campus, A. Y.

2021-2022.

The availability of time of the respondents is a hindrance while conducting the study. Their schedule

might not be aligned to the researcher’s schedule, thus creating a huge barrier between the researchers and the

respondents.

Definition of Terms

Learning Style- refers to the learning style of students identified as visual, auditory/aural, read and write and

kinesthetic.
 7

Academic Performance- this pertains to the grades on first semester of AY. 2021-2022 of the respondents in

College of Education undergraduate students in ISU-Echague Campus.

Visual Learner – they visualize information. They prefer reading and seeing words in books.

Auditory Learner- they prefer input to be auditory, they like to read out loud, to listen, hearing words spoken

and from oral explanations.

Read/Write Learner- they prefer to read in silence and taking notes on their paper or notebook.

Kinesthetic Learner- they learn best by experience and by being physically involved in classroom experience.
 8

CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter comprises related literature and studies both local and foreign that has relation to the study

being conducted. These related literature and studies gave an additional understanding on the study being

conducted.

It has been shown through recent studies that it is very necessary to study learning styles because

learning styles helps to motivate students’ processes of learning, hence, it is the reason for lecturers to identify

their teaching styles and students’ own learning styles to obtain better results in the lecture rooms. Nowadays,

although there are different and various models regarding learning styles, almost of the theories believes that

individual uses different methods to perceive, organize and analyze and process the information and experiences

styles have a big contribution to the academic performance of students along with the influence of several

factors.

FOREIGN

Some studies of Esia-Donkoh, Eshun, Acquaye and Amponsah (2017) on learning style preferences of

male and female sandwich students in the Department of Basic Education, University of Education, Winneba,

was found out that teaching and learning factors greatly influenced the learning style preferences of male and

female sandwich students as compared to physical and environmental factors, and personal factors. However,

this result contradicts to the similar study of Abante et al (2014), established that physical and environmental

factors greatly influenced the learning style preference of first and second year General Engineering students as

compared to teacher and learning, and personal factors.

Several researchers Khairy (2018), Abucay (2009) delved into the factors affecting learning styles

preferences of students” agreed to their findings on factors affecting learning style. Their studies show physical

factors such as health, nutrition and physical development have been identified as affecting learning

process.Those two studies contradicts according to Assessing, Corbin H. (2017), many factors like sex, age,
 9

academic achievement and thinking processes, might influence learning styles. This is a test of a students’

learning style with a focus on millennials learning style and the relationship to factors that influence academic

performance.

In the study made by Segede et.al., (n.d) they discovered that learning styles can influence academic

performance on university students at Hong Kong University. Another related work is that researchers have also

looked into the relationship between a student's learning style and their academic performance. In a study

conducted by Dalmonin et al., (2018), there is a relationship between students' learning styles and their

academic performance. According to the study of Hulya Juhe Yazici (2016), entitled "Role of Learning Style

Preferences and Interactive Response Systems on Student Learning Outcomes", that learning style preferences

are found to be influential in learning and academic performance and explain how students learn. Students

prefer learning with divergent learning styles as it enhance students’ academic performance, Fatemeh and

Camellia (2018). Studies of NabiaLugmanSiddiquei and RuhiKalid (2021), stated that all learning styles are

positively related to academic performance because of its exclusively favorable and flexible nature, the

educational system has had a great influence, and all learning styles have been found to be positively connected

with academic performance. Those three studies show that there are significant relationship between learning

style and academic performance.

A study by Mohammadi et al., (2015), found that auditory learning is the preferred method. One reason

for students' preference for the read/write learning style could be the teaching methods used during their

schooling, which was mostly focused on reading texts and taking notes. Same result from the study by Njaet. al

(2019), it is crystal clear that learning styles affect student’s academic performance. Majority of the students

prefer visual and auditory learning styles as against other learning styles. This study collaborates with earlier

studies by Slavin (2010), Onasanya and Adegbiya (2007), and Idris (2015). Those studies discovered that

students learn better and have good academic performance when audio-visual materials are presented during

teaching and learning.

 10

In the study made by Alam Tanbira et al., (2017) stated that modern education should help students to

think. They explained that the sensory modalities of learning style used to measure students' learning preference

included visual, aural, read/write, and kinesthetic (VARK) questionnaire.

LOCAL

Magulod Jr. (2019) found a significant relationship between students' learning styles and their academic

performance. Also agreed to the study of Darwish Abdulrahman Yousef (2018), discovered that academic

performance of higher education undergraduate students is related to their learning styles, and educators will

benefit in the sense that they will need to modify learning strategies and approaches to match their students'

learning styles.

In the study made by Dryer, R. Henning, MA. Tyson GA. & Shaw R., (2016) explained that academic

performance is one of the most important factors that determine a learner's future academic status.

Understanding a learner's learning style can help organize and modify the learning environment, as well as the

teaching - learning process, Zamani N and Kaboodi A., (2017).

According to Balakrishnan & Chin Lay (2016), cited that students with different learning styles

approach learning in different ways. With the rise of social media technologies, the influence of students' self-

perception and performance has gained significance. More knowledge of the factors that motivate students with

different learning styles to use social media can help educators develop use of this technology to aid learning.

According to Nancekivell, S.E., Shan, P., & Gelman, S.A (2020), stated that learning style of students learn

better when the style of teaching is customized to their visual, auditory, or kinesthetic learning style and

learning style can be influenced by experience. Snelling et al., (2015) stated that by giving children the

opportunity to be physically active, not only does it improve their academic performance, but it can improve

their lives. Both studies agreed on the relationship of learning style and academic performance of students.

Based on those studies, the main points of the researchers found out those learning styles have a

significant relationship on academic performance of students. The learning styles of the respondents are more
 11

on visual and audio learning. In terms of the factors influencing learning style of the students, it is more on

physical factors.

These studies show relevance to the present study that the researchers are conducting which focuses on

the factors influencing learning styles on academic performance. The present study therefore will test if these

learning styles are considered as influential in College of Education Undergraduate students of Isabela State

University-Echague Campus.

Conceptual Framework of the Study

Independent Dependent

Profile of the Respondents:

a. sex
b. age
c. course and year
d. GWA (1st Semester,
A.Y.2021-2022)
Factors Influencing Learning Style
of College of Education
Undergraduate Students in terms of
the following factors:
a. Physical Factors
b. Environmental Factors
c. Emotional-Social Factors
d. Teaching-Learning Factors

Academic Performance of College

of Education Undergraduate
Students
 12

Theoretical Framework of the Study

In 1987, educational theorist Neil Flemming set out help students and teachers adapt their practices to

better help them retain new information. And so, he created the VARK learning styles. The acronym “VARK”

stands for Visual, Aural, Reading and Writing, and Kinesthetic, refers to the different learning styles we as

humans have when learning new information. Individuals are identified by the style they identify with the most

when learning. According to the VARK model, learners are identified by whether they have a preference for:

Visual learning (pictures, movies, diagrams), Auditory learning (music, discussion, lectures), Reading and

writing (making lists, reading textbooks, taking notes), and Kinesthetic learning (movement, experiments,

hands-on activities). This Fleming's VARK Learning Style Theory is used by many studies, one is the study of

Alkooheji et.al (2018), in “Learning Style Preferences among College Students”, showed that participants

generally preferred multi-modular learning style with both kinesthetic and visual learning styling being most

preferred while Reading/Writing was the least preferred. People might find that understanding their own

learning preferences can be helpful. If you know that visual learning appeals to you most, using visual study

strategies in conjunction with other learning methods might help you remember and enjoy your studies more. If

no single learning preference calls out to you or you change preferences based on the situation or the type of

information you are learning, you probably have what is known as a multimodal style. This suggests that VARK

preferences need to be related to activity type rather than be observed at individual reference. There are some

learning theories that would cater in getting the learning style of the students and this Fleming's VARK

Learning Style Theory will be used in conducting our research in order to identify the learning style of the

students and also to know what are the factors influencing learning style on academic performance of the

students.

Quinn (2015) conducted a study entitled "Learning Styles of Undergraduate Students and Their

Influence on Lecture Delivery Method Preference in a Large Enrollment Undergraduate Gross Anatomy

Course." This study aims to gather information about students' learning styles in order to help them understand

their learning weaknesses and strengths. It is stated that once a student understands his or her preferred learning
 13

style, that student can help develop study strategies to compensate for weaknesses, capitalize on strengths, and

be a helpful aid in achieving success. It will really prove that identifying the learning styles of the students is a

very big contributory factor in their academic life, not only in academic life but in their whole life and this will

be very helpful in our study.

Hypothesis of the Study

The following hypotheses were formulated to guide the study:

1. There is no significant difference in the respondents’ learning style of undergraduate College of

Education students when they grouped according to their profile.

2. There is no significant factors influencing learning style on the College of Education Undergraduate

students in their learning style preference.

3. There is no significant relationship between the factors influencing learning style of College of

Education undergraduate students and their academic performance.

 14

Chapter III

RESEARCH METHODOLOGY

This chapter presents the methods and procedures the researchers used in securing the necessary data

needed in the study. The discussion focused on the following subtopics: (1) Research Design, (2) Respondents

of the Study; (3) Data Collection and Instrumentation; (4) Statistical Treatment of the Data.

Research Design

This study is under quantitative research which utilized descriptive-correlational research design to analyze

the variables considered in the study. According to Creswell, J. W. (2012), a descriptive-correlational study is a

study in which the researcher is primarily interested in describing relationships among variables, without

seeking to establish a causal connection. The descriptive-correlational research design is the most appropriate

regarding the factors influencing learning styles on academic performance of College of Education

undergraduate students in ISU. The solidity of findings and conclusions about the factors influencing learning

styles on academic performance of College of Education undergraduate students in ISU that extensively depend

on the quality of the research design, data collection, data management, and data analysis.

Respondents of the Study

The respondents of the study were College of Education undergraduate students in ISU- Echague

Campus, San Fabian, Isabela. The sample size will be determined using the Slovin’s Formula considering the

95% level of confidence and a 5% margin of error.

SAMPLING PROCEDURE:

Stratified random sampling will be used. The respondents are chosen by the following Slovin’s formula

N
which is: n=
1+ Ne 2

where n is the sample size, N is the population and e is the margin of error.
 15

Table 1: Students Population and Respondents of the Study

COLLEGE OF EDUCATION POPULATION RESPONDENTS

BSED 250 111

BPED 84 37

BEED 83 37

BTLED 83 37

TOTAL 500 222

Data Collection and Instrumentation

This study utilized a structured questionnaire called “VARK Learning Style Questionnaire” to identify

learning styles of the students which is a closed-ended type of questionnaire where the respondents could only

choose the answer from the given alternatives given by the researcher and as the major instrument consisting of

series of questions and other prompts for the purpose of gathering information from respondents. The

questionnaire was adopted and owned by University of Texas Learning Center (2006). As for the questionnaire

for factors influencing learning style on academic performance of students, was prepared by the researchers by

reading reference materials and related studies about the research problem where the respondents could only

choose the answer. Also, the questionnaire was validated through the assistance of knowledgeable teachers

relative to the content of questionnaire.

Moreover, the research of the study used the Five-point Likert Scale indicated 1 is the lowest scale with a

descriptive equivalent of “strongly disagree” while 5 is the highest scale with a descriptive equivalent of

“strongly agree” as follows:

 16

Numerical Scale Descriptive Equivalent

1 1.00 – 1.49 Strongly Disagree

2 1.50 – 2.49 Disagree

3 2.50 – 3.49 Neutral

4 3.50 – 4.49 Agree

5 4.50 – 5.00 Strongly Agree

As for the factors influencing learning styles on academic performance of College of Education

undergraduate students in ISU, the qualitative ratings indicated 1 is the lowest scale with a descriptive

equivalent of “not influential” while 5 is the highest scale with a descriptive equivalent of “highly influential” as

follows:

Numerical Scale Descriptive Equivalent

1 1.00 – 1.49 Not Influential

2 1.50 – 2.49 Slightly Influential

3 2.50 – 3.49 Moderately Influential

4 3.50 – 4.49 Influential

5 4.50 – 5.00 Highly Influential

Statistical Treatment of the Data

After all the survey questionnaires were collected, the researchers used statistical methods to analyze all

data. The statistical tool used were as follows:

1. Descriptive statistics such as frequency, percentage, and means will be used to describe the profile,

factors influencing learning styles on academic performance of College of Education undergraduate students in

ISU and the academic performance of the respondents.

 17

2. Pearson’s r will be employed to test the linear relationship between the factors influencing learning styles

and the academic performance of the respondents.

 18

REFERENCES

Abante, M., et.al. (2014). Learning Styles and Factors Affecting the Learning of General

Engineering Students. International Journal of Academic Research in Progressive

Education and Development. Retrievd from http://dx.doi.org.10.1016/j.chnb.2014

Abucay A.R. (2009). Factors that may affect the Learning Process. Retrieved July 31,2013

fromhttp://www.infosforyouandme.com/2009/04/factors-that-may-affect-learning.html

Abul-Rahman, S. & Du Boulay, B. (2014). Learning programming via worked-examples:

Relation of Learning styles to cognitive load. Computer in Human Behavior, 30,

286-98 http://dx.doi.org/10/1016/j.chnb.2013.09.007

Alkooheji et.al(2018). Learning Style Preferences among College Students. International

Education Studies. Volume 11, Issue no,10 pp.50-63. 2018 Retrieved from

https://eric.ed.gov/?id=EJ1192524&FBCLID=IwAR01WLU9sesXE6n

BalakrishnanVimala and Gan, Chin Lay (2016). Students’ Learning styles and their effects

on the use of social media technology for learning. Telematics and Informatics.

Volume 33, Issue No. 3. Retrieved from https://doi.org/10.1016/j.tele.2015.12.004

Barman, A. et.,al. (2014). Learning style awareness and academic performance of students.

South East Asian Journal of Medical Education Volume 8, Issue No. 1.

Corbing A. Assessing (2017). Differences in Learning Styles: Age, Gender, and Academic

Performance at the Tertiary Level in the Caribbean. Carrib Teach School.

Volume 7, Issue No. 1 (pp.67-91)

 19

Dalmonin, A. et.al., (2018). Learning style preferences and e-learning experience of

undergraduate dental students. Rev Odontol UNESP, Volume 47, Issue NO.3

pp175-182 Retrieved from https://doi.org/10.1580/1807-2577.05118

Donkoh&Bentil (2017). Factors Influencing Learning Style Preferences of Students

In Public Colleges of Education in the Central-Western Zone of Ghana. Retrieved

from https://www.academia.edu/65852517/Factors_Influencing_Learning_Style

Dryer, R., Henning, M.A., Shaw, R. & Tyson, G.A. (2016). Academic achievement

performance university students with disability: Exploring the influence of non-

academic factors. International Journal of Disability, Development and Education

Volume 63, Issue No.4, pp.419-430.

Fleming’s Vark Learning Theory (1987). Four Different learning Styles: The Vark Theory

Retrievedfromhttps://www.melioeducation.com/blog/vark-different-learning-styles/#:~:text=One%20of

%20the%20most%20prominent,reading%2Fwriting%2C%20and%20kinaesthetic.

Gokalp, M. (2013). The Effect of Student’s Learning Styles to Their Academic Success.

Creative Education, 4(10), 627-632. Retrieved from https://doi.org/10.4236/ce.

Magulod, GC. Jr (2019). Learning Styles, Study Habits and Academic Performance of

Filipino University Students in Applied Science Courses: Implication for Instruction.

Journal of Technology and Science Education Volume 9, Issue 2, pp.184-198.

Mohammadi, S. et. al., (2015). Age and Gender as Determinants of Learning Style among

Medical Students. British Journal of Medicine and Medical Research. SCIENCE

 20

DOMAIN International. Volume 7, Issue No. 4, pp.292-298. Retrieved from

https://dx.doi.org/10.9734/BJMMR/2015/15741

Nja Co and Obi JJ (2019). Effect of Improvised Instructional Materials on Academic

Achievement of SSI Chemistry Students in Cross River State Nigeria. International

Journal of Applied Research. Volume 5, Issue No.7

Quinn, M. (2015). Learning Styles of Undergraduate Students and Its Influence on the

Preference of Lecture Delivery Method in a Large Enrollment Undergraduate

Gross Anatomy Course. United States of America: The Ohio State University.

Retrieved from https://rave.ohiolink.edu/etdc/view?acc_num=osu1440146297

Scott, E., Rodriguez, G., Soria, A., & Campo, M. (2014).Are learning styles useful indicators

to discover how students use Scrum for the first time. Computers in Human

Behaviors36, 56-64 Retrieved from http://dx.doi.org/10.1016/j.chnb.2014.03.027

Tanbira et.al., (2017). Medical Undergraduate Preference in Learning Style: A Single-Institute

Experience from Bangladesh. The Journal of the Kuwait Medical Association. Volume 49,

Issue No.1, pp.12-16. Retrieved from

https://www.researchgate.net/publication/313842238_Medical_Undergraduates_Prefrences

Torabizade et. al, (2017). The effect of teaching based on

dominant learning style on nursing students’ academic achievement. Nurse

Education in Practice. Volume 28. Retrieved from https://doi.org/10.1016/j.nepr.2017.10.1013

Yacizi, Hulya Julie (2016). Role of Learning Style preferences and interactive response
 21

system on student learning outcome. International Journal of Information and

Operation Management Education. Volume 6, Issue No.2 Retrieved from

https://www.inderscienceonline.com/doi/abs/10.1504/IJIOME.2016.076046

Yousef, D.A. (2018). Learning style preferences of undergraduate students: The case of the

American University of Ras Al Khaimah, the United Arab Emirates. Education + Training.

Volume 60, Issue No. 9, pp.971-991. Retrieved from https://doi.org/10.1108/ET-18-2017-0126

 22

RESEARCH INSTRUMENT

Original Author: University of Texas Learning Center (2006)

Link:https://learning.ucmerced.edu/sites/learning.ucmerced.edu/files/page/documents/

learningstylequestionnaire.pdf

A. Given below are the learning style preferences of students under visual, auditory, reading and writing, and

kinesthetic. Rate each item honestly and accordingly using the given scale:

Legend: 5-Strongly Agree; 4-Agree; 3-Neutral; 2-Disagree; 1-Strongly Disagree

ITEM NO. LEARNING STYLE PREFERENCE OF 5 4 3 2 1

STUDENTS

(VISUAL, AUDITORY, READING,

KINESTHETIC)

1 I can remember best by listening to a lecture that

includes information, explanations and discussions.

2 I prefer to see information written on the board and

supplemented by visual aids and assigned readings.

3 I like to write things down or take notes for visual

review.

4 I require explanations of diagrams, graphs, or visual

directions.

5 I prefer to use posters, models, or actual practice and

other activities in class.

6 I enjoy working with my hands or making things.

7 I am skillful with and enjoy developing making

graphs and charts.

 23

8 I can tell if sounds match when presented with pairs

of sounds.

9 I can remember best by writing things down several

times.

10 I can easily understand and follow directions on a

map.

11 I do best in academic subjects by listening to lectures

and tapes.

12 I play with coins or keys in my pocket.

13 I learn to spell better by repeating words out loud than

by writing the words on paper.

14 I can understand a news article better by reading

about it in the newspaper or online rather than by

listening to a report about it on the radio or internet.

15 I chew gum, smoke or snack while studying.

16 I think the best way to remember something is to

picture it in my mind.

17 I learn the spelling of words by “finger spelling”

them.

18 I would rather listen to a good lecture or speech than

read about the same material.

19 I am good at working and solving jigsaw puzzles and

mazes.

20 I grip objects in my hands during learning periods.

21 I prefer listening to the news on the radio or online

 24

rather than reading about it in a newspaper or on the

internet.

22 I prefer obtaining information about an interesting

subject by reading about it.

23 I feel very comfortable touching others hugging,

handshaking, etc.

24 I follow oral directions better than written one.

B. Given below are the factors influencing learning style on academic performance of students under physical

factors, environmental factors, emotional-social factors, and teaching-learning factors. Rate each item

honestly and accordingly using the given scale:

Legend: 5-Highly Influential; 4-Influential; 3-Moderately Influential; 2-Slightly Influential; 1-Not

Influential

ITEM NO. FACTORS INFLUENCING LEARNING STYLE 5 4 3 2 1

ON ACADEMIC PERFORMANCE OF

STUDENTS (PHYSICAL FACTORS,

ENVIRONMENTAL FACTORS, EMOTIONAL-

SOCIAL FACTORS, AND TEACHING-

LEARNING FACTORS)

PHYSICAL FACTORS

1 Eating full breakfast before going to school

2 Exercise at least twice a week

3 Drinking 1-10 glasses of water a day

 25

4 Skipping lunch

ENVIRONMENTAL FACTORS

1 Walking from boarding house to school department

2 Classrooms with electric fan/air conditioned for

conducive learning environment

3 Unhealthy and noisy surroundings

4 Various books and references available in the library

5 Classrooms with proper equipment

EMOTIONAL-SOCIAL FACTORS

1 Bullying

2 Scolded for having failed grades

3 Low self-esteem

4 Parents’ nurturing styles

5 Peer influence

6 Social Media

7 Intimate relationship with special someone (bf/gf)

8 Family problems

9 Patient in understanding lessons

10 Study groups

TEACHING-LEARNING FACTORS

1 Teachers’ method and strategies of teaching

2 Teacher as a motivator
 26

3 Teacher being sympathetic, loving, enthusiastic and

cheerful

4 Reading a vast background about the subjects

5 Reviewing lessons one week before the exam

6 Taking practice tests.

7 Practice effective study habits