RELATIONSHIP OF THE LEARNING STYLE AND ACADEMIC PERFORMANCE

AMONG SENIOR HIGH SCHOOL LEARNERS IN FRANSISCO LAYA

MEMORIAL INTEGRATED SCHOOL

A Qualitative and Quantitative Research

Presented to Senior High School Faculty
Francisco LL. Laya Memorial Integrated School
Pindugangan, Tipanoy,Iligan City

In Partial Fulfillment of the Requirements for

Senior High School Applied Subjects
Practical Research 1 and 2

Bernard A. Artes
Jun Rex E. Bahian
Lesger A. Roble
Ejie G. Tanajura

September 202
 ACKNOWLEDGMENT

First and foremost, we give appreciation to the almighty God for his blessing

during the conduct of our research and for His direction in conducting quality

research. The researchers also would like to express their gratitude to the following:

Sir Razel C. Soriano for taking the time to listen to and answer our question.

Also, thank you for making research recommendations to us.

Ma’am Ma. Nelia S. Lomoljo

Ma’am Meriam S. Teleron

Dr. Estella D. Partol

Ma’am Mary Jeane G. Capangpangan

The Researchers would like to express their gratitude to the student’s

Respondents of Francisco LL Laya Memorial Integrated School for taking the time to

fill out and fill in our survey forms as instrument of our study. For their time spent on

our interview as well as their involvement. Without them, none of this would have

been possible.

Bernard A. Artes
Jun Rex E. Bahian
Lesger A. Roble
Ejie G. Tanajura
 DEDICATION

The Researchers would like to dedicate this output to the parents who have they

have extended their support to make this research study possible:

Mr & Ms Bahian

Mr & Mrs Artes.

Mr. & Mrs Roble

Mr & Mrs Tanajura

Mr & Mrs Cavajal

Mr & Mrs Cole

Mr & Mrs Emalyn

Mr & Mrs Lorena

Above all

To GOD for his continuous blessings

TABLE OF CONTENTS
Page
TITLE PAGE i
ACKNOWLEDGEMENT ii
DEDICATION iii
APPROVAL SHEET iv
TABLE CONTENTS v
LIST OF TABLES vi
LIST OF FIGURE vii

Chapter
1 The Problem and Its Scope 1
Rationale 6
Statement of the Problem 7
Significance of the Study 8
Scope and Delimitation of the Study 9
Theoretical Framework 10
Conceptual Framework 11
Definition of Terms 12

2 Review of Related Literature and Studies 14

Related Literature 14
Related Studies 17

3 Research Methodology 18
Research Design 18
Locale of the Study 18
Subject Participants of the Study 19
Data Gathering Procedure 20
Research Instruments 20
Statistical Tools 21

REFERENCES 22
 LIST OF TABLES

No. Titles Page

1
2
3
4
5
 LIST OF FIGURES

No. Titles Page

1 Schematic Diagram 12
2 Map of Pinduganan, Tipanoy, Iligan City 19
3
4
5
 Chapter 1

Problem and Its Scope

Rationale

Every student has its own learning style to actively keep going in the

class. Varied styles are mixed just to meet the goal of the students to have that

quality education and good academic performance. Teachers are not only limited

into teaching students academically to become well rounded but also to develop

them holistically as a whole. In the beginning, research focused on the relationship

between memory and oral or visual methods. In 1904, Alfred Binet, a French

psychologist, developed the first intelligence test, which spawned interest in

individual differences.

According to study by Stace (1987) concluded that students retain 10% of

what they see and hear, 26% of what they hear, 30% of what they see, 50% of what

they see and hear, 70% of what they say and 90% of what they say as they do

something. So, lecturers have to vary the teaching methods to increase the students’

understanding. Several researches have been conducted to study the link between

learning style and identifying its relationship to academic performance as to how

these two is very essential in the students learning process and school performance

as a whole. However, this study has several claims about senior high school

students and this has become the research gap that researcher seeks to fill in. This

proposed study aims to identify the relationship of learning style towards academic

performance of senior high school students of Francisco Ll. Laya Memorial

Integrated School and be able to find out solutions for betterment. The objective of

this study is to Examine whether the Learning style is a predictor of the academic

performance of the students can affect their academic performance. The

beneficiaries of this research result will be the audience, and readers of this study.

Statements of the problem

This Study will focus on the Relationship of the learning style and academic

performance among SHS Learners in Fransisco Ll. Laya Memorial Integrated

School.

Specifically, it seeks to answer the following specific question:

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

1.1.) Age

1.2.) Gender

2.) What are the learning styles of the students?

3.) What is the academic performance of the students?

4.) Is there a significant relationship between the students’ learning styles and

academic

performance?

Null Hypothesis

Problems 1, 2, and 3 are hypotheses free. Based on Problem 4 the null

hypothesis is stated as follows:

Ho1: There is no significant relationship between the students’ learning styles and

academic Performance.
Significance of the Study

The goal of this study will examine what is the relationship between the

students’ learning style and their academic performance. This study also would like

to provide information and awareness to all who are directly involved in the field of

teaching and learning in the classroom and so with the learners. Specifically, it

aimed to provide relevant information and feedback to encourage the following

sectors:

To the Students. They will have a greater understanding of the skills they are

taught, which will lead to better results on tests and greater retention of knowledge

that can be applied toward real-life and work-related situations.

To the Teachers. Learning styles can encourage students to reflect on their

preferred ways of learning, giving them more ownership and control over their own

learning. Learning styles are a reminder that all students are different. And lastly,

they can make teaching more enjoyable, and expand teachers' professional skills.

To the parents. Knowing a child's learning style can help parents understand a

reason for their son or daughter's academic underachievement. It can help to clear

up misunderstandings between teachers, parents, and the child.

To the Community. Learning style, if properly designed and implemented, can

generate many positive outcomes improved access for Increases your self-

confidence. Improves your self-image and makes you a productive citizen in your

community.
To future researchers. Researchers can widen the scope of this research and to

extrapolate into wider population for enhancements.

Scope and Limitation of the Study

This study will focus on the relationship of the learning style and academic

performance of the among SHS students of the Francisco Laya Memorial Integrated

School for the school year 2022-2023. This study will employ a descriptive survey

and interview design utilizing qualitative and quantitative methods. In choosing the

respondents, the researchers will employ a purposive random sampling, that there

will be fifteen (15) student-respondents for each Grade level in SHS (HE and ICT)

with a total of 30 respondents. The tool that researchers will used is an adapted

survey questionnaire entitled “Learning Styles Preference Inventory” by Dr. Cynthia

A. Arem.

Theoretical Framework

In our research we found a several theories that can support our theoretical

framework. The theories anchored in this present study are: 1. Dunn & Dunn (2000),

2. Kolb ( 1984, p. 38). 3. (Felder and Silverman, 1988; Felder, 1993; Kinshuk and

Lin,2003). Dunn & Dunn’s learning style model uses four main sensory receivers

which are visual, auditory, kinesthetic and tactile to determine the dominant learning

style. Their model emphasizes the need to match an individual’s learning style with

the instructional methodology used to approach teaching experiences. The matching

of these two spectrums leads to higher motivation and a greater intake of knowledge

for the student. Dunn and Dunn’s learning style model looks at five different

preferences including Environmental Influences, Emotional Influences, Sociological

Influences, Physiological Influence and Psychological Influences. In this study, this

theory is anchored because Dun & Dun learning style model uses four main sensory

receivers which are visual, auditory, kinesthetic and tactile to determine the

dominant learning style, and that’s a big similarity to our research.

According to Kolb's experiential learning theory works on two levels: a four-

stage cycle of learning and four separate learning styles. Much of Kolb’s theory is

concerned with the learner’s internal cognitive processes. Kolb states that learning

involves the acquisition of abstract concepts that can be applied flexibly in a range of

situations. In Kolb’s theory, the impetus for the development of new concepts is

provided by new experiences. In this study, this theory is anchored because Kolb’s

model acknowledges that something must be generated from the experience in

order for it to be defined as learning.

According to the Felder-Silverman model, people sometimes vacillate

between periods of being an active learner and being a reflective learner. However,

most people lean more toward one learning style than the other. Active learners love

classroom activities because they help them process information. Conversely,

reflective learners may become overwhelmed by activities or group projects. They

process information better when they work individually and are able to take time to

think about what they have heard or read. Felder-Silverman learning styles model

describes sensing learners as those who prefer to deal in facts. When problem

solving, they rely on tried-and-true methods and formulas. They lean toward real-

world scenarios. Intuitive learners, on the other hand, are interested in innovation

and novelty. They are more drawn to abstract ideas and hypothetical scenarios.

They seek new ways to solve old problems. In this study, this theory is anchored
because Felder-Silverman learning styles model describes sensing learners as

those who prefer to deal in facts.

Conceptual framework

With these theories that support this study, a conceptual framework shows

to present the flow of the investigation this study.

The levels of the variables of the study are shown in the boxes where the

arrow signifies the relationship between the two variables: learning styles and the

academic performance. In the first diagram at the left is the independent variable

while the second diagram at the right is the dependent variable.

To provide a realistic presentation of the direction of the study, the research

table illustrating the framework of the study is shown in the figure1.

Dependent
Variable

Learning Styles Academic Performance

90 – 100 - Outstanding
-visual 85 – 89 - Very Satisfactory
80 – 84 - Satisfactory
75 – 79 - Fair
-auditory 60 – 74 - Did not meet expectation

-reading/writing

-kinesthetic

Figure 1. Schematic Diagram

 Independent
Variable
Definition of Terms

The following words are conceptually and operationally defined to provide a

clearer understanding of the terms commonly encountered in this paper:

Learning Style. learning style refers to a concept that different people prefer to

process information in different ways (Cuevas (2016). In this study, this refers to the

different learning styles of the student-respondents according to wit: visual, auditory ,

reading/writing and kinesthetic.

Academic Performance. academic performance is the measurement of student

achievement across various academic subjects. Teachers and education officials

typically measure achievement using classroom performance, graduation rates and

results from standardized tests. (Ballotpedia (2012). In this study, this refers to the

average grades of the student-respondents of this present study enrolled in FLMIS

for the school year 2022-2023.

Senior High School (SHS) – Senior High School (SHS) refers to Grades 11 and 12,

the last two years of the K to 12 Basic Education Program (DepEd Manual

Operations (2016). In this study, this refers to the student-respondents of the present

study who are the SHS students of Francisco LL. Laya Memorial School for the

school 2022-2023.
 Chapter 2

Review of Related literature and Studies

Related Literature

The flow of literature is presented thematically. The following are the themes

which are presented in order: Learning styles and Academic performance

Learning Styles. According to Learning Styles in the Philippines Wallace,

James, Educations Is there a distinctive learning style that characterizes middle

school students of the Philippines, an archipelago of some 7000 islands in

Southeast Asia? This study sought to find out. The Learning Style Inventory (LSI) of

Dunn, Dunn, and Price (1992) was administered to 450 sixth and seventh grade

students in one urban and two rural schools. The LSI is a self-report instrument

which analyzes the conditions under which students in grades 3 to 12 prefer to learn.

It uses dichotomous items such as "I study best when it is quiet," and "I can ignore

sound when I study" (Dunn, 1987). Of the 22 elements of learning style assessed by

the LSI, Filipino students were found to have preferences foresight. They prefer

quiet rather than music or other sound when studying. They need bright light to

concentrate or they may become drowsy and can't think well. Filipino students prefer

cool temperatures and believe they do not perform as well when they are warm.

They enjoy sitting in wooden, steel, or plastic chairs (formal design) and can work in

them for long periods of time. Often students who think better in quiet than with

sound, who need bright rather than dim light, and who concentrate better in formal

seating than on a soft chair or sofa tend to be sequential and persistent learners:

They move from the beginning of a task to the end in a series of discrete stages
(Dunn & Milgram, 1993). In addition, sequential and persistent learners prefer to

work on only one thing at a time. Once they begin something, they stay with it until it

is completed. Strangely, Filipino students tend not to be persistent. They take

frequent breaks while studying and often prefer to work on several tasks

simultaneously. They begin something, stay with it for a while, stop and do

something else, and later return to the earlier assignment. Filipino students appear

to learn best in the early morning. They are most alert, most easily attentive, and

best behaved at that time. Filipino students are visual and kinesthetic learners. They

prefer to process information by seeing it. They like to receive information from

pictures, graphs, diagrams, and visual media. As kinesthetic learners, Filipino

students learn well through whole body involvement and direct experience. They

want to be as active as they can. Role play, field trips, grouping together with fellow

students to form the letters of the alphabet with their bodies, and becoming

physically involved in the thoughts expressed in poetry are examples of activities

that help them learn. Filipino students, least preferred perceptual modality is

auditory.

Research on learning styles in the 1970s (Kolb’s Experiential Learning

Model) and 1980’s (Honey and Mumford’s Managerial Model) coalesced in the

1990’s as Neil Fleming developed The VARK Questionnaire. VARK deals with four

primary learning styles. Visual learners prefer to see diagrams, maps and graphics.

Auditory learners prefer lectures or hearing explanations. Those who have the

read/write style, prefer information written out, while kinesthetic learners prefer
active learning experiences such as simulations or demonstrations. These four

styles can overlap in individuals who have multimodal style.

The VARK Questionnaire is presented online as an interactive tool that lets you

answer a few questions to determine your preferred learning style. For example, my

results came back visual: 6, aural: 2, read/write: 8, and kinesthetic: 4, meaning that I

have a “mild read/write learning preference.” Once you have completed the

questionnaire, VARK suggests study strategies matching your style.

Many teachers have used VARK with their students, so it is not unusual to

encounter a student in a class who is very vocal about having a learning style and

feeling they can’t learn in other ways. Although the terms learning style and learning

preference are used interchangeably in the literature, it is important to help students

draw a distinction if they believe their style is set in stone and they can’t learn in

other ways. For example, students who believe they can only learn through a visual

style may question why you are not using PowerPoint or posting your notes online,

even if that doesn’t fit with the pedagogy of the course. You may need to have a

conversation with them about study strategies for their course, such as making their

own diagrams from their notes.

VARK also features a teaching style questionnaire. Contrast my results here

with my learning style preference: visual: 3, aural: 8, read/write: 5, kinesthetic: 2.

This indicates I have a “mild aural teaching preference,” which is really at odds with

my read/write learning preference. In fact, as a learner, I scored lower in the aural

category than any other. As a teacher with an aural style, I need to think about what
I like as a learner and make sure I’m not just saying something in class once and

expecting students to get it. Tasks such as remembering to put assignments in

writing, rather than just talking through them in class become very important.

While the jury is still out on whether or not learning styles actually exist, or

that mapping your instruction to specific learning styles helps learners, (Pashler,

McDaniel, Rohrer, and Bjork, 2008), there is growing interest in learning styles as a

tool to create a more inclusive classroom. Consider having your students use VARK

to determine their learning style. Then take the teaching style questionnaire yourself.

Are your teaching strategies in sync with the way your students believe they best

learn? If not, how can you bridge the gap.

Academic Performance. Several studies have been conducted to find out

students’ academic performance According to (Applegate and Daly, 2006; Cho and

Chung, 2012; Krashen, 2005; Malik and Singh, 2016; Ali and Haider, 2013). The

findings of the research studies focused that student performances are affected by

different factors such as peer pressure, the family background and home

environment, and the student’s preferred learning style. Most academics observed

that a child’s associate could impact his or her performance. Social influence looks

at how individual thoughts, actions and feelings are influenced by social groups

(Aronson, 2010). The desire to be wanted and acknowledged by everyone could…

show more content…

It is believed that learning styles play a small role on academic performance.

Although the effect is small, it is accepted that learning preferences can help

students enhance their own learning and so encourage self-directed learning. As

stated by Rebecca Ezekiel, an accomplished English adviser and learning

professional, learning styles have scholarly and personal impacts on the student. In

academics, learning styles could lessen the anxiety and disappointment of the

struggles in learning. It also expands the student’s existing learning and studying

strategies. These could also help improve the child’s well-being. Having a learning

preference could increase their self-confidence, improve their self-image, and give

them insights strengths, weaknesses and habits. Knowing the students’ learning

style is not meant to limit them, but to expand them – by helping them to work, learn

and live more…show more content…

According to Live Oak High School, honors’ classes are “demanding, advanced high

school level classes”. This simply states that students of the stated class will be

given additional lessons and tasks such as requirements and assessments.

Students will truly have to be hardworking if they want to achieve good grades and

at the same time fully understand the lessons their teachers taught them. This

clarifies that students outside of the honors’ class will experience lesser struggles

with their academic performances. In short, honors’ class will make students to truly

do their best because they will be given more work to be done than those of the

regular classes.

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Related Studies

The flow of the related studies is presented thematically. The following are the

themes which are presented in order: Learning styles and Academic performance

Learning Styles. According to Lucas and Corpus (2007), learning or thinking

styles refer to the preferred way of individual processes information and also

describe a person’s typical mode of thinking, remembering or problem solving. There

are several perspectives about learning-thinking styles. Two of which are the

sensory preferences and the global analytic continuum. Sensory preferences states

that individuals tend to gravitate toward one or two types of sensory input and

maintain dominance in one of the following types namely, visual learners, auditory

learners and tactile or kinesthetic learners.

Academic Performance. According to Mjinnesota (2007) “the higher

education performance is depending upon the academic performance of graduate

students. Durden and Ellis quoted Stagflations Bratty, (2002) observed that “the

measurement of student’s previous educational outcomes are the most important

indicators of student’s future achievement, this refers that as the higher previous

appearance, better the student’s academic performance in future endeavors. Lot of

studies have been conducted in the area of student’s achievement and these studies

identify and analyze the number of factors that affect the academic performance of

the student at school, college and even at university level. Their finding identifies

students’ effort, previous schooling, parent’s educational background, family income,

self-motivation of students, age of student, learning preferences and entry

qualification of students as important factors that have effect on student’s academic

performance in different setting.

 Chapter 3

Research Methodology

The methodology of our study is presented in this chapter. The goal of our

Study or Research is to provide detailed information on how the study will be carried

out, including the Research design, Research environment, Subject participants of

the study, Data Gathering Procedure, research tools, and data analysis.

Research Design

The researchers utilize a descriptive survey and interview design employing

the qualitative and quantitative methods. The quantitative aspects of this study are

taken from the data drawn from the respondents from their survey results and

average grades. The qualitative aspect of this study are the responses of the

respondents during the interview according to the beliefs, insights and feelings in

relation to their knowledge and skills toward ICT. The goal of our study is to look at

the knowledge and skills on information and communication technology among

senior high school students in Francisco Laya Memorial Integrated School.

Research Locale

This study will be conducted at Francisco LL Laya Memorial Integrated

School, which has the school ID Numbers 128085 for elementary 315608 for

secondary and is located 2 kilometers from Tipanoy Iligan city and Acello Badelles

Memorial School. Private elementary and secondary schools are 25 kilometers and

5 kilometers away, respectively. Iligan City contains sixteen (16) nationalized high

schools, one of which is FLMIS, which was published in 1971 under the division of

Iligan City. Elementary, secondary, and special education are the three fundamental
education divisions of FLMIS. Junior high school and senior high school are the two

sub- departments of the secondary department.

FLMIS was chosen as the study’s location because many of the students

originate from hilly areas. The FLMIS school includes 26 instructors, including 1

master teacher, 2 master teacher,11,2 teachers III, 4 teachers II, and 16 teachers

who are paid nationwide by the government. The secondary department has twelve

(12) faculty members. This research will be carried out at IIigan City. IIigan City is a

highly urbanized city in the former capital of the province of Lanao Del Norte,

Philippine. It has a total area of 813.37 square kilometers. Km. Tipanoy is one of the

forty-six (46) barangays in the municipality. Junior High School students have a total

of 307 students and the Senior High School have 84 students, with total of 391

students in Francisco LL Laya Memorial Integrated School. Senior High School

Strand has two strand ICT AND HE.

Figure 2. Map of Francisco LL. Laya Memorial Integrated School.

Subject Participants of the study

The Participants of this study were among FLMIS senior high school

students from the Pindugangan,Tipanoy,Iligan City. All Learners are learners from

Francisco Laya Integrated school. We are going to use a random sampling in order

to determine how many participants are we going to be our participants of this study.

Data Gathering

First, we researcher ask a permission to all teachers that their students will be

part to our random sampling research to know our 30 respondents and then We will

provide survey questionnaire to collect data. The items for the questionnaire will be

scrutinized type out and print clearly in the computer, before giving the questionnaire

the researcher will make a permission letter and after making the letter. The

researchers gave it to the subject teacher for the approval and after the teacher

approval the researcher will then administer the survey questionnaire to the selected

30 respondents from senior high school students which is grade 11 to grade 12. The

respondent will ask to fill in the forms and returns it to the researcher for analysis.

After the respondent answering the questionnaire, the researcher will collect and

gathered all the questionnaires to analysis. The questionnaires were until it will be

analyzed the researcher used the descriptive design survey method and purposes

sampling to get the result.

Research Instruments

The researchers provide 5 items questions that questionnaires will be more

focused on checking, with numbers 1 to 5 question, the researchers asking you to

answer in the area provided. To classify and justify the response of the respondents,

the researchers created a survey questionnaire. The survey questionnaire will be

used as a tool for data collection. The researchers will employ a survey test on the

respondents in order to assist and aid in retrieval for the research.

Statistical Tool

For the analysis and interpretation of the acquired data, the following

statistical techniques will be used: mean, frequency, percentage and standard

deviation.

Mean. This tool will be used to assess the significance of a circumstance for

students that may have an impact on their level of knowledge.

Frequency. This tool will be used to assist researchers in categorizing and

summarizing survey data, particularly in the survey data.

Percentage. This tool will be used to determine a learner’s significant circumstance

based on how they will read, interpret, and respond to the questions.

Standard Deviation. This tool will be used to determine how many students

responded to each question with a certain response. Identify whether they are able

to focus their knowledge in Learning style

Pearson’s r Correlation. This tool will be used to determine the significant

relationship between students’ learning styles (visual, auditory, reading/writing and

kinesthetic) and their academic performance .

 REFERENCES

A. Online Resources

Alfred Binet et al. (1904). Beyond intelligence testing: Remembering Alfred Binet after
a century. European Psychologist, 17(4), 320–325. psycnet.apa.org.

Dun & Dun. (November 2007). Model of Learning-Style Preferences: Critique of

Lovelace Meta-Analysis. The Journal of Educational Research 101(2): 94-
97.researchgate.net

Kolb. (1984, p. 38). Learning is the process whereby knowledge is created through
the transformation of experience.simplypsychology.org

Felder, R. M., & Silverman, L. K. (1988). Learning and Teaching Styles in

Engineering Education. Engineering Education, 78, 674-681. scirp.org

DepEd Manual Operations. (2016). Senior High School (SHS) refers to Grades 11
and 12, the last two years of the K to 12 Basic Education Program.
www.deped.gov.ph

Wallace James. (1995). study on Learning Styles in the Philippines the different
learning styles Dun’ LSI/LSP. https://www.slideshare.net

Applegate and Daly. (2006). Literature Review: Factors That Affect Academic
Performance. https://www.ipl.org

Lucas and Corpus. (2007). Facilitating Learning by Lucas and Corpus.

https://www.scribd.com

Minnesota et al. (2007). Factors Contributing to the Students’ Academic

Performance: A Case Study of IsLamia University Sub-Campus.
https://www.researchgate.net

Dr. Cynthia A. Arem .(2019). Translation and Psychometric Assessment of the Math
Specific Learning Styles Preference Inventory. https://ojs.aaresearchindex.com

Reiff, Judith C., Learning Styles. What Research Says to The Teacher Series.

https://ia802609.us.archive.org/30/items/ERIC_ED340506/ERIC_ED340506.pdf

David Kolb http://learningfromexperience.com/

Honey and Mumford: https://www.talentlens.co.uk/assets/lsq/downloads/learning-

styles-questionnaire-80-item.pdf
Neil Fleming’s Vark: http://vark-learn.com/

Learning Styles: Concepts and Evidence. Pasher, McDaniel, Rohrer and Bjork.
Psychological Science in the Public Interest.
http://www.psychologicalscience.org/journals/pspi/PSPI_9_3.pdf

Learning Styles and Pedagogy in post 16 learning: a critical review . Learning and
SkillsResearch.Center.http://sxills.nl/lerenlerennu/bronnen/Learning%20styles
%20by%20Coffield%20e.a..pdf
 LEARNING STYLES PREFERENCE INVENTORY

ADAPTED FROM DR. CYNTHIA A. AREM

This study aimed to explore and describe the lived experiences of senior high school
TVL –ICT Strand students in terms of their learning styles within the context of the
current curriculum of Francisco LL Laya Memorial Integrated School.

Name of Student: ____________________________________________

Sex: __________

Year & Section: ______________________

Rating: __________

Direction: Read each statement and select the appropriate response number as it
implies to you.

Often – 3 Sometimes – 2 Seldom/Never – 1

________1. I remember math better if I write it down.

________2. I learn best from a lecture and worst from the whiteboard or textbook.

________3. I learn best in Science when I just get in and do something with my
hands.

________4. I prefer to study Math in a quiet place.

________5. I hate taking notes; I prefer just to listen to lecture.

________6. I learn and study Math better when I can pace the floor, shifts positions,
tap my pencil etc.

________7. It's hard for me to understand Math when someone explains it without
writing it down.

________8. I have difficulty following written solutions on the board unless the
teacher verbally explains all the steps.

________9. I learn Math best when I can manipulate or use hands-on examples.
________10. It helps when I can picture working a problem out in my mind.

________11. I can remember more of what is said to me than what I see.

________12. I usually can't verbally explain how I solved a math problem.

________13. I enjoy writing down as much as I can in math.

________14. The more people explain math to me, the faster I learn it.

________15. I can't just be shown how to do a problem; I must do it myself so I can

learn.

________16. I need to write down all the solutions and formulas in order to
remember them.

________17. I don't like reading explanations in my math nook; I'd rather have
someone explain the new Material to me.

________18. I've always liked using my fingers to figure out math.

________19. When taking a math test, I can often see in my mind the page in my
notes or in the text where the explanations or answers are located.

________20. I tire easily when reading math, though my eyes are okay.

________21. I need to take lots of breaks and move around when I study math.

________22. I get easily distracted or have difficulty understanding in math class

when there is talking or noise.

________23. I wish my math teachers would lecture more and write less on the
board.

________24. I prefer to use my intuition to solve math problems, to feel or sense

what's right.

________25. Looking at my math teacher when he or she is lecturing helps me to

stay focused.

________26. I repeat the numbers to myself when mentally working out a math
problem.

________27. I enjoy figuring out math games and math puzzles when I learn math.

________28. If I'm asked to do a math problem, I have to see it in my mind's eye to

understand what is being asked of me.
________29. I can work a math problem out more easily if I talk myself through the
problem as I solve it.

________30. I learn math best if I can practice it in real-life experiences.

Learning Styles Inventory Scoring Guide

Write your score for each statement beside the appropriate number below, then add
all scores in each column.

1)_______ 11) _______ 21) _______

2) _______ 12) _______ 22) _______

3) ______ 13) _______ 23) _______

4) ______ 14) _______ 24) _______

5) ______ 15) _______ 25) _______

6) ______ 16) _______ 26) _______

7) ______ 17) _______ 27) _______

8) ______ 18) _______ 28) _______

9) ______ 19) _______ 29) _______

10) ______ 20) _______ 30) _______

Total: _______

Visual: _______ Auditory: _______ Kinesthetic: _______

The largest number in the total of the three columns above indicates your dominant
learning style.

Visual learners learn best by seeing. Visual learners benefit from reading the book,
seeing videos, charts, graphs, diagrams and color.
 Auditory learners learn best by listening. Auditory leaners benefit from lectures,
listening to recordings and talking to themselves.

Kinesthetic (or tactile) learners learn best by moving, touching or doing. Kinesthetic
learners benefit from hands-on experiments, taking notes, writing and re-writing
notes.

OPEN ENDED QUESTIONS RELATING TO LEARNING STYLES

5 ITMES

1.what do you think about your learning style?

Respond: _______________________________________________

__________________________________________________________

2.whay did you choose this learning style?

Respond: _______________________________________________

__________________________________________________________

3. In your opinion what learning style you prefer?

Respond: _______________________________________________

__________________________________________________________

4.how do you feel about your way of learning style?

Respond: _______________________________________________

__________________________________________________________

5.list the learning style that you are using?

Respond: _______________________________________________

_________________________________________________________