Jasmin J. Tampipi Thesis Final Whole Filemao Najud Ni Wanay Atrasay 1 Jasmin Tampipi

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1 UNDERSTANDING THE LEARNING STYLES OF THIRD YEAR BPED

2 STUDENTS: A MULTIPLE CASE STUDY
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10 A Thesis
11 Presented to the Faculty of the Teacher Education Program
12 RAMON MAGSAYSAY MEMORIAL COLLEGES
13 General Santos City
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21 In Partial Fulfillment of the Requirements in Thesis Writing 2
22 Bachelor of Physical Education
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29 JASMIN J. TAMPIPI
30 May 2022
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32 Pioneer Avenue. General Santos City
33 Tel No. (083) 552-3348 Fax No. (083) 301-1927
34 www.rmmc.edu.ph
35 ________________________________________________________________
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38 APPROVAL SHEET
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40 This thesis entitled “UNDERSTANDING THE LEARNING STYLES OF
41 THIRD YEAR BPED STUDENTS: A MULTIPLE CASE STUDY" has been
42 prepared and submitted by, JASMIN J. TAMPIPI, in partial fulfilment of the
43 requirements for the Degree of Bachelor of Physical Education, has been
44 examined and is recommended for acceptance and approval.
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49 ANALISA T. AMADA, EdD
50 Adviser
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53 PANEL EXAMINERS
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57 GERALDINE D. RODRIGUEZ, EdD, PhD
58 Chairman
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61 NOE P. GARCIA PhD, RGC KRIS ANJIELA M. MANAUL, MAEd
62 Member Member
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65 ACCEPTED and APPROVED in partial fulfilment of the requirements for
66 the Degree of Bachelor of Physical Education.
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73 Dean, College of Teacher Education
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74 ACKNOWLEDGMENT
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76 The researcher would like to extend her heartfelt gratitude to the following
77 persons who made great contributions while she is conducting of this study.
78 To her beloved adviser, Analisa T. Amada, EdD with her expertise and
79 intellect, the researcher was able to improve this paper. She highly appreciates
80 the guidance, suggestions and those encouraging words which helps her in the
81 refinement of this paper and to strive even harder;
82 To her instructor, Geraldine D. Rodriguez, EdD, PhD for letting her know
83 and understand about the basics of making this paper;
84 To her analyst, Salome Rocacurva, MLIS, RL, for sincerely extending her
85 best efforts correcting and analyzing the data gathered.
86 To the member of the Panel of Examiners for giving their precious time in
87 examining and giving the criticism and suggestions relevant to the study that
88 made this paper more meaningful;
89 To her family, especially her beloved mother, Clarita J. Tampipi, for the
90 moral, spiritual and financial support as well as for their unconditional love;
91 And above all, to our Almighty Father, for His unending love, guidance and
92 wisdom bestowed upon her. The researcher can do nothing without Him.
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96 The Researcher
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97 ABSTRACT
98 This study utilized a multiple case study design to describe and gain insights
99 from the understanding on the learning styles of the 3 rd year Bachelor in Physical
100 Education students of Ramon Magsaysay Memorial Colleges currently enrolled
101 for school year 2021-2022. This study used the key participants’ interview
102 approach to gather the needed data. Three informants were picked to undergo
103 the in-depth interview. The participants of this study were chosen from 3rd-year
104 BPED students. Specifically, three (3) BPED students were selected randomly,
105 one male and two female participants. Purposive sampling was employed.
106 Informants were made to sign the informed consents with the assurance of
107 anonymity and confidentiality. The results of the interview were transcribed,
108 translated to produce themes. From the data collected on the understanding of
109 the participants of their learning styles, different themes appeared with four
110 emergent themes: Motivational Learners, Diverse Learners, Receptive Learners
111 and Coping Mechanism. Furthermore, in terms of their feelings towards their
112 learning style, it was found out that the participants feel about having low in self-
113 esteem. They lack self-confidence that they think they can no longer do their best
114 in class. Lastly, the impact on their lives is challenging. Challenges in how they
115 manage their time to do overload work and overcome environmental barriers
116 while learning. However, on the other hand, these challenges made them learn
117 how to become learners in multiple ways. That made them overcome all the
118 challenges based on their individual capabilities.
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120 Keywords: education learning style, multiple case analysis, BPED students, Philippines
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121 TABLE OF CONTENTS
122 CONTENT Page
123 TITLE PAGE i
124 APPROVAL SHEET ii
125 ACKNOWLEDGMENT iii
126 ABSTRACT iv
127 TABLE OF CONTENTS v
128 LIST OF TABLES viii
129 DEDICATION ix
130 Chapter
131 1 INTRODUCTION 1
132 Purpose of the Study 3
133 Research Questions 3
134 Theoretical Lens 4
135 Significant of the Study 5
136 Delimitation and Limitations 6
137 Definition of Terms 6
138 Organization of the Study 7
139 2 REVIEW OF RELATED LITERATURE 8
140 3 METHODOLOGY
141 Research Design 21

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142 Role of the Researcher 22
143 Research Participants 23
144 Data Collection 23
145 Analysis of Data 26
146 Trustworthiness 28
147 Ethical Consideration 28
148 4 RESULTS
149 Profile of the Informants 31
150 5 CASE 1 33
151 6 CASE 2 42
152 7 CASE 3 48
153 8 CROSS-CASE ANALYSIS 54
154 5 DISCUSSION 59
155 Implication for Practice 69
156 Implication for Future Researcher 70
157 Concluding Remark 71
158 REFERENCES 72
159 APPENDICES
160 A Sample Informed Consent 81
161 B Participants Information 82
162 C Interview Guide 85
163 D Letter Asking Permission 88
164 E Validation Sheets for Interview Guide 89
165 F Interview Transcription 95
166 CURRICULUM VITAE 102
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167 LIST OF TABLES
168 Tables Page
169 1 Profile of the Informants 31
170 2 Similarities on the Understanding of third year BPED 55
171 students On their Learning styles
172 3 Differences on the Understanding of third year BPED 58
173 students On their Learning styles
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197 DEDICATION
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199 The researcher would like to dedicate this simple and humble piece of work
200 to her parents who inspired her to continue her studies and achieve her dreams.
201 To her siblings, thank you for all of your support and encouragement. To her
202 Professors, classmates and friends who help her to accomplish this research.
203 And most especially to her Lord God her Savior.
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224 The researcher

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225 Chapter 1
226 INTRODUCTION
227 In today's world, many students struggle in online classes for a variety of
228 reasons, including a lack of financial resources for gadgets and, most
229 importantly, learning methods. While the majority of online instructors prefer to
230 teach using auditory learning styles, some students prefer visual presentations.
231 The disconnect between students' learning styles and teachers' teaching styles,
232 as well as a lack of instruction on learning strategies, can sometimes make it
233 difficult for students to learn. Teachers can only bridge the gap between teaching
234 and learning styles if they are first aware of their students' needs, capacities,
235 potentials, and preferred learning styles in meeting these needs.
236 Furthermore, teachers must have a basic understanding of the various
237 learning styles present in the classroom. It can be accomplished by administering
238 a questionnaire to the students. Additionally, teachers should use a variety of
239 teaching strategies and techniques to create learning opportunities. Finally, after
240 teachers have determined the learning styles of their students, as well as their
241 strengths and weaknesses, and have completed developing teaching strategies
242 and techniques, they should match learning styles with teaching styles. When the
243 teachers succeed in doing the three steps above, the students then are likely to
244 access the activities presented to them easily and will be enthusiastic and
245 committed to the subject they are studying (Ellis, 2017).

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246 Moreover, during this pandemic, parents, teachers, and students relayed
247 on social media. Students have a difficult time expressing their ideas,
248 perspectives, and opinions in an online modality because of their learning styles
249 and the teachers' teaching styles. Teachers should now be aware of their
250 students' learning styles in order to meet and build their capacity to learn in a
251 variety of styles. Educators, or teachers, in short, should match learning styles to
252 teaching styles. Having an understanding of the learning style preferences of
253 students can provide effective learning strategies for teachers to use (Lohri-
254 Posey, 2019).
255 Furthermore, the researcher is a visual learner who may learn through
256 images, presentations, and more on visual review, according to her preferred
257 learning style. If there is a video or visual presentation, she may quickly learn.
258 Furthermore, she argued that in today's new normal, visual presentations are
259 critical because children increasingly learn through an internet platform. Learning
260 styles must be identified in order to achieve more effective learning. Teachers
261 can also help pupils by learning about or comprehending their preferred learning
262 styles. Teachers who strengthen their students' capacity to learn in a variety of
263 approaches and play to their strengths help them learn more efficiently. (Valamis,
264 2022)
265 With the above, the researcher became inspired and interested in
266 understanding the learning styles of third-year BPED students using the multiple
267 case studies in Ramon Magsaysay Memorial Colleges.
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269 Purpose of the Study
270 The research used a qualitative case study to answer the questions that
271 frame this study. The purpose of this study was to understand the learning styles
272 of third year BPED students who were enrolled for the school year 2021-2022 in
273 Ramon Magsaysay Memorial Colleges.
274 Furthermore, this case study would be beneficial to everyone since it
275 would be part in improving education. It would provide insights as the methods of
276 students' learning.
277 Research Question
278 The researcher endeavored to understand the learning style of third year
279 BPED students of Ramon Magsaysay Memorial Colleges during the academic
280 year 2021-2022.
281 Specifically, the researcher wanted to find answers to the following
282 questions:
283 1. How do third year BPED students describe their learning styles?
284 1.1. What are the views of third year BPED students in
285 understanding the learning styles?
286 1.2. How do third year BPED students feel about their learning
287 styles?
288 1.3. How do the learning styles affect their academic
289 performance?
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290 Theoretical Lens
291 The study is anchored on the VARKS (2017) theory (one of the most
292 popular learning styles inventories). Learning styles refer to how people collect,
293 sift through, interpret, organize, draw conclusions from, and store information for
294 later use. Visual, aural, verbal [reading/writing], and kinesthetic approaches are
295 frequently used to categorize these styles, as outlined in VARK: visual, aural,
296 verbal [reading/writing], and kinesthetic. Many models that do not have a sensory
297 focus, such as Felder and Silverman's Index of Learning Styles, have a
298 continuum of descriptors for how learners process and organize information,
299 such as active-reflective, sensing-intuitive, verbal-visual, and sequential-global.
300 Additionally, a lot of modern educational psychology textbooks also
301 embrace the learning-styles notion. Some cognitive styles and dispositions, for
302 example, appear to have an impact on how and what pupils learn. Some pupils
303 appear to learn more effectively when knowledge is offered in words (verbal
304 learners), while others appear to learn more effectively when information is
305 presented in pictures (visual learners) (visual learners). As a result, educational
306 psychology students and future instructors are taught that pupils have distinct
307 learning styles that should be accommodated through training customized to
308 those styles (Omrod, 2008).
309 Furthermore, there could also be another explanation for the widespread
310 acceptance of this approach to learning styles. They resemble metacognition, or
311 the process of thinking about one's own thinking, in certain ways. For example,
312 having your students describe which study tactics and conditions worked for
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313 them and which did not for their most recent exam is likely to boost their studying
314 for the following exam (Tanner, 2012). A large body of research supports
315 incorporating such metacognitive activities into the classroom with students who
316 have different learning styles ( Askell Williams, Lawson, & Murray-Harvey, 2007;
317 Bransford, Brown, & Cocking, 2000; Butler & Winne, 2012; Isaacson & Fujita,
318 2006; Nelson & Dunlosky, 2008; Tobias & Everson, 2002).
319 Significance of the Study
320 The result of this study would help the following:
321 Global Significance * global learning encourages critical thinking and
322 awareness to all educators and learners around the world.
323 Local Significance * Determining students’ learning styles provides
324 information about their specific preferences. Understanding learning styles can
325 make it easier to create, modify, and develop more efficient curriculum and
326 educational programs.
327 School Administration * this will help them to implement new strategies
328 that can help students to be mentally and physically active and evaluate their
329 teachers to be more effective and imaginative in terms of their teaching
330 strategies.
331 Teachers * the study will serve as a motivation for all teachers to be more
332 creative, effective and passionate for their teaching, so that the students will
333 admire their teaching strategies and will learn more.

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334 Parents * This research would help them to become more aware about
335 their child in terms of the learning styles.
336 Students * will learn and encourage to become more active learners.
337 Future Researcher * this study will serve as their source of information
338 that can be useful for further research and studies in the future.
339 The researcher * She would be able to develop the values of patience
340 and hard work as she embarks into this endeavor. She may gain knowledge on
341 the procedure of conducting a study of this kind. Moreover, she would learn to
342 understand and appreciate this chosen field of profession and would know how
343 to improve his life based on his difficult experiences.
344 Delimitations and Limitations
345 This study was limited to three participants from third year BPED students
346 of Ramon Magsaysay Memorial Colleges during the academic year 2021-2022.
347 The participants were chosen randomly.
348 Definition of Terms
349 This study used some terms, which may have defined by some references
350 in the different context. To understand the terms used, the following were defined
351 operationally.
352 Learning Styles * It refers to the strategy used by the participants on
353 how he/she learned. Furthermore, a learning style is an individuals’ approach to
354 learning based on strengths, weaknesses, and preferences.

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355 Multiple case study * A research study on multiple cases to understand
356 the similarities and differences between the cases and to be aimed to generalize
357 conclusion over several units.
358 Organization of the Study
359 The components of this research study include chapters 1 to 9.
360 Specifically, these were as follows:
361 Chapter 1 was the introduction. Under this were the purpose of the study,
362 research questions, theoretical lens, significance of the study, delimitation and
363 limitations, and definition of terms.
364 Chapter 2 was the review of related literature.
365 Chapter 3 was composed of methodologies that covered research design,
366 the role of the researcher, research participants, data collection, analysis of data,
367 trustworthiness, and ethical consideration.
368 Chapter 4 presented the results. Under this were the profile of the
369 informants.
370 Chapter 5 was the case 1. Under this were the background and character,
371 thematic analysis of each sud-questions.
372 Chapter 6 was the case 2, Chapter 7 was the case 3, Chapter 8 was the
373 cross-case analysis
374 Under this, Chapter 9 was the discussion. The results were: 1, result 2, 3,
375 implication for practice, implication for future research and concluding remarks.
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376 Chapter 2
377 REVIEW OF RELATED LITERATURE
378 This chapter presents the related literature and studies after the thorough
379 and in-depth search done by the researchers.
380 Learning styles pertain to how pupils learn rather than what they learn;
381 they are defined as an individual's preferred method of assimilating new
382 information. Finding a suitable teaching style that can be applied to all pupils is a
383 recurring problem for educators. This is because, even in the same educational
384 setting, each student will approach the learning process differently. Educators
385 feel that a single approach may not be able to give all pupils with ideal learning
386 conditions (Idris et al, 2017). As a result, it's critical to figure out which learning
387 styles contribute to kids' academic achievement. It cannot be denied that kids
388 learn in a variety of ways, necessitating the need for educators to create lessons
389 that cater to various learning styles.
390 The learning-styles perspective has gained a lot of traction in the
391 education profession, and it can be found anywhere from kindergarten to
392 graduate school. Many organizations offer professional development programs
393 for teachers and educators based on the concept of learning styles, and there is
394 a strong industry dedicated to providing learning-styles assessments and
395 guidebooks for teachers. Learning styles are a term that is commonly used to
396 describe how people receive, sift through, evaluate, organize, draw conclusions
397 about, and store information for later use. Visual, aural, verbal [reading/writing],
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398 and kinesthetic approaches are frequently used to categorize these types. Many
399 of the models that don't have a sensory focus like the VARK's have a continuum
400 of descriptors for how learners receive and organize information, like Felder and
401 Silverman's Index of Learning Styles: active-reflective, sensing-intuitive, verbal-
402 visual, and sequential-global (VARK 2015).
403 Regardless of the different categories, the basic concept behind learning
404 styles is the same: everyone of us has a unique learning style (also known as a
405 "preferred"), and we learn best when information is presented in this manner.
406 Visual learners, for example, would learn any subject matter best if presented
407 graphically or through other types of visual imagery, kinesthetic learners would
408 learn more efficiently if physical motions could be incorporated into the learning
409 process, and so on. "Optimal training entails identifying individuals' learning
410 styles[s] and adapting instruction accordingly," the message to educators reads
411 (Pashler, 2009).
412 There could also be another explanation for the widespread acceptance
413 of this approach to learning styles. They resemble metacognition, or the process
414 of thinking about one's own thinking, in certain ways. For example, having your
415 students describe which study tactics and conditions worked for them and which
416 did not for their most recent exam is likely to boost their studying for the following
417 exam (Tanner, 2012). A large body of research supports incorporating such
418 metacognitive activities into the classroom with students who have different
419 learning styles ( Askell Williams, Lawson, & Murray-Harvey, 2007; Bransford,
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420 Brown, & Cocking, 2000; Butler & Winne, 2012; Isaacson & Fujita, 2006; Nelson
421 & Dunlosky, 2008; Tobias & Everson, 2002).
422 Similarly, maintains a Web site for Yale instructors that informs visitors
423 that college students enter our classrooms with a wide variety of learning styles,
424 and then advises instructors to determine their own modality of learning, as well
425 as assess their students' learning styles and make instructional decisions
426 accordingly ( Yale Graduate School of Arts and Sciences 2017).
427 A lot of modern educational psychology textbooks also embrace the
428 learning-styles notion. Some cognitive styles and dispositions, for example,
429 appear to have an impact on how and what pupils learn. Some pupils appear to
430 learn more effectively when knowledge is offered in words (verbal learners),
431 while others appear to learn more effectively when information is presented in
432 pictures (visual learners) (visual learners). As a result, educational psychology
433 students and future instructors are taught that pupils have distinct learning styles
434 that should be accommodated through training customized to those styles
435 (Omrod, 2008).
436 Each learner's learning style describes how they begin to focus on,
437 process, absorb, and retain new and difficult material (Dunn and Dunn, 2007;
438 2010; 2013). Each person's engagement with these factors is unique. To develop
439 long-term memory and retention, it is vital to discover what is most likely to
440 stimulate each student's concentration, how to retain it, and how to adapt to his
441 or her natural processing style. It is critical to employ a complete model of
442 learning style that identifies each individual's strengths and preferences
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443 throughout the full range of physiological, social, psychological, emotional, and
444 environmental aspects in order to disclose these innate tendencies and styles.
445 Adults are asked to indicate whether they learn best when they hear someone
446 talk about something, whether their desk is typically disorganized and messy,
447 whether they normally think in words rather than mental images, and whether
448 they would describe themselves as someone who thinks intuitively or objectively
449 in the Dunn and Dunn assessment instrument (Rundle & Dunn, 2007).
450 Another prominent technique, especially in the United States, is the
451 Learning Styles Inventory. Individual learning processes are divided into two
452 categories: preferred mode of perception (concrete vs. abstract) and preferred
453 mode of processing (concrete vs. abstract) (active experimentation to reflective
454 observations). Divergers (concrete, reflective), assimilators (abstract, reflective),
455 convergers (abstract, active), and accommodators (abstract, active) are the four
456 types of people identified by the Learning Styles Inventory (concrete, active). The
457 self-assessment asks participants to agree or disagree (on a 4-point scale) with
458 statements such as: "I learn best when I listen and watch closely," or "I like to
459 dissect things and break them down into bits when I study" (Kolb's, 2011).
460 Everyone, including students and teachers, has a learning style, as well as
461 strengths and weaknesses in learning. Modern language learning theorists define
462 learning or learned system as the result of formal instruction. It includes a
463 conscious process that results in conscious knowledge about the language, such
464 as knowledge of grammar rules. (Reid 2013, Schőtz. 2007). Learning, according
465 to the definition above, entails acquiring new knowledge, modifying existing
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466 knowledge, behaviors, skills, values, or preferences, and may also entail
467 synthesizing different types of information about language in a formal situation.
468 Students' learning styles can be used by ESL teachers to help them
469 develop their students' learning. Teachers can assist students by learning about
470 or understanding their preferred learning styles. Teachers who play to their
471 students' strengths and build their capacity to learn in a variety of styles help
472 them learn more effectively. First and foremost, teachers must be aware of the
473 various learning styles present in the classroom. It can be accomplished by
474 administering a questionnaire to the students. Second, teachers should use a
475 variety of teaching strategies and techniques to create learning opportunities.
476 Third, after teachers have determined the learning styles of their students, as
477 well as their strengths and weaknesses, and have completed developing
478 teaching strategies and techniques, they should match learning styles with
479 teaching styles (Ellis, 2015).
480 Visual learners rely on their sight to take in information, and visual
481 learners have a preference for learning through vision. They store knowledge
482 graphically and organize it in terms of spatial interrelationships between ideas
483 (Nilson, 2003). Learners who "prefer to learn through the visual channel" are
484 referred to as visual learners. As a result, they enjoy reading a lot, which
485 necessitates concentration and alone time. Bulletin boards, videos, and movies
486 provide visual stimulation for visual students. If they are to function well in the
487 classroom, they must have written instructions" (Oxford, 2008).

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488 Additionally, the student in this type prefers to read, see the word,
489 illustration and diagrams, speaks quickly, uses a lot of images, memorizes by
490 writing repeatedly, remembers what she/he saw rather than what she/he heard,
491 and when inactive, looks around, doodles, or watches something. Students who
492 prefer the auditory style learn by hearing or listening to things. When they can
493 hear themselves express an idea, they learn best. (Nilson et al., 2013).
494 Hence, kinesthetic learning entails total physical involvement with a
495 learning environment, such as going on a field trip, dramatizing, pantomiming, or
496 conducting an interview. This type of student has characteristics such as wanting
497 to get hands-on and try things out; making a lot of hand movements; talking
498 about action and feelings, speaking more slowly; and memorizing by doing
499 something repeatedly. There are differences in the components that make up
500 each learning style even within it. Visual, auditory, tactile, and kinaesthetic
501 learning styles are examples of perceptual learning styles (Dunn, Dunn & Price,
502 2010).
503 The VAK model of learning establishes three learning styles, one of which
504 is auditory learning. Auditory learners, on the other hand, retain information best
505 when it is presented through sound and speech. Auditory learners are more likely
506 to remember what their teacher says and to participate actively in class. They are
507 good listeners and are often very social, which means that everything else going
508 on in the classroom can sometimes distract them from the lesson. Studying with
509 voice recordings to memorizing vocabulary words by making up short songs are
510 all examples of auditory learning methods. A person who learns through listening
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511 is said to have an auditory learning style. Auditory learning style is defined by
512 (Coffield, Mosdey, Hall, and Ecclestone 2004) as a process in which people learn
513 by listening to tapes, radios, and lectures.
514 Furthermore, they gathered data from 1,000 students at Sinclair
515 Community College in Dayton, Ohio, using the Canfield Learning Styles
516 Inventory. With regard to age group, 12 of the 16 profile scores revealed
517 significant learning style variations. Reading, organization, detail, qualitative, and
518 listening were favoured by older students. Affiliation with peers and teachers,
519 iconics, direct experience, and inanimate objects were favoured by younger
520 children. While some research were successful in detecting substantial
521 connections between preferred learning styles and preferred teaching styles,
522 others were unsuccessful (Hunter & McCouts 2015).
523 The impact of learning style on first-year college and university students'
524 grade point average was investigated. Students with the social/applied,
525 independent/applied, and social learning styles had higher marks than students
526 with other learning styles when accomplishment was measured by grade point
527 average. When compared to pupils in other categories, kids with neutral
528 preferences had the lowest grade point averages. The averages in six categories
529 (social/applied, independent/applied, social, applied, social/conceptual, and
530 conceptual) were significantly different from the low category (neutral preference)
531 averages (Matthews, 2017).
532 Since his theory explains more about the teaching and learning process,
533 experiential learning theory is widely used in educational settings. Many scholars
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534 and educators have taken his theory and applied it to a variety of educational
535 settings. The most essential element is that, based on his learning theories, he
536 has proposed four learner categories. Convergers, divergers, assimilators, and
537 accommodators are the four categories of learners (cited by Reid, 2017, Kolb's,
538 2014).
539 Cognitive learning styles, sensory learning styles, and personality types
540 are the three major categories of learning styles study. According to her
541 introduction, cognitive learning styles comprise field-independent and field-
542 dependent learning styles, as well as analytic learning types. Kolb's Experiential
543 Model, as well as global learning styles, reflective and impulsive styles.
544 Perceptual and environmental learning styles are two types of sensory learning
545 methods. Myers-Briggs Temperament styles, tolerance of ambiguity styles, and
546 right and left hemisphere styles are all examples of personality learning styles
547 (Reid ,2013).
548 As a result, explain the two basic characteristics of cognitive styles,
549 namely, list-analytic and verbal-imagery styles. Learners with a wholist-analytic
550 style are more likely to organize information into wholes or parts, whereas those
551 with a verbal-imagery style are more likely to portray information verbally or in
552 mental pictures while thinking. (Riding & Rayner, 2018 ).
553 On the other hand, different assessment instruments for learning types are
554 unavoidable. Because of the complexities of learning styles, it is difficult to find a
555 thorough assessment tool. The vast majority of evaluation tools only measure
556 one or two elements of learning styles. For example, while O'Brien's (2019)
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557 Learning Channel Preference Checklist (LCPC) and Reid's (2013) Perceptual
558 Learning Style Preference Questionnaire (PLSP) measure perceptual learning
559 styles, the Myers-Briggs Type Indicator (MBTI) assesses personality traits like
560 extroversion-introversion and sensing-perception.
561 Along with its excellent reliability and validity for non-native speakers, the
562 Perceptual Learning Style Preference Questionnaire (PLSP) was employed in
563 this study. Visual, auditory, tactile, kinesthetic, individual, and group learning
564 styles are among the six categories of perceptual learning styles measured. Each
565 learning style has its own set of learning features. Visual learners prefer to learn
566 through their eyes. They like to get knowledge via books, computers, television,
567 and bulletin boards, for example. Auditory learners rely significantly on hearing
568 and speaking, and they retain what you say. Tactile and kinesthetic learners tend
569 to learn by touching or moving things, and they prefer to get their information
570 from audiotapes, lectures, class discussions, field trips, and role-plays.
571 Individual-style learners learn best when they work alone, but group-style
572 learners learn best when they collaborate with other students or peers. Because
573 of biological and psychological variances, all learners have unique characteristics
574 linked to their own learning process and learn in different ways (Reid's, 2014).
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576 According to a study done in Turkey, students in mechatronic and
577 manufacturing engineering favor auditory learning methods over students in
578 electrical, mechanical, and computer engineering, who prefer kinesthetic learning
579 styles. The findings of this study contradict those of a Malaysian study. Using the
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580 Felder Silverman learning style model (FSLSM), Jamali and Mohamad (2015)
581 discovered that engineering students from many fields, such as mechanical,
582 electrical, and civil engineering, had a substantial preference for visual learning
583 styles. This study was backed up by Gaikwad (2017), who discovered that
584 engineering students, particularly those in the input dimension, are more likely to
585 score well when using the visualized method ( by Devrim and Eryilmaz, 2011).
586 On the other hand, medical students prefer to use a write-and-read
587 learning approach to meet their demands in improving their performance (Ojeh et
588 al. 2017). This is to be expected, as most medial students are always attached to
589 textual materials (Heidi und Lujan, 2006). Medical students, on the other hand,
590 prefer multimodal learning styles to unimodal learning styles, according to a
591 study conducted by Busan (2014), and their preferred learning mode is visual,
592 followed by auditory and kinesthetic.
593 Furthermore, secondary school teaching and learning practices have
594 lately changed in response to a greater attention on the unique learning styles of
595 individual students (Di et al., 2019; Rodrguez et al., 2016). Monitoring their
596 learning challenges (Veas et al., 2019) as well as caring to their emotional needs
597 are both important concerns (Merino-Tejedor et al., 2018). As a result, the
598 student's learning style, defined as cognitive, affective, and physiological
599 personality qualities, acts as a source of knowledge as well as a relatively
600 permanent indicator of how the student perceives and copes with the
601 environment (Keefe, 1984).

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602 In this sense, one of the most important aspects of a student's learning
603 style is how they perceive information, construct it in their minds, and provide
604 meaning to their surroundings (Kanadli, 2016). As such, it plays a crucial role in
605 students' academic achievement as well as their cognitive and emotional
606 development (Demirtas & Egilmez, 2018; Leasa et al., 2017). However,
607 according Diago et al. (2018), learning style is the concept that each person has
608 a preferred method of learning and that knowledge is best learned when
609 presented in that manner. Knowledge of students' learning styles is important
610 because I it aids in the development of the teaching and learning process
611 (Gómez & Gil, 2018), (ii) it responds to the need to find solutions to demands that
612 arise in various educational contexts in terms of addressing individual learning
613 differences of students (Haciomeroglu, 2016; Kulinna & Cothran, 2003), (iii) it
614 allows for improvements in school performance (Kim et al., 2016), (Nixon et
615 al.,2007).
616 Weighted, conscientious, responsive, analytical, and exhaustive are
617 characteristics of the reflective style. Reflective people enjoy thinking about their
618 experiences and examining them from various angles. They gather information
619 and analyze it thoroughly before drawing any conclusions. Methodical, rational,
620 objective, critical, and systematic is the theoretical style. People that have a
621 theoretical mindset adapt and incorporate observations into their logical and
622 complicated theories. They are perfectionists by nature. They put the data
623 together to form coherent theories. Experienced, practical, direct, effective, and
624 realistic are all characteristics of the pragmatic approach. The practical
19
625 application of concepts is a strong suit of persons who have a pragmatic style.
626 They prefer to act fast and safely when it comes to ideas and projects that they
627 find appealing.
628 In terms of the types of learning styles examined by the CHAEA, Juárez
629 et al. (2016) discovered that high-performing students preferred reflective and
630 theoretical learning styles. People with these learning styles prefer to plan ahead,
631 follow a set of instructions, assess pertinent data, and collect data before coming
632 to a conclusion. Students who learned in a reflective manner performed better
633 academically than those who learned in other methods (Adán, 2008). This effect
634 is likely due to the student responding to the demands of the educational
635 situation, where other behaviors such as spontaneity or inventiveness - qualities
636 more typical of theoretical, active, or pragmatic styles – boost listening and
637 observation (Santibáez et al., 2004).
638 Further stated that different strategies can be selected by learners to deal
639 with different tasks. Learning styles may be more automatic than optional
640 learning techniques." This third statement, which attempts to differentiate
641 between style and strategy, rejects a reoccurring issue in the field. The more
642 practical perspective is that a style may exist in some form, that is, it may have
643 structure, but that the structure is responsive to experiences and the demands of
644 the context (process) in order to allow change and adaptive behavior (Riding and
645 Duckle 2014).
646 Synthesis
20
647 It is a well-known reality in modern education that what matters is not what
648 a teacher teaches, but how and to what extent a student can learn. Only by
649 adopting such a notion of education will efficient and effective learning be
650 attained. The ability to learn is one of the key characteristics that distinguishes
651 humans from other living animals. Humans, as biological creatures, learn a
652 variety of behaviors in a short period of time. To begin with, new born people
653 intentionally begin to grin at everyone, learn, walk, and speak. Humans then
654 learn to dress themselves, play with their pals, read, write, and play football.
655 Each of them has its own procedure, and each of the behaviors displayed during
656 this procedure is a taught procedure. (Erden & Akman, 2002).
657 We defined a specific sort of evidence as a minimum prerequisite for
658 supporting the implementation of a learning-style assessment in an educational
659 environment based on our evaluation of the learning-styles literature. We have
660 not been able to locate any evidence that clearly fits this threshold, as previously
661 stated. Furthermore, some studies that used the right kind of research design
662 discovered results that contradict the most widely believed form of the learning-
663 styles hypothesis, namely, the meshing hypothesis (Constantinidou & Baker,
664 2002; Massa & Mayer, 2006). The disparity between the huge popularity of the
665 learning-styles approach in education and the lack of solid evidence for its
666 effectiveness is noticeable and alarming, in our opinion. It remains to be seen if
667 categorizing pupils' learning styles has any practical value.
668
669
21
670
671
672
673
674
675
676
677
678
679
680
681
682
683 Chapter 3
684 METHODOLOGY
685 Presented in this chapter are the nature of the study, the research design
686 used with regard to presentation, analysis and interpretation, the philosophical
687 assumptions, role of the researcher, research participants, the data collection
688 process and data analysis.
689 Research Design
690 The research was conducted in a qualitative manner. Particularly a
691 multiple case study, according to Bhandari (2020), entails gathering and
692 interpreting non-numerical data (e.g., text, video, or audio) in order to better
693 comprehend concepts, opinions, or experiences. It can be utilized to get in-depth
694 understanding of a subject or to develop fresh research ideas. Qualitative

22
695 research is popular in the humanities and social sciences, especially in fields like
696 education. Qualitative research is used to learn about people's perspectives on
697 the world. While qualitative research has a variety of methodologies, they always
698 focus on keeping rich meaning when evaluating data.
699 Similarly, qualitative research is used to uncover underlying causes,
700 viewpoints, and motivations. It gives information about the problem or aids in the
701 development of concepts or hypotheses for quantitative research. Qualitative
702 research is also used to find trends in thinking and attitudes, as well as to go
703 deeper into a topic. Unstructured and semi-structured procedures are used in
704 qualitative data collection. Focus groups (group talks), individual interviews, and
705 participation/observations are all typical methods. The sample size is usually
706 limited, and responders are chosen to meet a specific quota (DeFranzo, 2020).
707 Additionally, this study used multiple case study design, multiple case
708 refers to case study. Case study is an intensive analysis of an individual unit
709 (such as a person or community) stressing developmental factors in relation to
710 environment (Merriam-Webster, 2020). Johnson & Christensen (2016) defined
711 case studies are in-depth analyses of single, restricted entities known as cases.
712 The goal of a case study is to gain a comprehensive understanding of one
713 person or situation. It focuses on one or a few cases in their natural environment.
714 Observation, interviews, documentation, and other sources are used to gather
715 data. Data is analyzed by categorizing and interpreting it into common themes,
716 and then synthesizing it into an overall picture of the case (Christensen, 2016).
23
717 Role of the Researcher
718 The role of the researcher in qualitative research is to attempt to access
719 the thoughts and feelings of study participants. However the data are being
720 collected, a primary responsibility of the researcher is to safeguard participants
721 and their data. The researcher made sure that the participants had protection
722 from physical or psychological harm (including loss of dignity, loss of autonomy,
723 and loss of self-esteem), protection of privacy and confidentiality and protection
724 against unjustifiable deception.
725 Furthermore, the researcher upheld the confidentiality of all the data and
726 did not disclose any information to the outside party that would harm the
727 participants. The researcher made sure that the implication of the study would be
728 understood by the participants.
729 Research Participants
730 The primary objective of qualitative multiple case study is to obtain
731 information by engaging individuals who are involved or affected by the issue
732 under study. From this perspective, the appropriate participants should have
733 knowledge and experience of the topic being studied.
734 The respondents of this study were chosen from 3rd-year BPED students
735 of Ramon Magsaysay Memorial Colleges for School Year 2021-2022.
736 Specifically, three (3) BPED students were selected randomly from 3rd year, one
737 male and two female participants. Purposive sampling was employed.
24
738 The researcher took their desire to participate in the study as proof that
739 she had obtained sufficient material for the case study. She chose the
740 participants for this study using purposeful sampling. This included locating and
741 selecting individuals or groups of individuals who were knowledgeable or
742 experienced about a specific topic or interest.
743 Data Collection
744 In qualitative multiple case study research, interviews were utilized to
745 identify the meaning structures people use to organize their experiences and
746 make sense of their surroundings. Because these structures are concealed from
747 view, informants typically take them for granted; nonetheless, qualitative
748 interview approaches can reveal their implications. A qualitative research
749 interview is a conversation with the purpose of gathering descriptions of the
750 interviewee's life in order to interpret the meaning of the described phenomena. A
751 qualitative research interview is used to investigate an individual's experiences,
752 opinions, or beliefs about a given subject or issue. When compared to data
753 obtained through quantitative methods such as surveys, interviews help you gain
754 a better understanding of societal patterns (Bhasin, 2019; Brinkmann & Kvale,
755 2018).
756 Furthermore, the significance of a thorough data collection technique,
757 which ensures that the data collected is both defined and correct, as well as the
758 accuracy of subsequent judgments based on the results' reasons. The procedure
759 acts as a yardstick by which to measure progress and, in some cases, a target
760 for what has to be improved. In this circumstance, the three simple ideas will be
25
761 useful, since he advocated planning, acquisition, and future-proofing as the three
762 main steps for gathering accurate data. Without a doubt, meticulous planning
763 enhances every research. At this point, the study's objectives were specified,
764 known, and understood. When collecting data, it is also critical for the researcher
765 to have a systematic framework for the collected data, such as questionnaires
766 and guide questions (Denscombe, 2017; Mohajan, 2018).
767 Significantly, data must be future-proof, which means it must be
768 consistent, private, and safe when acquired. In order to collect data for the study,
769 I went through the following steps: conducting in-depth interviews with study
770 informants and taking notes. Before conducting the actual in-depth interviews
771 with the study participants, I made sure that ethical considerations were properly
772 observed. Consent and secrecy were crucial ethical criteria that I used (Arifin,
773 2018; Goodwin, Mays, Pope, 2020).
774 While conducting this case study, the researcher analyzed and
775 implemented protocols to ensure the ethical and social components of the
776 research endeavors. The researcher will get authorization from the program
777 director at Ramon Magsaysay Memorial Colleges, where my informants are
778 enrolled, to perform the study.
779 Following that, persons who had been identified as possible informants
780 received letters inviting them to participate in the study. The data collection
781 process began after the informants agreed to the request. The researcher
782 explained the study's goal to the participants and got their permission to record
26
783 their responses for analysis and interpretation, assuring them that their
784 responses would be kept strictly confidential.
785 The informants were informed about their role in the study and how much
786 they were involved, and the researcher had no personal stake in any qualitative
787 personal narratives that were captured.
788 After receiving approval and completely evaluating the guiding questions
789 to ensure the applicability and validity of the study instrument, the following
790 tactics or undertakings were done and observed during data collecting.
791 First, the researcher assembled the required resources, because of Covid-
792 19 pandemic, the researcher also utilized online platforms to interview the
793 participants like Google Meet, Messenger and Zoom to minimize physical
794 interaction and to follow the safety protocols set by the government.
795 Second, before the interview, the informants were given a copy of the
796 consent form to sign. It featured the study's aims, techniques, and methodology,
797 as well as the researcher's contact information, confidentiality, and benefits. If the
798 informants had any queries or needed clarifications concerning the purpose, they
799 were given every opportunity to inquire. With no additional questions or
800 clarifications, the consent forms were retrieved. The participants were then given
801 a consent form to sign. According to the form, the agreement includes not only
802 conducting research but also becoming a collaborator and co-researcher with the
803 informants.
804 Third, after the interviews, the researcher transcribed the audio recordings
805 and employed member checking as a validation technique, in which the

27
806 informants read and signed the interview transcripts, confirming that they were
807 accurate. Such a validation procedure indicated the data's trustworthiness.
808 Finally, the case study data gathering approach included a variety of data
809 sources, including interviews, documents, and observations.
810 Data Analysis
811 In this study, the researcher employed Stake's (2006) multiple case study
812 analysis as a researcher. She utilized the following methods to analyze the data:
813 She captured audio, transcribed it, coded it, came up with themes, and used the
814 cross case approach.
815 The transcription of data is an important and necessary part of this
816 investigation. She transcribed the audio and video recorded material once each
817 interview was done when transcribing the data. Furthermore, (Davidson, 2009)
818 noted that all audio recordings should be transcribed verbatim, regardless of how
819 comprehensible the transcript is when read back; hence, lines of text should be
820 numbered.
821 Moreover, the researcher meticulously transcribed the entire interview and
822 then extensively read the transcription. Following that, the researcher created
823 codes based on the individuals’ responses. All of the previously created codes
824 were transformed into themes. Some themes and sub-themes were also
825 produced with the help of the codes. This is usually done with the use of images
826 so that a reader can get a good look at everything right away (Nicolas, 2020).
28
827 After that, the researcher classified the data as to its category and
828 relevance and presented the themes thorough the research question formulated
829 in the study. Doing thematic analysis helps the researcher to come up with
830 different themes on the given texts that are subjected to research. It is useless to
831 read a text or observe it if someone is not able to decode all the themes that are
832 present in it (Orwell, 2019).
833 The researcher next went over the themes and the first set of data she
834 had. The purpose of reviewing the themes is to ensure that no data was left out
835 of the analysis during these processes and to choose the final themes for
836 analysis. Finally, the researcher created a table displaying the data, which has
837 been categorised and arranged to form emergent themes.
838
839
840 Trustworthiness
841 The researcher will establishing the following:
842 Credibility, or how confident the qualitative researcher is in the truth of the
843 research study’s findings. Researcher can use triangulation to show that the
844 research study’s findings are credible.
845 Transferability, the researcher will demonstrates that research study’s
846 findings are applicable to similar situations, populations, and phenomena. The
29
847 researcher can use detailed descriptions to show that the research study’s
848 findings can be applicable to other context, circumstances, and situations.
849 Confirmability, this occur when the findings are based on participants’
850 responses and not any potential bias or personal motivations of the researcher.
851 Ethical Consideration
852 The researcher ensured the integrity and quality of this case study. The
853 researcher followed all the ethical standards and sought approval of the school
854 and the participants involved in the study. The researcher made sure that the
855 participants had protection from physical or psychological harm (including loss of
856 dignity, loss of autonomy, and loss of self-esteem), protection of privacy and
857 confidentiality and protection against unjustifiable deception. Inform consent was
858 strictly observed in the study.
859 Inform consent was strictly observed in the study. Informed consent is
860 defined as the act of participants or their parents or legal guardians agreeing to
861 participate in a study once they know the nature and what their involvement will
862 include (Johnson & Christensen, 2016). The participants should understand how
863 their data were used, stored and analyzed. All research participants must give
864 their permission to be part of a study and they must be given pertinent
865 information to make an “informed” consent to participate. This means the
866 researcher has provided his research participants with everything they need to
867 know about the study to make an “informed” decision about participating in his
868 research. Guardians must give consent for minors to participate. In addition to
30
869 guardian consent, minors over age 7 (the age may vary) must also give their
870 consent to participate (Siegle, 2019)
871 . Furthermore, the researcher upheld the confidentiality of all the data and
872 did not disclose any information to the outside party that would harm the
873 participants. The researcher made sure that the implication of the study would be
874 understood by the participants.
875
876
877
878
879
880
881
882
883
884
885 Chapter 4
886 RESULT
887 This qualitative multiple case study sought information from college
888 students about their understanding on their learning styles. The outcomes of
889 three case interviews are also presented in this study. To provide anonymity and
890 privacy for the chosen cases, each case was given a pseudonym. I chose name
891 codes to keep the identity of my participants. These students are active learners
892 and they learn according to the learning styles they have and at the same time,
31
893 possess the attitude of learning despite of the advent of pandemic and online
894 modality of learning is not a hindrance in continuing their learning process.
895 There was one main question and a sub -question as a guide in the in-
896 depth interview. The first question was how do third year BPED students
897 describe their learning style and a sub-question, how they view their
898 understanding about learning style and how does it affect them. The interview
899 process was documented and recorded for the purpose that their responses will
900 be recorded and complete. Each of the three participants was assured by the
901 researcher in terms of the confidentiality of their responses and the researcher
902 has no right to disclose it to anybody.
903 The following participants involved in the case study Joshua, Julia and
904 Gebie (not their real names). The following chapters presents the detailed
905 description of the three participants.
906
907 This chapter gives a basic overview of the participants based on the most
908 important information acquired from the derived transcriptions of audio
909 recordings, which look at the participants' learning styles as they described them.
910 Profile of the Informants
911 Table 1 presents the profile of the informants, which depicts that all of
912 them have met the selection criteria as identified. Three participants were
913 involved in this study. All the participants used different learning styles, and these
914 were Kinesthetic, Auditory, and Visual. Each of them is assigned for pseudonyms
915 to keep their identity confidential; codes were also provided for each informants.
32
916 The first informant was Joshua coded as JK. He is a kinesthetic learner
917 who prefers to learn via doing, which has helped him become a deans lister. He
918 indicated that his learning style is the most important factor in his learning, as it
919 allows him to utilize his time and learn more efficiently in response to the
920 teacher's instructions. He is 20 years old and a third year student in the Bachelor
921 of Physical Education program.
922 The second informant was Julia coded as JA. She is an auditory learner.
923 She prefers to listen to audio recordings to learn. Her learning style assists her in
924 effortlessly remembering material and in determining when and how she can
925 retain the teachings. She's twenty years old.
926 Moreover, the third informant was Gebbie coded as GV. Her chosen
927 learning method is visual, therefore she can learn by looking at photos and
928 watching videos. Learning styles, she felt, are a technique of learning that allows
929 kids to learn comfortably and remember knowledge and ideas. The student will
930 be able to communicate his or her perspectives in class as a result of his or her
931 learning style. She is 21 years old.
932 Table 1
933 Profile of the Informants
Participants Code Age Learning style Year Level
Joshua JK 20 Kinesthetic 3rd Year
Learner College
Julia JA 20 Auditory 3RD
Learner YearCollege
33
Gebbie GV 21 Visual 3rd Year
Learner College
934
935 Based on the profile of participants, it is evident that they have diverse
936 learning styles. They use different learning styles, but they have some things in
937 common – all of them incorporated the use of learning style when learning. With
938 the said information, these learners were chosen to be the informants of this
939 study. Further information about the participants was presented in the next
940 chapters of this research.
941
942
943
944
945
946 Chapter 5
947 Case 1 – Joshua
948 Background and Character
949 JK is a kinesthetic learner who prefers to learn via doing, which has
950 helped him become a deans lister. He indicated that his learning style is the most
951 important factor in his learning, as it allows him to utilize his time and learn more
952 efficiently in response to the teacher's instructions. He is 20 years old and a third
953 year student in the Bachelor of Physical Education program.
954 Moreover, JK is a happy individual with an intelligent demeanor, as
955 noticed. He is a self-sufficient and diligent individual. He does not want to rely on
34
956 his parents' finances all of the time, so he earns his own money to cover his other
957 expenses. JK said that knowing what his studying has several advantages,
958 including making it easier for him to learn and allowing him to devote more time
959 to the teacher's lessons. He can also avoid learning frustration and tension. It
960 also aided him in creating and modifying my study plan ahead of time, and he
961 was able to learn at his own pace to improve his quizzes, graded oral recitations,
962 and tests.
963 Additionally, in my observation while conducting the interview, he is a very
964 approachable and friendly person. He said that she is willing to help others as
965 long as she has the means. Because he wants all of her friends to pass and no
966 one to be left behind.
967 The table explains the emergent themes that are gathered from the
968 answers of JK on how he describes and views on his learning style. Additionally,
969 Cluster themes are also presented based from the answers.
970 Question 1: What are the views of Third year BPED students in
971 understanding their learning styles?
972 Table 1
973 Thematic Analysis on the views of the Participant on his Learning Styles.
Cluster Themes Emergent Themes
1. Driving force to learn. Motivational Learner
2. Prefer to learn by doing Diverse learner

35
3. Maximize potentials in learning

effectively and efficiently
Cognitive thinker
4. Helps to create and modify
learning plans.
974
975 From the data collected on the understanding of the participant on his
976 learning style, different themes appeared and it was narrowed down by the
977 researcher and come up with four emergent themes: motivational learners,
978 diverse learners, cognitive learners and coping mechanism.
979 Motivational learner was the first emergent theme. JK acknowledged that
980 one of the most important factors in learning was one's learning style. He went on
981 to say that JK's learning style helped him become a deans lister and cope with
982 professors' lessons, and that he was able to construct and adjust his study plan
983 ahead of time, and that he was also able to learn in his own way to get higher
984 results on quizzes, graded oral recitations, and exams. These were reflected in
985 the different statements of the participant:
986 For me, aah... learning style is the primary driving force of
987 learning. Some learning styles are not capable of anyone
988 as an experienced; there are learning styles that did not
989 effectively work on me, and I will always seek to learn
990 through my interests.
991
992 While saying this, the researcher noticed that his unique learning style has
993 blessed and delighted him. He stated that his learning method, also known as the
994 kinesthetic learning style, was one that he could suggest to his fellow students.
995 JK stated that he will explain to them that the kinesthetic learning approach is
996 adaptable to any learning environment, whether online or in person.

36
997 Furthermore, he also revealed that her learning method inspired him to
998 become a school deanslister. And make him active and involved in all of the
999 society's events. Aand even if it is an online class, he may confidently state that
1000 his learning style aids him in coping with various lessons.
1001 Diverse Learner. He is a kinesthetic learner, meaning he learns by doing,
1002 and he claims that knowing what he is studying has various benefits, including
1003 making learning easier and allowing him to dedicate more time to the teacher's
1004 instructions. He also mentioned that he can avoid learning frustration and
1005 tension. He stated that:
1006 My learning approach is kinesthetic, as I've realized.

1007 Because I prefer to learn by doing. I didn't even want to
1008 read much, but I'm always intrigued by the prospect of
1009 doing so. Also, as I've discovered, I can study well when
1010 I'm not moving around much, exploring and discovering
1011 physical things in my surroundings.
1012 Additionally, JK also noted that he only has online classes due to the
1013 COVID-19 pandemic, but that if he had to choose between face-to-face and
1014 online studies, he preferred face-to-face lessons. He further stated that:
1015 Face-to-face classes are my preference. It's because

1016 face-to-face communication allows for a lot of opportunity
1017 for our physical, mental, emotional, and social
1018 development. Unlike the online mode, which is limited to
1019 yourself and your immediate surroundings, the offline
1020 mode is not.
1021 Cognitive thinker. This emergent theme cognitive thinkers refers to the
1022 participant way of thinking and mental processing. Being a cognitive thinker JK
1023 was able to easily understand the lessons and grasp the knowledge and ideas
37
1024 being discussed by his teachers. The lessons were retained in his minds and that
1025 he can able to maximize his potentials in doing and learning.
1026 Cognitive understanding is an interesting learning theory that focuses on
1027 thought. Cognition encourages students to think as a means of helping them to
1028 unlock concepts or subject they struggle with. Cognitive learning can also help
1029 boost learners engagement and motivation as it gives them a new way to look at
1030 themselves and their brain in order to increase their skills. He said that:
1031 Knowing what I'm studying has several advantages,

1032 including making it easier for me to learn and allowing me
1033 to devote more time to the teacher's lessons. I can also
1034 avoid learning frustration and tension. It also aided me in
1035 creating and modifying my study plan ahead of time, and I
1036 was able to learn at my own pace to improve my quizzes,
1037 graded oral recitations, and tests. (transcription no.3, line
1038 no. 24,25,26,27,28).
1039
1040
1041
1042
1043
1044
1045
1046
1047
1048 Question 2: How do the third year BPED students feel about their learning
1049 style?
1050 Table 2
1051 Thematic Analysis on the feelings of the Participant towards his Learning Style.
1. Comfortable and enjoyable Learning is fun

38
2. Students are out of focus and

drag themselves
3. Feel confuse, bored and not Low self-Esteem
interested in listening or
understanding the lessons
1052
1053 Learning is Fun
1054 The first emergent theme was learning is fun. This emergent theme
1055 learning is fun refers to the feelings of students towards their learning styles. The
1056 participant consider his learning styles to be fun and enjoyable as he was able to
1057 express his feelings based on how he feel about his lessons. In this time of
1058 pandemic where online mode of learning is embraced, this is what the students
1059 do in order to learn. He just enjoyed no matter what it takes as long as he is
1060 doing good in school and fulfil their task as a student.
1061 As he expressed his feelings that:
1062 I am really comfortable with my learning style and I enjoyed

1063 every moment as a learner. (transcription no. 1, line no.
1064 50).
1065 I was able to improve also my learning and understanding
1066 and also helps me to satisfied with my academic
1067 performance. (transcription no. 1, line no. 65,66,67).
1068
1069
1070 Low self-esteem. JK said that sometimes he felt bored, confused and
1071 bored. He became not satisfied of his performances that he might be left behind
1072 by his classmates. There are a lot of students who are talented, but at some
1073 point of their lives, they allowed negative feedback or situations to undermine
1074 their self-esteem and that has continued to affect their performance and success
1075 every day.

39
1076 As JK implies, he said it made him drag down his interest.
1077 If I cannot easily understand the topic, it made me felt

1078 confused (transcription no. 1, line no. 56).
1079 The feeling that literally made me out of focus to every
1080 lessons and drag down my interests in listening and
1081 participation to class activities. (transcription no. 1, line no.
1082 59,60).
1083
1084
1085 Question no. 3: How do the learning styles affect the academic
1086 performance of the participant?
1087 Table 3
1088 Thematic Analysis on the Effect of Learning Styles to the Academic Performance
1089 of the Participant.
Cluster Theme Emergent Theme
1. Use time effectively, environmental

distractions and work loads. Challenges, time management
2. The way teacher teach the lesson

3. Teachers capacity to explain the Teachers’ teaching strategies
topic.
4. Recognize the teaching strategies
effectively. Improved academic performance
5. A chance to improve learning and
understanding lessons.
6. Promote positive impact on Learn in multiple ways

students performance.
1090 Challenges, Time Management
1091 The first emergent theme was challenges and time management, because
1092 the participant believe that these are the factors that can affect his learning style.
1093 JK, stated that in this time of pandemic, he was having problems in managing his
40
1094 time, facing environmental problems such as noise while having his online class.
1095 Adding to these were his workloads that he don’t know what to priority first.
1096 Moreover, he felt pressured upon realizing so many workloads coupled
1097 with the teachers’ teaching approaches. JK was being test with his patience on
1098 how to face these challenges. However, as he already grown up he realized that
1099 these were all part of the learning process. He said that:
1100 Factors that can affect my learning style are time

1101 management, noise distraction, overloaded works,
1102 pressure, teacher teaching approach and unwanted mood.
1103 (transcription no. 1, line no. 62,63).
1104
1105 Teachers’ Teaching Strategies
1106 This emergent theme referred to the style of teaching employed within the
1107 classroom be it virtual or face to face. The participant expressed his sentiments
1108 on how the teacher delivers the lesson that affect his learning style, thus JK
1109 learning becomes boring for him and he lost interest in participating in class
1110 discussion. He stated that:
1111 It will affect in terms of how the teacher will be able to

1112 manipulate the students by just one teaching strategy. It
1113 could be a problem on how a teacher will be able to teach
1114 effectively knowing that every student has different learning
1115 styles. (transcription no. 1, line no. 70,71,72,73).
1116
1117
1118
1119 Improved Academic Performance
1120 This theme improved academic performance was considered as the
1121 effects of the learning styles to the students. JK highlighted that his learning style
1122 effectively recognized educational tactics. He went on to say that one feature of
41
1123 teachers' teaching styles that can aid his learning style was their teaching
1124 manner. Therefore, he can confidently claim that his academic performance has
1125 improved.
1126 Hence, in every school setting particularly in higher education institutions,
1127 the academic performance of students is an indicator of a quality learning
1128 experience. Academic achievement is measured in the form of students'
1129 remarkable scores across their subject courses and the display of learning
1130 outcomes which can be assessed through performance, classroom tests,
1131 assignments, outputs, and major examinations. Previous studies present that
1132 there are intellective and non-intellective factors affecting the academic
1133 achievement of students across levels.
1134 As expressed by JK that,
1135 In academic performance, I helps me to be one of a deans’

1136 lister of school. It is because I know what I am doing in the
1137 learning phase by the help of the effective learning style to
1138 my capacity. It satisfies my academic needs and demands.
1139 (transcription no. 1, line no. 75,76,77).
1140
1141 Learning in Multiple Ways
1142 The forth emergent theme was retention of lesson because the students’
1143 learning style are preferred by the teachers, it made him understand,
1144 comprehend and absorb all the lessons he have that would result in retention of
1145 lessons to his mind. JK said that the general effect of learning style is to motivate
1146 each learners to achieve their academic goals. Furthermore, he argued that
1147 varied learning methodologies can help pupils learn based on their particular
1148 variances and learning capacities. As he stated that:

42
1149 The overall effect of learning style is that it promotes a

1150 positive impact in terms of academic and made every
1151 learners enjoy in…. in learning, its because the goal of
1152 learning style is to be specified in different approach in
1153 learning based on individuals’ capability and able to learn in
1154 different ways that is desirable chosen by the learners.
1155 (transcription no. 1, line no. 79,80,81,82).
1156
1157
1158
1159
1160
1161
1162
1163
1164
1165
1166
1167
1168
1169
1170
1171
1172 Chapter 6
1173 Case 2 – Julia

43
1175 Julia, who goes by the nickname JA, is an auditory learner. She learns
1176 best by listening to audio recordings, conversing with others, and taking notes on
1177 what the teacher says or dictates. She is currently in her third year of college,
1178 pursuing a bachelor's degree in physical education. She enjoys hearing other
1179 people's thoughts and viewpoints. She is a nice, sincere, and upbeat individual.
1180 She is a member of her school's society's committee and an officer. She enjoys
1181 learning while playing music and is a bright and outgoing individual.
1182 She also claims to be at ease with her learning style because she
1183 understands when and how she can absorb and remember information. She is a
1184 hard worker who dreams of one day becoming wealthy so that she may support
1185 her family, particularly her younger siblings who are still in high school.
1186 Additionally, JA also admits that she was bored and disinterested in class
1187 at times. Especially when her learning style differs from her teachers' teaching
1188 styles. She felt useless, knowing that her learning style was not always efficient.
1189 She hopes that teachers will be able to accommodate the diverse learning
1190 requirements of all students, ensuring that no one falls behind.
1191
1192
1193 Question 1: What are the views of the BPED students in understanding
1194 their learning styles?
1195 Table 1
1196 Thematic Analysis on the views of the Participant on her Learning Style.
44
1. Prefer to learn by listening. Diverse Learner
2.Need discipline and support in the

learning process
3. Do self learning. Coping mechanisms

4. Expand horizon in achieving
desires and optimum results.
1197 The table explains the emergent themes gathered from the answers of JA
1198 on how she views and describe on her learning style. In addition, cluster themes
1199 are also presented based on the responses of JA.
1200 Diverse Learner. JA preferred learning style was auditory. She said that
1201 information retain longer if she hears it and recorded. She added that if it was not
1202 because her learning preference, it will make her difficult to learn and understand
1203 the discussion.
1204 Students population in any group age contain learners with a huge variety
1205 of different characteristics including academic ability, physical ability, language,
1206 gender, ethnicity, religion, socio-economic factors and personal experiences.
1207 With these kind of group, teachers find it difficult on how to handle students,
1208 finding what strategies to employ in teaching the lessons and at the same time
1209 how to deal with them. Teachers in this situation may become frustrated because
1210 trying to accommodate each child individually creates a lot of stress and often an
1211 unmanageable work (Parrish, 2019).
1212 She said that,

45
1213 Aam... I consider myself as an auditory learner because I

1214 can retain lesson when I am listening to other people’s idea
1215 or to what the teacher is teaching. (transcription no.2, line
1216 no. 95,96).
1217
1218 Coping Mechanisms
1219 This emergent theme coping mechanisms or strategies employed by the
1220 participant on how her learning style be effective in this time of new modality of
1221 learning which is online. Students now a days are adjusting due to the sudden
1222 shift of learning from face to face to online modality. College students, for
1223 example, have been affected by school closures, shifts to online learning, and
1224 the elimination of social and networking opportunities. Students struggled with
1225 establishing a new routine, felt lethargic or lacked motivation, and faced logistical
1226 problems with online learning and as well many students used proactive and
1227 creative coping strategies, such as trying to establish a new daily routines.
1228 JA stated that,
1229 For me learning styles is effective in this time of pandemic

1230 wherein I guess different learning styles of the students will
1231 be emphasized specially during this online learning. We
1232 need discipline and the support of ourselves in order to learn
1233 through this online class. (transcription no. 2, line no.
1234 106,107,108).
1235
1236
1238 style?
1239 Table 2
1240 Thematic Analysis on the feelings of the Participant towards her Learning Styles

46
1.Feeling useless thinking that his/her

Low Self-esteem
learning style is not effective.
2. Lack of self confidence
1241
1242 Low Self-esteem
1243 The first and only emergent theme was the low self-esteem. This
1244 emergent theme came out as the researcher interview the participant and it came
1245 out that she have low self-esteem as they lack self-confidence about what they
1246 were and what they can do. She became not satisfied of her performances that
1247 she might be left behind by her classmates. She further stated that being lack of
1248 self-confidence hold her from speaking or participating in class discussion. She
1249 said that:
1250 Okay, I felt useless because not all the time my learning
1251 style is effective (transcription no. 2, line no. 129). And that I
1252 felt bored and no longer interested to the topic (line no. 132).
1253 Aah.. to the extent that I’ll.. that I feel that I am left behind to
1254 what my teacher is teaching. (line no. 134,35).
1255 When the teacher can’t explain the topic very well and if the
1256 teacher only likes to write on the board. (line no. 137,38).
1257
1258
1259
1262 Table 3

47
1. Teachers capacity to explain the

topic.
Teachers’ teaching strategies
2. Learn the teachers to be
considerate and flexible.
3. A chance to improve learning and Improved academic performance
understanding lessons.
1265
1266 Teachers’ teaching strategies
1267 Learning is influenced by the educational conditions under which a student
1268 learns. Learning style is not just concerned about what students need to learn but
1269 rather how they want to learn in the most effective way. To bring a fundamental
1270 change in the learner is the primary purpose of teaching at any level of education
1271 . Teachers should apply appropriate teaching strategies that best suit specific
1272 objectives and competencies to secure and facilitate the process of knowledge
1273 transmission.
1274 JA stated that her teacher's teaching style had an impact on her learning
1275 style and academic performance since it distracted her and made her feel
1276 confused and bored while listening to her teacher's talk.
1277 She also shared also that teacher could be considered as one factor
1278 wherein,
1279 When the teacher cannot explain the topic very well and if
1280 the teacher only likes to write on the board. (transcription no.
1281 2, line no. 137,138).
1282
1284 This theme improved academic performance was considered as the
1285 effects of the learning styles to the students. Accordingly, students academic
48
1286 performance was great due to the preferred learning style that they have that
1287 made them excel in class. JA said that it gives her a positive impact on her
1288 academic achievements. Although each one of them have different learning
1289 styles, however they were able to manage to become flexible and learn to adopt
1290 new things in order to succeed. She said that:
1291 okay the effect of learning styles is for the students to

1292 understand and retain longer the lesson that are given. .
1293 (line no. 140).
1294 I could say that it will have a huge impact to my grades. .
1295 (line no. 146).
1296
1297
1298
1299
1300
1301
1302
1303
1304
1305
1306
1307
1308
1309
1310
1311
1312
1313
1314
1315
1316
1317 Chapter 7
1318 Case 3 – Gebbie
1320 Gebbie's code name is GV. She is a visual learner, which means she
1321 prefers to learn by seeing things like images or visual and video presentations.
49
1322 She is 21 years old and currently enrolled at Ramon Magsaysay Memorial
1323 Colleges as a third-year BPED student. She is very hardworking, intelligent and
1324 has a determination in life to finish her studies because, according to her, she is
1325 the oldest child. Therefore, she needs to double her efforts so that she can
1326 provide her tuition and at the same time she can survive.
1327 Additionally, GV is very grateful for the support she receives from her
1328 friends, family, and parents because they are there for her whenever she needs
1329 them. In particular, her parents, who support her financially despite the lack of
1330 financial hardships and difficulties her family experiences. Furthermore, she
1331 admits that she was appreciative of her particular learning style because it
1332 enabled her to take in material more easily and remember it longer, allowing her
1333 to participate fully in class discussions.
1334 GV also mentioned that her preferred method of learning is crucial for her
1335 because she currently only attends online classes due to the epidemic. She
1336 claims that her method of learning is crucial since the PowerPoint presentations
1337 your teacher was provided will allow you to revisit your lessons or discussions.
1338 She also mentions that you can request the PPT of your lessons if you are
1339 unable to attend the session.
1340 Question 1: What are the views of the BPED students in understanding
1341 their learning styles?
1342 The table explains the emergent themes that are gathered from the answers of
1343 GV on how she describes and views on her learning style. Additionally, Cluster
1344 themes are also presented based from the answers

50
1345 Table 1
1. Prefer to learn by seeing. Diverse Learner
2. Discover their own learning styles in

order to cope with the lessons. Cognitive Thinker
3. Lessons are easily understood.
4. Learned lessons are retained.
1346 Thematic Analysis on the views of the Participants on their Learning Styles.
1347
1348 From the data collected on the understanding of the participant of her
1349 learning style, different themes appeared and it was narrowed down by the
1350 researcher and come up with two emergent themes: diverse learners and
1351 cognitive thinker.
1352 Diverse Learner. This emergent theme diverse learners refers to the
1353 learners with different types of learning styles. GV considered her seft as a visual
1354 learner. She said that in learning, she is more comfortable by seeing pictures,
1355 images, visual and powerpoint presentation. GV reasoned out why she is a visual
1356 learner,
1357 I can say that I am a visual learner because I can learn

1358 through pictures, images and powerpoint presentations.
1359 And during the class discussion it’s hard for me to retain in
1360 my mind what I hear because sometimes, the words of my
1361 teacher or classmate are being mumbled. This is the reason
1362 why I consider myself a visual learner. (transcription no. 3
1363 line no. 157,158,159,160,161).
1364
1365 Cognitive Thinker. The second emergent themes was cognitive thinker.
1366 The early years of life are crucial for the development of cognitive skills since
1367 they enable your brain to think, read, learn, reason, pay attention, and recall.
51
1368 These abilities aid in organizing incoming data and distributing it to the proper
1369 parts of the brain. According to GV, her techniques of learning enabled her to
1370 comprehend lessons quickly and determine whether and when she can
1371 remember information. GV said that,
1372 The advantage of knowing my learning style is that I can

1373 easily understand the lessons and I’ll become aware of how
1374 my brain works and i know if what is the best way to
1375 understand the discussion. (transcription no. 3, line no.
1376 164,165,166).
1377
1378 Additionally, GV shared about the extent of these advantages that helped her in
1379 her academic performance. She said that:
1380 To the extent that I can actively participate and communicate with
1381 my teachers and classmates. . (line no. 169,170).
1382 She shared to me that she preferred both online and face to face modality
1383 because she believed that these two factors were beneficial for her. As she
1384 stated that:
1385 I favor both, myself. both face-to-face and online learning

1386 because they are both effective. Because you meet with
1387 your teachers in person every day, you won't be difficult if
1388 you need clarifications on your paper or if you have
1389 questions about it, just as in a face-to-face class. While
1390 taking classes online, you can save money on transportation
1391 and lodging, and when it comes to oral recitations, you won't
1392 be shy about sharing your opinions. Additionally, you can
1393 really cheat on tests, homework, and quizzes. You can
1394 conduct research using Google and ask your friends for
1395 assistance. (line no. 179,180,181,182,183,184,185).
1397 style?
1398 Table 2
1399 Thematic Analysis on the feelings of the Participant towards her Learning Styles.
52
1. Feel proud and enjoyable Learning is fun
2. Feel confuse, bored and not interested Low self-esteem

in listening or understanding the lessons.
3. Lost self confidence
1400
1401 Learning is Fun. GV expressed her pride and comfort in her learning
1402 style, which allows her to enjoy studying, especially if her learning style is volatile
1403 with the teaching style of her teachers. Learning to be fun depend also on the
1404 part of the teacher. As teachers, they are not only worried about on how to
1405 present the materials clearly to the learners in a way they can understand but as
1406 well they are also focused on making the learners learn. In their everyday
1407 lessons they find themselves wondering about how they spark some interest in
1408 what they are teaching (Crown, 2019). GV expressed her feelings that,
1409 I feel proud, joy and confident it’s because it is my learning

1410 way to retain informations. . (line no. 192).
1411
1412 Low self-esteem. Low self-esteem was the second recurring theme. She
1413 claimed that when her learning style and her teacher's teaching method diverge,
1414 she experiences confusion, boredom, and confidence loss. To ensure that
1415 students have kept the information, she said, teachers should take into account
1416 the different learning preferences of their charges.
1417 She stated that:
1418 I sometimes find listening to conversations boring and

1419 uninteresting. It's because I'm worried that if my name is
1420 called to recite and I don't study, I won't be able to respond
1421 to the question. (line no.195,196).
1422
1423 I feel confused boredom. (line no.199).
53
1424
1425 To the extent that sometimes I lost my confident to use my
1426 learning style. And I feel sometimes that I left behind. (line
1427 no. 201,202).
1428
1431 Table 3
1. It gives encouragement to learn and Improved academic performance

get high grades.
2. Students understanding on the
lessons.
3. Guide in coping up with different Learn in multiple ways
ways of teaching and learning.
1434
1435 Improved Academic Performance. This was the first emergent theme.
1436 This theme improved academic performance was considered as the effects of
1437 the learning styles to the students. Accordingly, students’ academic performance
1438 was great due to the preferred learning style that they have that made them excel
1439 in class. It gives them a positive impact on their academic achievements.
1440 Although each one of them have different learning styles, however they were
1441 able to manage to become flexible and learn to adopt new things in order to
1442 succeed.
1443 GV shared her side that,

54
1444 It has really an effect to my academic performance. It gives

1445 me encouragement to study more and be participative in
1446 class. And it helps me to be active and got high grades.
1447 (transcription no. 3, line no. 218,219).
1448
1449 Learn in multiple ways. This was the second emergent theme that cope
1450 up with the researcher. Comprehension must be couples with understanding in
1451 order to achieve a better result which is retention of the lessons that could be
1452 remembered by the students and applied in their learning process. Students
1453 must focus on learning in more than one way. Instead of just listening to a
1454 podcast, which involves auditory learning, they should find a way to rehearse the
1455 information both verbally and visually. This might involve describing what they
1456 learned to a friend or family members, taking notes or drawing a mind map. By
1457 learning in more than one way, they are further reinforcing the knowledge in their
1458 mind.
1459 GV shared her views that,
1460 The general effect of learning styles is that it helps us to be

1461 guided in our studies and give us more positive vibes on
1462 how we cope up some different ways of teaching and
1463 learning. (transcription no. 3, line no. 221,222,223).
1464
1465
1466
1467
1468
1469
1470
1471 Chapter 8
1472 CROSS-CASE ANALYSIS

55
1473 This chapter presents the cross-case analysis of all the results in relations
1474 to the research questions.
1475 Similarities and Differences of the Three Cases
1476 The data explains the similarities and differences of each of the case
1477 families in their engagement as tutors in English; results are based on the
1478 responses of respondents on the first three research questions. Each identified
1479 case is related to the emerging themes.
1480 Additionally, the items that are described in the table represent the views
1481 of the respondents in understanding their learning styles, the feelings of the
1482 participants towards their learning styles, and the effect of learning styles to the
1483 academic performance of the participants. There were three columns in the table;
1484 the first column was for the emerging themes, the second were the items or the
1485 cluster themes gathered from the informants, responses, and the third column
1486 were the identified cases which were coded as JK, JA, and GV.
1487
1488
1489
1490
1491
1492 Table 1
56
1493 Emergent Themes and Clustered Themes about the understanding of 3rd year
1494 students on their learning styles.
Category Item Identified Case
SIMILARITIES:
Diverse learners Prefer to learn by JK

listening
JV
Prefer to learn by seeing
GV
Prefer to learn by doing
Cognitive Thinkers Learned lessons are JK

retained
GV
Maximize potentials in
learning effectively and
efficiently
Lessons are easily

understood
Helps to create and

modify learning plans.
Active class participation

and communication with
teachers and classmates
Effective Teaching The way teacher teach JK

Strategies the lesson
JA
Teachers capacity to
explain the topic GB
Learn the teachers to be

considerate and flexible
Recognize the teaching

strategies effectively
A chance to improve
learning and
understanding lessons
57
Improved Academic It gives encouragement JK

Performance to learn and get high
grades JA
Promote positive impact GV

on students’
performance
Low Self-esteem Feel ashamed of not JK

capable to adapt to the
teaching style of JA
teachers
GV
Feel confuse, bored and
not interested in listening
or understanding the
lessons
Students are out of

focus and drag
themselves
Lost self confidence
Feeling useless thinking

that his/her learning
style is not effective.
Learning is Fun Feel comfortable and JK

enjoyable
GV
Feel proud and
enjoyable
Learn in Multiple Ways Students understanding JK

on the lessons
GV
Use as guide and create
positive impact
Learned lessons are

retained
1495 In the mid-1970s, the concept of distinct learning styles became
1496 widespread. Since then, the concept has changed how people think about
58
1497 education and learning. Many people believe there are numerous ways to absorb
1498 and understand new information, just as there are different teaching methods.
1499 The students understanding on their learning style served as their motivation in
1500 learning process in order to improve their academic performance.
1501 Findings revealed that the students’ participants understand their learning
1502 styles as their motivation to learn since they are diverse learners with different
1503 preferred learning styles. Every individual has a unique learning style. Some
1504 people prefer to learn by seeing or hearing, while others prefer to learn by doing,
1505 reading, or asking questions. All students have one thing in common: they learn
1506 best when they combine products and topics that they are interested in into their
1507 education.
1508 Another significant findings was the students know how to cope up with their
1509 lessons based on their preferred learning styles. It is undeniable that some
1510 students encountered problems if they are not used to the teaching style of the
1511 teachers, hence they provide an avenue or different approaches just to cope up
1512 with the lessons that they find it difficult.
1513
1514
1515
1516
1517
1518 Table 2
Category Item Identified

Case
59
DIFFERENCES
Motivational Driving force to learn JK
Learning to learn comfortably to be able

to retain information and ideas
Challenges, Time Use time effectively, environmental JA
distractions and work loads
Management
Learned lessons are retained
Need discipline and support in the

learning process
Coping Mechanisms Discover their own learning styles in GV
order to cope with the lessons
Expand horizontal in achieving desires

and optimum results
Provide different approaches in learning

1519
1520
1521
1522
1523
1524
1525
1526
1527
1528
1529
1530 Chapter 5
1531 DISCUSSION
60
1532 This chapter presents the results, implication for practice, implication for
1533 future research and the concluding remarks of the qualitative research on the
1534 understanding the learning style of 3 rd year BPED students a multiple case study
1535 in Ramon Magsaysay Memorial Colleges.
1536 In this study, there are three research sub-questions. In the first research
1537 question, four major themes emerged from the data collected on what are the
1538 views of third-year BPED students in understanding their learning styles. The
1539 second research question, two major themes emerged from the data collected
1540 based on how do third-year BPED students feel about their learning styles; and
1541 finally, there were four emergent themes on how do learning styles affect their
1542 academic performance. Additionally, the findings indicated that third-year BPED
1543 students have both commonalities and differences in how they perceive their
1544 learning styles.
1545 This study sought to support the college students on their understanding
1546 about their preferred learning style, which might greatly help those who need it.
1547 This also described their views, feelings and effects on their lives as learners.
1548 The result of this study may help the teachers understand the plight of the
1549 learners with different learning styles. The findings will be the bases for the
1550 necessary intervention program to help them to have effective approach in
1551 handling diverse learners in terms of their learning behaviour either in face-to-
1552 face or in online modality.
1553 The views of the Participants on their Learning Styles

61
1554 From the data collected on the understanding of the participants of their
1555 learning styles, different themes appeared and it was narrowed down by the
1556 researcher and come up with four emergent themes: motivational learners,
1557 diverse learners, receptive learners and coping mechanism.
1558 Motivational Learners. Motivational learners was the first emergent
1559 theme. This theme described the learners on how they were motivated to learn.
1560 They used their learning style as their driving force to learn the lessons and the
1561 knowledge imparted by their teachers. In order for students to want to learn, they
1562 must feel that what they are learning matters to them. Understanding how a new
1563 skill or information is applicable to or will help them now or later on in life can
1564 make a big difference in motivation.
1565 When students believe they can succeed and feel positive about their
1566 achievements and potential, their confidence increases and motivation improves.
1567 It just need proper guidance, and consistent formative feedback help students
1568 know what is expected of them. To sustain optimal motivation, learners needs to
1569 have a positive feelings about their learning experiences and accomplishments
1570 (Gieras, 2020).
1571 Diverse Learner. The second emergent theme was diverse learners. This
1572 emergent theme diverse learners refers to the learners with different types of
1573 learning styles. As the participants were interviewed, it came out that they were
1574 of different preferred learning style. One was kinaesthetic, the other one was
1575 visual while the other one is auditory. These diverse learners had their own
1576 preferences why they prefer that particular learning style that they are using.
62
1577 Students population in any group age contain learners with a huge variety
1578 of different characteristics including academic ability, physical ability, language,
1579 gender, ethnicity, religion, socio-economic factors and personal experiences.
1580 With these kind of group,teachers find it difficult on how to handle students,
1581 finding what strategies to employ in teaching the lessons and at the same time
1582 how to deal with them. Teachers in this situation may become frustrated because
1583 trying to accommodate each child individually creates a lot of stress and often an
1584 unmanageable work (Parrish, 2019).
1585 But for college students with different preferred learning styles is no longer
1586 a burden on the part of the teacher. The lessons are more on outcomes based,
1587 therefore the virtue is most of the time given to the students in terms of
1588 understanding and capturing the lessons. Teachers are just facilitators of
1589 learning.
1590 Cognitive Thinkers. Moreover, the third emergent theme was cognitive
1591 thinkers. Cognitive thinkers is an emerging theme that describes how participants
1592 process and think. Being cognitive thinkers, they were able to quickly understand
1593 the teachings and comprehend the information and concepts that their teachers
1594 were presenting. They were able to fully utilize their abilities in doing and learning
1595 since the lessons were retained in their memories.
1596 An intriguing theory of learning that puts a strong emphasis on thought is
1597 cognitive understanding. To help them understand difficult concepts or subjects,
1598 cognition encourages students to think. Because cognitive learning offers

63
1599 students a fresh perspective on who they are and how their brain works, it can
1600 also raise their motivation and engagement.
1601 Coping Mechanisms. Coping mechanisms were the fourth emergent
1602 theme. The participant's use of coping mechanisms or methods to make their
1603 learning styles effective in the current era of online learning is the emergent
1604 theme. Due to the abrupt transition from face-to-face to online instruction,
1605 students today are adjusting. College students, for instance, have been impacted
1606 by school closings, a move toward online education, and the removal of
1607 networking and social opportunities. Many students used proactive and inventive
1608 coping mechanisms, such as trying to establish new daily routines, to deal with
1609 issues such as difficulty establishing new routines, feeling lethargic or
1610 unmotivated, and logistical issues with online learning.
1611 The feelings of the Participants towards their Learning Styles
1612 Students’ self- concept is how one perceive their behaviours, abilities, and
1613 unique characteristics. Self-concept is how one perceive their behaviours,
1614 abilities and unique characteristics. From the data collected, it came out with two
1615 emergent themes; learning is fun and low self-esteem.
1616 Learning is Fun. The first emergent theme was learning is fun. This
1617 emergent theme learning is fun refers to the feelings of students towards their
1618 learning styles. Because they were able to convey how they felt about their
1619 courses, the participants believe their learning styles to be pleasurable and fun.
1620 This is what pupils do to learn in this era of epidemic where online learning is
64
1621 encouraged. They simply enjoy themselves as long as they are doing well in
1622 school and fulfilling their obligations as students.
1623 Moreover, learning to be fun depend also on the part of the teacher. As
1624 teachers, they are not only worried about on how to present the materials clearly
1625 to the learners in a way they can understand but as well they are also focused on
1626 making the learners learn. In their everyday lessons they find themselves
1627 wondering about how they spark some interest in what they are teaching (Crown,
1628 2019).
1629 Low Self-esteem. It was the second recurring theme. When the
1630 researcher interviewed the subject, it became clear that they had poor self-
1631 esteem because they lacked confidence in who they are and what they could do.
1632 Students frequently experience a sense of helplessness, being left behind, and
1633 boredom while listening to the debates. They started to feel unsatisfied with their
1634 performances because they worry that their classmates will pass them by. Many
1635 students have potential, but at some time in their lives, they allowed criticism or
1636 other circumstances to lower their self-esteem, which has continued to negatively
1637 impact their performance and success on a daily basis. The students are unable
1638 to speak up or participate in class discussions due to a lack of confidence.
1639 The Effect of Learning Styles to the Academic Performance of the
1640 Participants.
1641 The first emergent theme was challenges and time management, because
1642 the participants believe that these are the factors that can affect their learning
1643 styles. Students most especially in this time of pandemic having problems in
65
1644 managing their time, facing environmental problems such as noise while having
1645 their online class. Adding to these are their workloads that they don’t know what
1646 to priority first. They felt pressured upon realizing so many workloads coupled
1647 with the teachers’ teaching approaches. Students were being test with their
1648 patience on how to face these challenges. However, as they are already grown
1649 up they realized that these are all part of the learning process.
1650 Challenges in the learning process are however, particularly difficult to
1651 detect and respond to in educational environments where growing class sizes
1652 and the increased use of digital technologies mean that teachers are unable to
1653 provide nuanced and personalized feedback and support to help students
1654 overcome their difficulties. Individual differences, the specifics of the learning
1655 activity, and the difficulty of giving individual feedback in large classes and digital
1656 environments all add to the challenge of responding to student difficulties and
1657 confusion. Understanding, identifying and responding to difficulties and the
1658 resulting emotions in learning can be problematic, particularly in larger classes
1659 and in digital environments. Without the affordances of synchronous face-to-face
1660 human interaction in digital environments, emotions like confusion are difficult to
1661 detect. It is therefore challenging to respond to students with support or feedback
1662 to help their progress when they are stuck and become confused (Lodge,
1663 Kennedy, Lockyer, Arguel, Patchman, 2018).
1664 Teachers’ Teaching Strategies. The teachers' instructional practices
1665 make up the second emerging theme. This emergent theme pertains to the
1666 method of instruction used in the classroom, whether it be online or in person.

66
1667 The participants discussed how the teacher's delivery of the lecture affects their
1668 preferred learning style, which makes learning tedious for them and makes them
1669 less interested in taking part in class discussions.
1670 The educational environment in which a pupil learns has an impact on
1671 their ability to learn. Learning style is more about how pupils desire to study in
1672 the most efficient way rather than just what they need to learn. The main goal of
1673 teaching at any level of school is to effect fundamental change in the learner.
1674 Teachers should apply appropriate teaching strategies that best suit specific
1675 objectives and competencies to secure and facilitate the process of knowledge
1676 transmission. Effective teaching requires flexibility, creativity, and responsibility in
1677 order to provide an instructional environment able to respond to the learner’s
1678 individual needs (Cardino and Dela Cruz, 2020).
1680 This was the third emergent theme. This theme improved academic
1681 performance was considered as the effects of the learning styles to the students.
1682 Accordingly, students academic performance was great due to the preferred
1683 learning style that they have that made them excel in class. It gives them a
1684 positive impact on their academic achievements. Although each one of them had
1685 different learning styles, however they were able to manage to become flexible
1686 and learn to adopt new things in order to succeed.
1687 A number of previous studies have investigated the relationship between
1688 college students’ learning styles and academic performance, In fact, Moeinikia
1689 and Zahed-Babelan (2010) and Williams, Brown and Etherington (2013) confirm
67
1690 that there is a positive link between learning styles and academic performance.
1691 Teevan, Michael and Schlesselman (2011) also emphasize that knowledge of the
1692 learning styles can help facilitate teachers to employ suitable teaching strategies
1693 and methods to nurture students' academic performance (Magulod, 2018).
1694 Hence, in every school setting particularly in higher education institutions,
1695 the academic performance of students is an indicator of a quality learning
1696 experience. Academic achievement is measured in the form of students'
1697 remarkable scores across their subject courses and the display of learning
1698 outcomes which can be assessed through performance, classroom tests,
1699 assignments, outputs, and major examinations. Previous studies present that
1700 there are intellective and non-intellective factors affecting the academic
1701 achievement of students across levels.
1702 Learning in Multiple Ways
1703 The fourth emergent theme was lesson retention. Since teachers like the
1704 students' preferred learning styles, this made them understand, accept, and
1705 absorb all the teachings they had, which led to lesson retention in their minds.
1706 These students are of an age when they can understand what is being taught.
1707 For a better outcome, retention of the teachings that the students might retain
1708 and apply in their learning process, comprehension and understanding must be
1709 combined.
1710 Students should concentrate on learning in multiple ways. They should
1711 find a technique to practice the content verbally and visually rather than merely
1712 listening to a podcast, which includes auditory learning. This might involve
68
1713 describing what they learned to a friend or family members, taking notes or
1714 drawing a mind map. By learning in more than one way, they are further
1715 reinforcing the knowledge in their mind.
1716 Similarities and Differences
1717 The data about the similarities and differences are presented through the
1718 cross-case analysis; the results show that third-year BPED students who
1719 participated in the study views some of the themes for each research question in
1720 a consistent manner. However, the findings of this study showed that each
1721 participant had a unique learning style. There were three main themes that
1722 emerged as to their understanding of the learning style, namely: cognitive
1723 learners, self-concept, and challenges related to their learning styles. These
1724 participants encountered challenges along the way, but they made their
1725 challenges their motivation in order to excel in class and have a good academic
1726 performance.
1727 The data about the views of third year BPED students shows that
1728 participants considered themselves as cognitive learners because they are
1729 having a learning condition that is active, constructive and long-lasting. It enables
1730 them to engage in the learning process, teaching them to use their brains more
1731 effectively to make connections when learning new things. As a whole, four key
1732 themes; motivational, varied learners, cognitive thinkers, and coping mechanisms
1733 emerge when describing their learning style. Two of the four emergent themes,
1734 diverse learners and cognitive thinkers, have been perceived similarly by the
1735 same participants, namely JK, JA, and GV. However, the remaining two crucial
69
1736 themes have been described in different ways by other respondents, such as
1737 JK's motivational learner views and JA's coping mechanisms. The
1738 aforementioned key elements have had a significant impact on the participants'
1739 lives and understanding of their own learning styles.
1740 In addition, two key themes regarding participants' perceptions of their
1741 own learning styles emerge. Having fun while learning and having low self-
1742 esteem are some of these themes. The same people, namely JK, JA, and GV,
1743 share the same feelings about one emerging theme. The poor self-esteem theme
1744 is this one. On the other hand, only JK believes that learning is enjoyable. The
1745 findings indicate that many respondents no longer believe that learning is
1746 enjoyable.
1747 Lastly, there were four emergent themes that have emerged in the effect
1748 of understanding the learning styles on the academic performance of the
1749 informants. These themes include challenges with time management, teachers’
1750 teaching strategies, improving academic performance, and learning in multiple
1751 ways. Three emergent themes similarly have an impact on the informants'
1752 academic performance, namely, JA, JK, and GV. These themes were teachers'
1753 teaching strategies, improve academic performance, and learn in multiple ways,
1754 while challenges and time management themes are differently performed by JK.
1755 Jean Piaget's theory of cognitive development suggests that intelligence
1756 changes as children grow. A child's cognitive development is not just about
1757 acquiring knowledge; the child has to develop or construct a mental model of the
1758 world. Children pass through a series of stages where cognitive development
70
1759 occurs through the interaction of innate capacities and environmental events.
1760 Jean Piaget's theory of cognitive development suggests that children move
1761 through four different stages of intellectual development, which reflect the
1762 increasing sophistication of children's thought (Mcleod, 2022).
1763 When children approach the final stage of development, which is when
1764 college students are under this development stage, this is now the time that their
1765 thinking ability is already concrete. They have been nurtured to be active learners
1766 since birth, and this is influenced by the factors that surround them such as the
1767 environment, peers, family, and school. Students at their right age learn how to
1768 think critically using their brains. With the identified learning styles they have,
1769 they know now how to see or learn things on their own. Each individual is unique,
1770 and each of these learning styles is also unique. It only needs to be flexible at
1771 times to avoid becoming obsolete and to easily adapt to the situation.
1772 Implication for Practice
1773 Students’ life is very challenging, full of ups and downs. From the very
1774 beginning when they started schooling they are faced with many challenges and
1775 obstacles upon their way in achieving their goals in life. Each student are unique
1776 individual, each has their own preferred learning style since birth until adulthood.
1777 These learning styles maybe change depending on the mind setting of the
1778 person. With the advent of Covid-19 pandemic and the sudden shift of
1779 educational system from face-to-face to online modality brought a big challenge
1780 on the part of the students on how they could coup up their learning process
1781 based on the learning styles they have. However, the students are more
71
1782 matured enough, ready to face the big challenge and considered it a motivational
1783 factor for them to go on with what they have and who they are.
1784 During the Covid-19 pandemic, institutions, administrators, educators,
1785 students and even parents have found themselves unprepared in the distance
1786 education process. The transition from face-to-face teaching method to a more
1787 indirect method has paused a great challenge to the students in terms of how
1788 they would embrace the system of learning. They have encountered problems
1789 and hurdles using different strategy.
1790 Teachers and students worldwide encountered new obstacles and
1791 unforeseen changes in their profession due to the pandemic, and many of them
1792 express their worry for their well-being. Governments and civil society
1793 concerted efforts that mobilise resources, and expertise to address the impact
1794 of COVID-19 on education is urgently required. This process include
1795 developing long term strategies to address the needs of education in
1796 emergencies
1797 Implications for Future Research
1798 Based on the findings, the following implications for future research were
1799 offered: The result of this study will guide the school administration, teachers,
1800 parents, the researchers and other future researchers, for a thorough
1801 understanding of the learning styles employed by the 3 rd year BPED students.
1802 Furthermore, research may investigate the same phenomenon among students
1803 in other programs to evaluate their understanding of their learning styles in
1804 different situation. This will also provide empirical data for future researchers
72
1805 interested in studying the views, feelings and impact of their understanding on
1806 the their learning style. Lastly, these findings may serve as a ready reference for
1807 other research devotee in identifying a research approach, a tradition of inquiry
1808 and interpretation.
1809 Concluding Remarks
1810 The study focused on the understanding of the learning style of 3 rd year
1811 BPED students, a multiple case study based on their views, feelings and impacts
1812 on their lives, as well as the paradigms that appeared from the information
1813 gained through an in-depth interview with the participants. From the study
1814 results, the researcher concluded that the teachers should be aware of the
1815 struggles of the students in dealing with their learning styles and on how they
1816 deliver their lessons to the students because it has a significant impact on the
1817 academic performance of the students. Moreover, it can be gleaned from the
1818 data the several challenges encountered by the students in the type of the
1819 learning style that they have. However, it was observed also that these
1820 challenges become their motivation in achieving high grades and even become a
1821 deans’ lister.
1822 The school administration shall also support the plans and programs of
1823 each department in developing or nurturing the students by means of sending
1824 faculty to attend seminars and workshops related to classroom management.
1825
1826
1827
73
1828
1829
1830
1831
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2086 Oxford (2008). A diary study focusing on listening and speaking: The evolving
2087 interaction of learning styles and learning strategies in a motivated,
2088 advanced
2089 ESLlearner.https://www.sciencedirect.com/science/article/abs/pii/S0346251
2090 X13001863
2091 Parrish, N. (2019). Insuring that education is inclusive for diverse learners.
2092 https://www.edutopia.org/article/ensuring-instructioninclusivediverselearners
2093 Pashler, Harold, McDaniel, M., Rohrer, D., & Bjork, R. (2008). Learning styles:
2094 Concepts and evidence. Psychological Science in the Public Interest. 9.3
2095 103-119.
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2096 Reid (2017). Learning styles, study habits and academic performance of Filipino
2097 university students in applied science courses: Implications for instruction.
2099 Riding & Duckle (2014). Learning styles and second language education.
2100 https://books.google.com.ph/books?
2101 hl=en&lr=&id=b88xBwAAQBAJ&oi=fnd&pg=PR5&dq=learning+styles+auth
2102 or+Riding+%26+Duckle+2014&ots
2103 Riding, Rarner (2018). Towards a Categorisation of Cognitive Styles and

2104 Learning Styles.
2105 https://www.tandfonline.com/doi/abs/10.1080/0144341970170101
2106 Ried, Schotz (2013; 2014; 2007). Experiential learning styles and instructional
2107 deliveryindoctorateprograms.https://www.proquest.com/openview/a0cc0cac
2108 9233b8662342071d629f7b55/1?pqorigsite=gscholar&cbl=18750Glass.
2109 Rundle, S., Dunn, R. (2007). The Building Excellence Survey [self-directed
2110 learningtool].RetrievedOctober23,2009,fromhttp://www.learningstyles.net/
2111 index.php?
2112 option=com_content&task=view&id=25&Itemid=78&lang=enGoogle Scholar
2113 Santibaez et al (2004). On the Outs: Learning Styles, Resistance to Change, and
2114 Teacher Retention. https://www.learntechlib.org/p/28227/
2115 School of Arts & Science (2017). JOURNAL ARTICLE Learning Styles: Concepts
2116 and Evidence https://www.jstor.org/stable/20697325
2117 Siegle (2019). Qualitative Migration Research Ethics: Mapping the Core.
2118 https://repositori.upf.edu/bitstream/handle/10230/43758/WPGRITIM_42Wint
2119 er2019.pdf?isAllowed=y&sequence=1.
2120 Stake (2006). Using Stake’s Qualitative Case Study Approach to Explore
2121 Implementation of Evidence-Based Practice.
2122 https://journals.sagepub.com/doi/abs/10.1177/1049732313502128.
2123 Tanner (2012). Assessing the Impact of Learning Styles for Hospitality Students.
2124 https://web.s.ebscohost.com/abstract?
2125 direct=true&profile=ehost&scope=site&authtype=crawler&jrnl=15350568.
2126 Teevan, Michael & Schlesselman (2011). Learning Styles, study habits and
2127 academic performance of Filipino University students in Applied Science
2128 Courses: Implications for Instruction.
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2130 Tobias, Everson (2002). The importance of knowing what you know: A
2131 knowledge monitoring framework for studying metacognition in education.
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2133 nowing_what_you_know_A_knowledge_monitoring_framework_for_studyin
2134 g_metacognition_in_education.
2135 Tobias, S., & Everson, H. (2002). Knowing what you know and what you don’t:
2136 Further research on metacognitive knowledge monitoring. College Board
2137 ReportNo.20023.CollegeBoard,NY.https://www.verywellmind.com/gardners-
2138 theoryofmultipleintelligences2795161https://www.verywellmind.com/
2139 gardners-theory-of-multiple intelligences-2795161
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2141 VARK (2015).The preferred learning styles utilizing VARK among nursing
2142 students
2143 withbachelordegreesandassociatedegreesinChinahttps://www.scielo.br/j/
2144 ape/a/jF34ycDVtxpLYzFLbsnHgYx/?lang=en&format=html
2145 Veas et al. (2019). Learning Styles and Vocational Guidance in Secondary
2147 Yale Graduate School of Arts & Science (2017). Learning Styles: Concepts and
2148 Evidence journal article Learning Styles: Concepts and Evidence
2149 https://www.jstor.org/stable/20697325
2150 Zahed-Babelan (2010). Understanding of learning styles and teaching strategies

2151 towards improving the teaching and learning of mathematics.
2153
2154 APPENDIX A
2155 INFORMED CONSENT FORM FOR PARTICIPANTS
2156
2157 TITLE: UNDERSTANDING THE LEARNING STYLES OF THIRD YEAR BPED

2158 STUDENTS; MULTIPLE CASE STUDY
2159
2160 I am Jasmin J. Tampipi, a student of Ramon Magsaysay Memorial

2161 Colleges in the city of General Santos taking up Bachelor of Physical Education
83
2162 Major in Physical Education. I will be conducting a research about the learning
2163 styles of first year BPED students. We will hand you information and request you
2164 to be part of the research study.
2165 The study seeks to discover in understanding the learning styles of first
2166 year BPED students. Its primary purpose is to investigate the preferred way of
2167 learning of the said participants. The research requires an involvement of your
2168 participation and cooperation in a in-depth interview that will be conducted in
2169 about twenty to thirty minutes.
2170 You are invited to take part in this research because I strongly believe that
2171 your learning and experiences will contribute much into the study regarding the
2172 students learning styles.
2173 I am looking forward to be working with about this research study. You can
2174 reach me via cell phone number 09488623887 at any time at your convenience.
2175 Questions and clarifications about this matter will be attended for as soon as
2176 you’ve reach the researcher.
2177
2178
2180 Researcher
2181 APPENDIX B
2182 PARTICIPANT AGREEMENT FORM
2183
2184 I agree to actively participate in the research study which entitled “

2185 UNDERSTANDING THE LEARNING STYLES OF THIRD YEAR BPED
2186 STUDENTS ; MULTIPLE CASE STUDY ”.
2187 I fully understand that my involvement and participation in this research

2188 study is voluntary in nature. I grant the permission of data to be used in the
84
2189 process of the completion of thesis of Jasmin J. Tampipi. I am aware that the
2190 synopsis of the responses of the participants including mine will be utilized in
2191 accomplishing her study.
2192 I agree to meet her for an interview whenever it is deemed necessary. I

2193 will be available on the mutually agreed location, date and time for additional
2194 interviews. I allow the researcher to use a video/ sound recorder to record and to
2195 take the entire conversation. Further, I have read the informed consent statement
2196 and fully understand everything, and I agree to actively participate in this study.
2197
2198 Name :___________________________
2199 Participant Signature :___________________________
2200 Mobile Number :___________________________
2201 Email Address :___________________________
2202 Date Signed :___________________________
2203 Researcher’s Name : Jasmin J. Tampipi ______
2204 Mobile Number :_____09488623887 __________
2205 Email Address :___tampipijasmin@gmail.com
2206 INTERVIEW PROTOCOL FOR PARTICIPANTS
2207
2208 Introduction
2209
2210 Salutations!
2211
2212 I am Ms. Jasmin J. Tampipi, a student of Ramon Magsaysay Memorial

2213 Colleges, General Santos City. It is my honor to conduct my study here and of
85
2214 course allow me to thank you for your presence and participation because this
2215 would be of great help on my research study.
2216 For your guidance, please allow me to deliberate to you the intention of
2217 my research study and as well as the significance of the data or information that
2218 will be transpired during the interview. I want you to know that you are free to ask
2219 questions, clarifications or verification if you have doubts of something.
2220 Additionally you are also allowed to reject or refuse to answer the question for
2221 your personal reasons and that will be acknowledge.
2222
2223 Part I. Background Questions: Kindly fill out the form so that I will be familiar
2224 with you. Rest assured that the information provided in this form will be kept
2225 private and confidential.
2226
No. Name (Pseudonym)
2227
2228 Part II. House Rules for the Interview Session
2229 Each participant is requested to observe the following protocols prior and during
2230 the interview.
2231
2232 1. If you wish to take of personal needs or if you want to attend to the call of
2233 nature, please do so before the interview starts.
2234 2. Please kindly set your cellular phone in mute mode or better them off.
2235 3. Please do not hesitate to ask questions or classifications to avoid
2236 misapprehension. Feel free in doing so.
86
2237 4. Please be honest with your response.

2238 5. After the conversation, you are allowed to go over your responses as
2239 recorded. If you believe everything accurate, please sign to acknowledge.
2240
2241
2242
2243
2244
2245
2246
2247
2248
2249
2250
2251
2252
2253
2254 APPENDIX C
2255 CERTIFICATION OF VALIDITY
2257 Pioneer Avenue., General Santos City
2258 Tel No.(083) 552-3348 Fax No. (083) 301-1927
2259 www.rmmc.edu.ph
2260
2261 TEACHER EDUCATION PROGRAM
2262
2263 RESEARCH QUESTIONNAIRE
2264 UNDERSTANDING THE LEARNING STYLE OF THIRD YEAR BPED

2265 STUDENTS; MULTIPLE CASE STUDY
2266
2267 Semi-Structured Interview Guide

87
2268 Main Question
2269 1. How do third year BPED students describe their learning style?
2270 Stand- In Question #1.
2271 1.1. What are the views of third year BPED students in understanding
2272 the learning styles?
2273 Developing Questions :
2274 1.1.1 Can you describe specifically what learning style is? Can you give
2275 me details about it?
2276 1.1.2 What do you think is your learning style? Why do you say so?
2277 1.1.3 What do you think are the advantages of knowing your learning
2278 style? Why do you say so? Can you give me details about it?
2279 1.1.4 To what extent these advantages help you as a student in your
2280 academic performance?
2281 1.1.5 Do you think learning styles are effective especially nowadays we
2282 only have online classes? Why do you say so?
2283 1.1.6 If given a chance, what learning modality do you prefer? Online or
2284 face to face? Why do you say so?
2285 1.1.7 If you are to motivate your fellow students, what learning style do
2286 you recommend? What will you say to all of them?
2287 Stand- In Question #2.
2288 1.2. How do third year BPED students feel about their learning styles?

88
2290 1.2.1 How do you feel about your learning style? Can you tell me more why
2291 do you feel that way?
2292 1.2.2 What do you feel every time your learning styles is not volatile with
2293 the teaching style of your teacher?
2294 1.2.3 What were the emotions that arises when you can’t easily understand
2295 the lectures or topic? Tell me in details.
2296
2297 1.2.4 To what extent these feelings affect your learning style? Tell me
2298 something about it.
2299 1.2.5 What do you think are factors that can affect your learning style?
2300
2301
2302
2303
2304
2305 Stand – In Question #3.
2306 1.3. How do the learning styles affect their academic performance?
2308 1.3.1 What do you think is the effect of knowing or understanding your
2309 learning style?
2310 1.3.2 Aside from the effects that you are mentioned, is there any effect of
2311 learning style to your teachers? Can you give me concrete details
2312 about it?

89
2313 1.3.3 How could effects affect your academic performance? Why do you
2314 say so?
2315 1.3.4 In general, what do you think is the effect of learning style? Why do
2316 you say so?
2317
2318
2319
2320
2321
2322
2323
2324
2325
2326
2327
2328
2329
2330
2331 APPENDIX D
2333 TEACHER EDUCATION PROGRAM
2334 Pioneer Avenue, 9500, General Santos City
2335 Tel No. [085] 552-3348 Fax No: (083)301-1927
2336 www.rmmc.edu.com
2337
2338 LETTER OF PERMISSION TO CONDUCT THE STUDY

2339
2340 March, 2022

2342 Director
90
2343 Teacher Education Program

2344 Ramon Magsaysay Memorial Colleges
2345 Dear Ma’am:

2346 Greeting of Peace!
2347
2348 The undersigned is presently conducting a thesis study entitled
2349 “UNDERSTANDING THE LEARNING STYLES OF THIRD YEAR BPED
2350 STUDENTS ;MULTIPLE CASE STUDY ”.
2351
2352 In this connection, she is requesting your good office to allow her to
2353 conduct a study among the chosen respondents in this school. Your positive
2354 response will mean a lot for the success of the study.
2355 Rest assured that all gathered information shall be kept strictly
2356 confidential. Thank you and God bless!
2357
2358 Respectfully yours,

2360 Researcher
2361
2362
2363
2364 Noted by: Noted by:
2365
2366 ANALISA T. AMADA Ed. D. ANALISA T. AMADA Ed. D.
2367 Thesis Adviser COLLEGE DEAN
2368 APPENDIX E
2370 Pioneer Avenue, General Santos City
2371 Tel. No. (083) 552-3348 Fax No. (083) 301-1927
2372
2373 www.rmmc.educ.ph
2374 Validation Sheet for Interview Guide

2375
2376 Name of Researcher:_Jasmin J. Tampipi__ Degree Enrolled:_BPED __
2377 Title of Research: _UNDERSTANDING THE LEARNING STYLES OF THIRD
2378 YEAR BPED STUDENTS ;MULTIPLE CASE STUDY _
2379
2380 Name of Evaluator:_ Jessie John S. Narciso_ _ Date Evaluated:
2381 _3/4/2022_
2382 Highest Educational Attainment of Evaluator: _____MLIS___________
91
2383
2384 RATING: Number of YES marks
2385
2386 ( ) 15-16 Very Good ( ) 9-11 Fair (May be upgraded if revised)
2387 ( ) 12-14 Good ( ) 0-8 for revalidation
2388
2389 To the evaluator: Kindly check the column which fits your evaluation for the item
Items NO
YES
Ethics
1. Introduction (purpose, confidentiality, duration, and a way of 
conduct) and closing components (for additional comments) are
provided.
2. Informed consent is provided. 
3. Interview Protocol for Participants is available. 
4. Participant’s Verification Form is included. 
5. Informed Assent form for Minor Participant is prepared. 
6. Interview Consent Form is available. 
Artistry
7. Script is included/built-in, so interview can introduce, guide and 
conclude the interview in a consistent manner.
8. Questions are heading towards creating storytelling and 
narratives.
Rigor
9. Questions are open-ended to encourage in-depth responses 
avoiding close-ended questions which are answered by “yes” or
“no”.
10. Commence with active verbs and incorporate relevant nouns. 
11. Coherence of the research question with the research paradigm 

is evident.
12. Questions are stated in the affirmative. 
13. Questions are focused and expressed in a concise manner as 

to be workable and researchable.
14. Probe questions are provided. 
15. Questions are sequenced in logical order asking the highest 

priority first. Opinion questions follow information questions.
92
16. Number of questions can be covered within 60-90 minutes, not 

exceeding 15 open-ended items (probes excluded) for every
research questions, except special cases.
2390 Remarks:_____________________________________________________________
2391 _____________________________________________________________________
2392 _____________________________________________________________________
2393 _____________________________________________________________________
2394
2395
2396
2397
2398
2399
2400
2401
2402
2403
2404
2405
2406
2407
2408
2409
2410
2411
2412
2413
2414
2415
2418 Tel. No. (083) 552-3348 Fax No. (083) 301-1927
2419

93
2422
2426
2427 Name of Evaluator:_ Salome Rocacurva_ _ Date Evaluated:
2428 _3/4/2022_
2429 Highest Educational Attainment of Evaluator: _____MLIS, RL___________
2430
2432
2435
2436 To the evaluator: Kindly check the column which fits your evaluation for
2437 the item
Items YES NO
Ethics
1. Introduction (purpose, confidentiality, duration, and a 
way of conduct) and closing components (for additional
comments) are provided.
Artistry
7. Script is included/built-in, so interview can introduce, 
guide and conclude the interview in a consistent manner.
narratives.
Rigor
9. Questions are open-ended to encourage in-depth 
responses avoiding close-ended questions which are
answered by “yes” or “no”.
10. Commence with active verbs and incorporate relevant 
nouns.
11. Coherence of the research question with the research 
paradigm is evident.
13. Questions are focused and expressed in a concise 
manner as to be workable and researchable.
15. Questions are sequenced in logical order asking the 
highest priority first. Opinion questions follow information
94
questions.
16. Number of questions can be covered within 60-90 
minutes, not exceeding 15 open-ended items (probes
excluded) for every research questions, except special cases.
2438
2439 Remarks:________________________________________________________
2440 ________________________________________________________________
2441 ____________________________________________________________ __
2442 ________________________________________________________________
2443 _____
2444
2445
2446
2447
2448
2449
2450
2451
2452
2453
2454
2455
2456
2457
2458
2459
2460
2461
2462
2463

2466 Tel. No. (083) 552-3348 Fax No. (083) 301-1927
2467

95
2470
2474
2475 Name of Evaluator:_ Cherry Bautista_ _ Date Evaluated:
2476 _3/4/2022_
2477 Highest Educational Attainment of Evaluator: _______________
2478
2480
2483
2484 To the evaluator: Kindly check the column which fits your evaluation for
2485 the item
Items YES NO
Ethics
1. Introduction (purpose, confidentiality, duration, and a 
way of conduct) and closing components (for additional
comments) are provided.
Artistry
7. Script is included/built-in, so interview can introduce, 
guide and conclude the interview in a consistent manner.
narratives.
Rigor
9. Questions are open-ended to encourage in-depth 
responses avoiding close-ended questions which are
answered by “yes” or “no”.
10. Commence with active verbs and incorporate relevant 
nouns.
11. Coherence of the research question with the research 
paradigm
is evident.
13. Questions are focused and expressed in a concise 
manner as
to be workable and researchable.
96
15. Questions are sequenced in logical order asking the 

highest
priority first. Opinion questions follow information
questions.
16. Number of questions can be covered within 60-90 
minutes, not
exceeding 15 open-ended items (probes excluded) for
every
research questions, except special cases.
2486
2487 Remarks:________________________________________________________
2488 _____
2489 ________________________________________________________________
2490 _____
2491 ________________________________________________________________
2492 _____
2493 ________________________________________________________________
2494 _____
2495
2496
2497
2498
2499
2500
2501
2502
2503
2504
2505
2506
2507
2508
97
2509 APPENDIX F
2510 INTERVIEW TRANSCRIPTION AMONG THE PARTICIPANTS
2511 Interview Transcription (Participant 1)
2512 Me: Good day my dear respondent, I am Jasmin J. Tampipi, a student of Ramon
2513 Magsaysay Memorial Colleges in the city of General Santo. I will be conducting a
2514 research entitled understanding the learning styles of third year BPED students;
2515 multiple case study. For your guidance, I want you to know that you are free to
2516 ask questions, clarifications or verification if you have doubts of something.
2517 Additionally you are also allowed to reject or refuse to answer the question for
2518 your personal reasons and that will be acknowledge.
2519 Me: Can you describe specifically what learning style is? Can you give me details
2520 about it?
2521 P1: For me, aah... learning style it is the primary driving force of learning. Some
2522 learning style are not capable to anyone as a experienced there are learning
2523 styles that didn’t effectively work on me and it will always sought to my interests
2524 as all as a way of my learning.
2525 Me: Okay thank yo. So what do you think is your learning style? why do you say
2526 so?
2527 P1 : As I’ve discovered, my learning style is a kinesthetic kay Because I always
2528 prefer to learn by doing. I didn't even wants to read a lot but I’m always interested
2529 to look forward to the process of doing. And also, as what I’ve experienced I am
2530 affectable effectively learning when I am not I’m move a lot, explore and discover
2531 tangible things in my environment.
2532 Me: What do you think are the advantages of knowing your learning style? Why
2533 do you say so? Can you give me details about it?
2534 P1: The advantages of knowing my learning is that it helps me to easily learn and
2535 also I can able to maximize my time learning effectively towards teacher’s
2536 lessons. Also I can able to avoid learning stress and frustration. In addition, it
2537 also helps me to create and modify my plan in studying a head of time and also I
2538 was able to learn in my own way to have a better result like my quizzes, graded
2539 oral recitations and exams.
2540 Me: to what extent these advantages help you as a student in your academic
2541 performance?
2542 P1: Those advantages expanded my range in achieving my desire optimum
2543 results in academic performance. It also maximizes my potential to learn,
2544 understand and discuss different lesson in my own way of learning to excel in
2545 school.
98
2546 Me: Do you think learning styles are effective especially nowadays we only have
2547 online classes? Why do say so?
2548 P1 : Yes, I believe that different learning styles has different approach in learning
2549 and learning set up.
2550 Me : If given a chance, what learning modality do you prefer? Online or face to
2551 face classes? Why do you say so?
2552 P1 : I would prefer the face to face classes it’s because face to face modality
2553 provides ample room for growth and development of our physical, mental,
2554 emotional and social aspect. Unlike online modality is just limited to your self and
2555 to the environment.
2556 Me: If you are to motivate your fellow students, what learning style do you
2557 recommend? What will you say to all of them?
2558 P1 : The learning style that I could recommend to my fellow student is my
2559 learning style also, the kinesthetic learning style. I will discuss to them that
2560 kinesthetic learning style is a flexible in any different learning set up if even if it is
2561 online or face to face set up.
2562 Me: What do you feel about your learning style? Can you tell me more why do
2563 you feel that way?
2564 P1 : I feel comfortable and enjoyable
2565 Me: What do you feel everytime your learning style is not volatile with the
2566 teaching style of your teacher?
2567 P1 : I feel ashamed for I’m not able to adapt quickly to my teachers way of
2568 teaching.
2569 Me: What were emotions that aroses when you can’t easily understand the
2570 lectures or topic?
2571 P1 : when I can’t easily understand the topic I always felt confused and boredom.
2572 Me: To what extent these feelings affect your learning style?
2573 Tell me something about it.
2574 P1: Those feelings literally made me out of focus to every lessons and drag me
2575 down or drag down my interests in listening and participation to class activities.
2576 Me: What do you think are factors that can affect your learning style?
2577 P1: Factors that affect my learning style are time management, noise distraction,
2578 over loaded work, pressure, teacher teaching approach and unwanted mood.
99
2579 Me: What do you think is the effect of knowing or understanding your learning
2580 style?
2581 P1: The effect of knowing your learning style is.. is that to have you to improve in
2582 capacity in learning and understanding and also helps you to reach your
2583 satisfaction in terms of academic performance.
2584 Me: Aside from the effects that you are mentioned, is there any effect of learning
2585 style to your teacher? Can you give me details about it?
2586 P1 : Different learning style of students affect the teacher. And it will affect in
2587 terms on how the teacher will be able to manipulate every students by just one
2588 teaching strategies. It could be a problem on how a teacher will be able to teach
2589 effectively knowing that every students has different learning styles.
2590 Me: How could effects affect your academic performance? Why do you say so?
2591 P1 : In academic performance it helps me to be one of of a deans lister of school,
2592 it because I know that what I am doing in the learning phase by the help of the
2593 effective learning style to my capacity. It satisfies my academic needs and
2594 demands.
2595 Me: Okay, so in general, what do you think is the effect of learning style?
2596 P1 : The overall effect of learning style is that it promotes a positive impact in
2597 terms of academic and made every learners enjoy in.. in learning its because the
2598 goal of learning style is to specified different approach in learning based in
2599 individual capability and able to learn in different way that is desirable chosen by
2600 the learners.
2603 about it?
2604 P2: Learning styles is the differences of every students when it comes in
2605 learning. So, learning styles has different types, these are the visual where the
2606 students can retain its learning through watching videos or anything that they can
2607 see. Next is listening, the learners can retain more to what they hear than to what
2608 they can see. Next reading learners, they can retain the learning based on what
2609 the student read and then writing. Next is the verbal learning where they can
2610 learn more while they are speaking and lastly, kinesthetic this is one way to teach
2611 the learners in order for the students easily get the topic and retain it longer.
2612 Me: What do you think is your learning style? Why do you say so?
2613 P2: Aam.. I consider my self as an auditory learner because I can retain the
2614 lesson when I am listening to others people idea, or to what is the teacher
2615 teaching in front.
100
2616 Me: What do you think are the advantages of of knowing your learning style? And
2617 why do you say so? Can you give me details about it?
2618 P2 : So one of the advantages of knowing my learning style is that I know and
2619 when I am learning and retaining the lesson.
2620 Me: To what extent these advantages help you as a student in your academic
2621 performance?
2622 P2: (Chicken Sound) to the extent that I’m still learning and continue discover
2623 knew things.
2625 online classes? Why do you say so?
2626 P2: Yes, I guess mas na emphasize ang different learning styles ngayon ng mga
2627 students especially that we are learning online. We need discipline and the
2628 support of our selves in order to learn through online class.
2629 Me: If given a chance what learning modality do you prefer? Online or face to
2631 P2: So I would prefer face to face classes because in school mas na tutukan ng
2632 teacher and learning progress ng estudyante at mas madali itong maka adjust sa
2633 approach na ito sa students at para sa students na mas maka focus sa pag-aaral
2634 at wala gaanong distraction sa palibot such as distracting background, noises,
2635 utos ng parents utos ng ahh..yong masasabi nating noise ng kapitbahay na di
2636 naman talaga natin maiwasan at Mara pang iba.
2637 Me: okay, thank you. So if you are to motivate your fellow students, what learning
2638 style do you recommend? What will say to all of them?
2639 P2: I won’t recommend any learning styles because we have different learning
2640 styles, we are all unique. Once I recommend something it looks like I’m
2641 generalizing that we have the same learning style. Instead of recommending, I
2642 would encourage everyone to discover their own learning style, to what they
2643 prefer in coping the lesson effectively and retain it longer.
2644 Me : How do you feel about your learning style? Can you tell me more why do
2645 you feel that way?
2646 P2: I feel confident because this is the way I can totally understand the lesson.
2647 Me: What do you feel every time your learning style is not volatile with the
2649 P2: Okay, so I feel useless because not all the time my learning style is effective.
2650 Me: What were the emotions that aroses when you can’t easily understand the
2651 lectures or topic? Tell me in details.
101
2652 P2: Honestly, I feel bored and uninterested to the topic.

2653 Me: to what extent these feelings affect your learning style? Tell me something
2654 about it.
2655 P2: Aah.. to the extent that I’ll.. that I feel that I am left behind to what my teacher
2656 is teaching.
2657 Me: What do you think are factors that can affect your learning style?
2658 P2: When the teacher can’t explain the topic very well and if the teacher only
2659 likes to write on the board.
2661 style?
2662 P2: So it effect first of all is that I can retain the lesson longer.
2664 style to your teachers? Can you give me a concrete details about it?
2665 P2: Yes definitely, the teacher will only discuss the lesson once and can’t hear
2666 and receive any questions from me specifically.
2668 P2: I could say that it will have a huge impact to my grades.
2669 Me: In general, what do you think is the effect of learning style? Why do you say
2670 so?
2671 P2: (chicken sound) okay the effect of learning styles is for the students to
2672 understand and retain longer the lesson that are given.
2675 about it?
2676 P3: For me, learning style is a way of learning where students can learn
2677 comfortably to retain information and ideas. And through his /her way of learning,
2678 the student will be able to share his/her perspectives in the class.
2679 Me: What do you think is your learning style? Why do you say so?
2680 P3: I can say that I am a visual learner Kay tungod I can learn through pictures,
2681 images and PowerPoint presentations. Ug if magklase na through estorya lang or
2682 discussion dili kaayo nako sya ma retain ug malisdan kog sabot ug pangdungog
2683 kay minsan gina kaon ang words sa teacher or sa classmates na mag report.
2684 That’s why I consider my self as a visual learner.
102
2685 Me: What do you think are the advantages of knowing your learning style? What
2686 do you say so? Can you give me details about it?
2687 P3: The advantages of knowing my learning style is that I can easily understand
2688 the lessons and I’ll become aware of how my brain works Ug Maka balo ko kung
2689 unsa ang best way na maka sabot ko sa discussion.
2690 Me: To what extent these advantages help you as a student in your academic
2691 performance?
2692 P3: To the extent that I can actively participate and communicate with my
2693 teachers and classmates.
2695 online classes? Why do you say so?
2696 P3: Yes, especially I am a visual learners. Like in today’s new normal magklase
2697 ang teacher is thru presentations nalang and if dili ka maka paminaw sa
2698 discussion kay because naa pud ka gina buhat na lain during class hours pwede
2699 raka mangayog PPT sa teacher ug screen shot para imong tun-an in your own.
2700 Me: If given a chance, what learning modality do you prefer? Online or Face to
2702 P3: For me, I prefer both. online and face to face kay because this types of
2703 learning modality is both beneficial. Like in face to face class dili ka malisdan
2704 kung naa kay mga questions and clarifications about sa imong paper works ug
2705 dili ka maulaw mo approach sa imong instructors kay because everyday mo ga
2706 met in person jud. While in online class, maka tipid jud ka sa pamasahe,
2707 boarding house and in terms pud sa recitations dili kaayo sya ulaw ug sa
2708 quizzes, assignments and exams maka cheat gyud ka. Maja research ka sa
2709 Google ug maka panguta ka sa imong mga friends.
2710 Me: If you are to motivate your fellow students, what learning style do you
2711 recommend? What will you say to all of them?
2712 P3 : I will recommend my learning style which is visual. It’s because mao ning
2713 very gamit jud kaayo karon na learning styles.
2714 Me: How do you feel about your learning style? Can you tell me more why do you
2715 feel that way?
2716 P3 : I feel proud and confident it’s because it is my learning way na makatuon.
2717 Me: What do you feel everytime your learning style is not volatile with the
103
2719 P3: I feel bored and dili ko ganahan maninaw and sometimes mahadlok pud ko
2720 kay basig mag pa recitation unya wala koy ma answer kay wala man ko’y interest
2721 sa iyang klase.
2722 Me: What were the emotions that aroses when you can’t easily understand the
2723 lectures or topic? Tell me in details.
2724 P3: I feel confused ug ma boringan ko.
2725 Me: to what extent these feelings affect your learning style? Tell me something
2726 about it.
2727 P3: To the extent na usahay mawalaan kog confident sa akong learning style.
2728 And I feel sometimes that I left behind.
2729 Me : What do you think are factors that can affect your learning style?
2730 P3 : I think the factors that can affect my learning style is that the teaching style
2731 of my teachers.
2733 style?
2734 P3 : Para sa akoa naka apekto sya through naka hatag syag best way na maka
2735 learn ko, like I’m aware if pa unsa ko maka sabot or maka learn.
2737 style to your teachers? Can you give me concrete details about it?
2738 P3 : Yes. Knowing that every students has different learning styles. Maybe ma
2739 feel pud sa teacher na he/she is not effective based sa results sa mga quizzes
2740 and exams sa students. And somehow makalagut pud ning iban na teacher
2741 especially those people na dili kabalo mo consider sa situation ni students like in
2742 my own experienced naga part time ko tapos if ever na dili ko kapasa on time sa
2743 mga activites mo ingun rag bawi next life gang. Diba as a student utong nalang
2744 haha
2746 P3 : Effects affect my academic performance through giving me encouragement
2747 to study more and be participative in class. And it helps me to be active and got
2748 high grades.
2749 Me: In general, what do you think is the effect of learning style? Why do you say
2750 so?
2751 P3 : The general effect of learning style is that it helps us to be guided in our
2752 studies and give us more positive vibes on how we cope up some different ways
2753 of teaching and learning.
104
2754 P3: None

105
2755 CURRICULUM VITAE
2756
2757 Name : Jasmin J. Tampipi

2758 Adress. : Sitio Bangkal, Malungon, Sarangani Province
2759 Gmail Address: tampipijasmin@gmail.com
2760 Mobile No: 09488623887
2761
2762
2763 PERSONAL DATA
2764
2765 Nickname : Jasmin
2766 Age : 20
2767 Birth Date : 02/24/2001
2768 Birth Place : Bangkal, Poblacion, Malungon, Sarangani Province
2769 Gender : Female
2770 Nationality : Filipino
2771 Civil Status : Single
2772 Name of Father : Cirilo J. Tampipi
2773 Name of Mother : Clarita J. Tampipi
2774 Religion : Roman Catholic
2775 Tribe : Cebuano
2776
2777
2778 EDUCATIONAL ATTAINMENT
2779
2780 Tertiary:
2782 Bachelors of Physical Education Major in Physical Education
2783 2021- Present
2784 Secondary:
2785 Malalag Cogon National High School
2786 2018
2787 Elementary:
2788 Bangkal, Elementary School
2789 2012

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1

1 UNDERSTANDING THE LEARNING STYLES OF THIRD YEAR BPED

31 RAMON MAGSAYSAY MEMORIAL COLLEGES

81 refinement of this paper and to strive even harder;

83 and understand about the basics of making this paper;

85 best efforts correcting and analyzing the data gathered.

88 made this paper more meaningful;

100 Education students of Ramon Magsaysay Memorial Colleges currently enrolled

110 emergent themes: Motivational Learners, Diverse Learners, Receptive Learners

118 challenges based on their individual capabilities.

121 TABLE OF CONTENTS

122 CONTENT Page

123 TITLE PAGE i

124 APPROVAL SHEET ii

125 ACKNOWLEDGMENT iii

127 TABLE OF CONTENTS v

128 LIST OF TABLES viii

132 Purpose of the Study 3

133 Research Questions 3

134 Theoretical Lens 4

135 Significant of the Study 5

136 Delimitation and Limitations 6

137 Definition of Terms 6

138 Organization of the Study 7

139 2 REVIEW OF RELATED LITERATURE 8

141 Research Design 21

142 Role of the Researcher 22

143 Research Participants 23

144 Data Collection 23

145 Analysis of Data 26

147 Ethical Consideration 28

149 Profile of the Informants 31

155 Implication for Practice 69

156 Implication for Future Researcher 70

157 Concluding Remark 71

167 LIST OF TABLES

168 Tables Page

169 1 Profile of the Informants 31

170 2 Similarities on the Understanding of third year BPED 55

171 students On their Learning styles

172 3 Differences on the Understanding of third year BPED 58

173 students On their Learning styles

203 And most especially to her Lord God her Savior.

224 The researcher

232 as well as a lack of instruction on learning strategies, can sometimes make it

235 potentials, and preferred learning styles in meeting these needs.

236 Furthermore, teachers must have a basic understanding of the various

237 learning styles present in the classroom. It can be accomplished by administering

238 a questionnaire to the students. Additionally, teachers should use a variety of

245 committed to the subject they are studying (Ellis, 2017).

252 teaching styles. Having an understanding of the learning style preferences of

254 Posey, 2019).

267 case studies in Ramon Magsaysay Memorial Colleges.

269 Purpose of the Study

273 Ramon Magsaysay Memorial Colleges.

274 Furthermore, this case study would be beneficial to everyone since it

276 students' learning.

277 Research Question

280 year 2021-2022.

281 Specifically, the researcher wanted to find answers to the following

285 understanding the learning styles?

288 1.3. How do the learning styles affect their academic