Vicente D.

Trinidad National High School

Ajat, Iguig, Cagayan

Factors Affecting the Learning Style Preferences of the

VDTNHS SHS Students during the Pandemic
____________________

Presented to the
Faculty of the Senior High School
Vicente D. Trinidad National High School
Ajat, Iguig, Cagayan

____________________

In Partial Fulfillment
of the Requirements for
PRACTICAL RESARCH I

____________________

By

John Mark Datol

Jasmine Balansag
 CHAPTER 1

THE PROBLEM AND REVIEW OF RELATED LITERATURE

Introduction

Teachers and students alike have been shocked by the

potential impact on teaching and learning only a few

months after the pandemic was announced. Digital and

online delivery modes, mixed or versatile delivery modes,

synchronous or asynchronous delivery modes, or a mixture

of all these alternative delivery modes of teaching have

largely replaced conventional face-to-face training. As a

result of the Senior High school survey, the online

interactive method of teaching and learning has been used

from the start. The issues surfaced about a month after it

was introduced. The students became aware of the financial

costs associated with the holding of online or virtual

classes, such as the need to purchase a laptop/ desktop,

or an Android phone that is WIFI compatible, as well as a

good internet connection, in order to fulfill the

requirements for virtual or online classes. Teachers are

affected by the difficulties that students face. It’s also

evident that the pandemic had an effect on teachers and

students teaching and learning practices.

 This is to be carried out in the hopes of making an

impact. It concentrated on identifying the Learning Styles

and Preferred Learning Modalities of students in the New

Normal. This was believed to respond to the student’s

difficulties during the pandemic. Similarly, after the

learning patterns have been established, teachers will

have baseline data to use in planning the subjects that

will be taught to them. Even if a pandemic occurs, the

known subjects are the most important for students to

understand. The teacher’s method or techniques should also

reflect the student’s learning styles and preferred

learning modalities.

Related Literature and Studies

Learning is the process of gaining understanding that

leads to the modification of attitudes and behaviors

through acquisition of knowledge, skills, and values,

through study and experience. Learning causes a change of

behavior that is persistent, measurable, and specified or

allows an individual to formulate new mental construct or

revise a prior construct (conceptual knowledge such as

attitudes or values). It is a process that depends on

experience and leads to long-term changes in behavior

potential. Behavior potential describes the possible

behavior of an individual (not an actual behavior) in a

given situation in order to achieve a goal. But potential

is not enough, if individual learning is not periodically

reinforced, it becomes shallower, and eventually, will be

lost in that individual (Ornos, et al., 2011)

According to Lucas and Corpuz (2007), learning or

thinking styles refer to the preferred way of individual

processes information and also describe a person’s typical

mode of thinking, remembering or problem solving. There

are several perspectives about learning-thinking styles.

Two of which are the sensory preferences and the global

analytic continuum. Sensory preferences states that

individuals tend to gravitate toward one or two types of

sensory input and maintain dominance in one of the

following types namely, visual learners, auditory learners

and tactile or kinesthetic learners.

Many students discover that they are visual learners.

It is estimated that approximately 65% of the population

are visual learners. These students commonly use visual

aids, such as graphs and diagrams, to assist them in

putting material into perspective. Such visual aids can

make it much easier to remember content later than if they

had just heard the information. Visual learners need to

see material in order to understand it. Preferred test

styles for visual learners are essays, maps, and

diagramming while the worst test types for them are listen

and respond style (Ldpride.net, 2008).

On the other hand, auditory learners are very good

listeners. They tend to absorb information in a more

efficient manner through sounds, music, discussions,

teachings, etc. These individuals will be more likely to

record lectures so that they can replay them at a later

time for study purposes. Auditory learners appreciate

books on tape and may find that reading aloud will help

them to retain information. Rather than written reports,

auditory learners tend to do better on oral presentations

and reports (Ldpride.net, 2008).

Another form of learning style is kinesthetic

learning. Kinesthetic Learners learn best through moving,

doing, acting out and touching. Projects that are hands-on

in nature are best for them. Learners of this style tend

to become frustrated when they must sit for long periods

of time. Conducting experiments, exploring, and performing

tasks are activities that they enjoy doing (Ldpride.net,

2008).
 It is estimated that about 5% of the population are

kinesthetic or tactile learners. The kinesthetic learning

style refers to the ability to absorb information best by

experiencing, touching, doing, moving and being active in

some manner. Persons who fall into this category prefer

situations which are hands on and which provide them with

the opportunity to assemble parts and take part in a

physical activity (Ldpride.net, 2008).

A good match between students’ learning preferences

and instructor’s teaching style has been demonstrated to

have positive effect on student's performance (Harb & El-

Shaarawi, 2006). According to Reid (1995), learning

preference refers to a person’s “natural, habitual and

preferred way” of assimilating new information. This

implies that individuals differ in regard to what mode of

instruction or study is most effective for them. Scholars,

who promote the learning preferences approach to learning,

agree that effective instruction can only be undertaken if

the learner’s learning preferences are diagnosed and the

instruction is tailored accordingly (Pashler, McDaniel,

Rohrer, & Bjork, 2008). I hear and I forget. I see and I

remember. I do and I understand.” (Confucius 551-479 BC) –

a quote that provides evidence that, even in early times,

there was a recognition of the existence of different

learning preferences among people. Indeed, Omrod (2008)

reports that some students seem to learn better when

information is presented through words (verbal learners),

whereas others seem to learn better when it is presented

in the form of pictures (visual learners). Clearly in a

class where only one instructional method is employed,

there is a strong possibility that a number of students

will find the learning environment less optimal, and this

could affect their academic performance (Mlambo, 2011).

Learner Characteristics

Social interaction with lecturers and with co-

learners is imperative to achieve better online learning

quality. Through strong interaction and consistent

practice, the effectiveness of online learning can be

achieved. In addition, proactiveness, self-study ability,

and sense of compliance are important requirements for

achieving better learning outcomes since regulations and

requirements of online learning are more comfortable. The

process is more difficult to control than traditional

methods. Based on these rationales, the following

hypothesis is designed for this study.

Perceived Ease of Use

Online learning platforms are designed for the

purpose of knowledge sharing and learning. Today, as we

live in a globalized world, using technology to obtain

knowledge, acquiring information, and learning has become

a daily need. These sources are easy to use and

accessible, facilitating knowledge-sharing processes. Many

studies have shown that ease of use, accessibility, and

transmission speed of online media and mobile devices are

an important part of the learning process. Increased

online learning adaptability is due to easing access, thus

resulting in positive outcomes. Based on these rationales,

the following hypothesis is designed for this study.

Perceived Usefulness

Perceived usefulness is the degree to which learners

believe that the use of online learning will help improve

their performance. The usefulness of online learning is

demonstrated by helping learners save travel time and

travel costs and access a variety of methods. Many studies

have shown that perceived usefulness positively impacts

learners’ attitudes and motivation, thereby improving

learning outcomes. Based on these rationales, the

following hypothesis is designed for this study.

Learner Characteristics

Social interaction with lecturers and with co-

learners is imperative to achieve better online learning

quality. Through strong interaction and consistent

practice, the effectiveness of online learning can be

achieved. In addition, proactiveness, self-study ability,

and sense of compliance are important requirements for

achieving better learning outcomes since regulations and

requirements of online learning are more comfortable. The

process is more difficult to control than traditional

methods.

Definition and concept of learning styles

Learning styles are seen as characteristic cognitive,

affective, and psychological behaviors that serve as

relatively stable indicators of how learners perceive,

interact with, and respond to the learning environment.

The concept of learning styles has been applied to a wide

variety of student attributes and differences (Felder and

Brent, 2005). Learning style refers to an individual’s

habitual and preferred way of absorbing, processing and

retaining new information and skills. According to Capretz

(2006) each learning style has its own strengths and

weaknesses and therefore a person who sticks to one style

is never going to be an ideal learner (Moradkhan I and

Mirtaheri, 2011).

In the current times COVID-19, certain protocols are

being made to prevent the wide spread of the virus.

Distance-learning is the only choice implemented for all

learners in the academic year. Using modules given by

their teachers, pupils adopt to the new normal of

learning. Modular learning is a flexible and safe way of

ensuring children to stay at home. From the traditional

face-to-face classes to modular learning, pupils are task

to learn lesson from the module hands-out being given. In

learning the subject of English, is it enough for the

pupils to learn from the learning materials without the

interactions of teachers? Does it affect the pupil’s

performance in reading and comprehension, language

grammar, and vocabulary? How well are their test scores

and grades for this subject? According to Chomsky’s

Innateness theory, it states the fact that children

everywhere acquire language the same way, and without

much effort, seems to indicate that we're born wired

with the basics already present in our brains. But do

all pupils learn the same way? In the contrast to the work

of Chomsky, there is also the Interactionist theory which

believes that biological and social factors have to

interact in order for children to learn the language.

Either of these two theories tells about how children

learn. It is the purpose of this study to know and

determine the effectiveness of modular learning in

English. Gone are the days of traditional classrooms and

face-to-face. The pandemic changes the way we live, all

of us are affected; one of it is our education

system. Some are struggling with distance or modular

learning, and some are fortunate enough to provide the

needs during the pandemic Covid-19. Everyone who is

affected has their own ways and strategy for surviving in

this time of the pandemic, since the school term

started parents, guardians and teachers are working

hard to provide students need in terms of school

supplies and equipment for modular  and online

learning, every one of us is adjusting from the New Normal

System.

Thinking vs. feeling

Thinking vs. feeling

Thinking learners are oriented toward the stark

truth, even if it hurts some people’s feelings. They want

to be viewed as competent and do not tend to offer praise

easily–even though they might secretly desire to be

praised themselves. Sometimes they seem detached. In

comparison, feeling learners value other people in very

personal ways. They show empathy and compassion through

words, not just behaviors, and say whatever is needed to

smooth over difficult situations. Though they often wear

their hearts on their sleeves, they want to be respected

for.

personal contributions and hard work. L2 teachers can

help thinking learners show greater overt compassion to
their feeling classmates and can suggest that feeling
learners might tone down their emotional expression while
working with thinking learners.

Field-independent vs. field-dependent

Field-independent vs. field-dependent

According to Swanson (1995), one model that has

greatly impacted the field of learning style is Herman

Witkins’s (1976) construct of field dependence and filed

independence, which measures the extent to which a person

is influenced by a surrounding field. Field independent

individuals, who can perceive the figures in the midst of

the surrounding filed, function more autonomously since

their reliance on internal referents allows them to

structure situations on their own. On the other hand,

field dependent or field sensitive people, who are unable

to pick out the figures, are more influenced by and

sensitive to their environment, including other people.

They use their entire surroundings to process information.

In class, for example, field sensitive students are as

concerned about human relational interaction and

communication style of the instructor as they are about

the delivery of the content (Anderson and Adams, 1992;

Griggs, 1991; Hvitfeldt, 1986)

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Conceptual Framework

Input Process Output

 Profile of the
participants in
 Detailed
terms of:
investigation  Baseline data
 Sex
and on the factors
 Strand understanding
 Grade affecting the
of the factors learning style
Level affecting the
 The learning preference of
learning style senior high
style
preference of school
preferences of
Senior High senior high students
school students school students during the
during the during the pandemic
pandemic pandemic using
 Factors structured
affecting the survey-
learning style questionnaire
preference of
senior high
school students
during the
pandemic

Statement of the Problem

This study aims to determine the factors affecting

the learning style preferences of VDTNHS SHS students

during the pandemic.

Specifically, it seeks to answer the following:

1. What is the demographic profile of the profile of

the participants in term of:

1.1Sex

1.2 Strand
 1.3 Grade Level

2. What are the learning style preferences of Senior High

school students during the pandemic?

3. Is there a significant difference between the learning

style preferences of the senior high school students

during the pandemic when group according to profile

variable?

4. What are the factors affecting the learning style

preference of senior high school students during the

pandemic in terms of:

4.1Physical

4.2Environmental

4.3Personal

4.4 Teacher and Learning

5. Is there significant difference between the factors

affecting the learning style preference of Senior High

school Students during the pandemic when group

according to profile variable?

SIGNIFICANCE OF THE STUDY

 The researchers will intend to find out the factors

affecting the learning style preference of the Senior High

school student.

This study will be conducted to benefit the following:

To the Students. This study may serve as a guide and

references for the students to be aware on the factors

affecting their learning style preferences. It can guide

the student to improve their ability in understanding more

about the new learning style.

To the Teachers. This study will help the teachers to

determine the effects of the new learning style to the

students and able to adjust their teaching strategies so

that students can easily understand what they are teaching

and learn more quickly. Since new learning style entails

high level of interaction between the teacher and

students, this study can help the teacher to treat

learning problems that students might encounter taking

into the individual needs of the students in terms of

their learning styles.

To the Administrators. This study will serve as the basis

of the administrators in organizing their plans and

solutions for the problems that the student will encounter

in the new learning style. It can also help the

administrators to provide a care and balance a balance

education.

To the Parents. The study will serve as an encouragement

for the parents to always check and guide their children

with the challenges or effects that they encounter in the

new learning style. This study will also serve as a signal

or wake-up call for the parents to improve their

understanding when it comes to the problem of their

children in the new learning style.

To the Researchers. The outcome of this study can help

other researchers in their study. It can be a guide to

give additional information for other researcher who wants

to conduct a research about the new learning style. This

study can also guide them in knowing the effects of the

new learning style preferences of the Senior High school

students.

Scope and Delimitation

This study focused on determining the factors

affecting the learning preference of the SHS students

during the pandemic. It tells us the different learning

style of the VDTNHS SHS students and prefers way of

learning in this time of pandemic. Included also the

factors affecting their learning such as physical,

environmental, personal, teacher, and learning.

Definition of terms

The following terms are defined based on how they are

used during the study.

Online Learning - Education that takes place over the

Internet. It is often referred to as “e- learning” among

other terms. However, online learning is just one type of

“distance learning”.

Pandemic - is a disease outbreak that spreads across

countries or continents. It affects more people and takes

more lives than an epidemic.

New normal - a current situation, social custom, etc.,

that is different from what has been experienced or done

before but is expected to become usual or typical.

Learning style - can also be described as a set of

factors, behaviors, and attitudes that facilitate learning

for an individual in a given situation. Styles influence

how students learn, how teachers teach, and how the two

interact.
Learning modalities - sensory channels or pathways through

which individuals give, receive, and store information.

Perception, memory, and sensation comprise the concept of

modality. The modalities or senses include visual,

auditory, tactile/kinesthetic, smell, and taste.

Physical - relating to the body as opposed to the mind.

Environmental - relating to or arising from a person’s

surroundings.

Personal – of affecting, or belonging to a particular

person rather than to anyone else.

Teacher – of or concerning one’s private life,

relationships, and emotions rather than matters connected

with one's public or professional career. A person who

teaches, especially in a school.

Learning - the acquisition of knowledge or skills through

experience, study, or by being taught.

Learning Style - overall patterns that provide direction

to learning and teaching. Learning style can also be

described as a set of factors, behaviors, and attitudes

that facilitate learning for an individual in a given

situation.
CHAPTER 2

METHODOLOGY

This chapter describes the research design, methods,

and procedures that will be use to conduct this study,

including data gathering procedures and analysis. To

address the purpose and objectives of the study, the

researcher will modify the survey instrument, and then

proceed with data gathering procedure and analysis.

Research Design

This study will utilize descriptive-survey design to

determine the factors affecting the learning style

preferences of VDTNHS SHS students during the pandemic.

Respondents of the Study

The 40 senior high school Grade 11 students will be

randomly selected.

Instrumentation
 The researchers will use survey questionnaires

through Google Docs, to gather information on what are the

different factors affecting the learning style preference

during the pandemic of VDTNHS Senior High School Students.

The said survey questionnaires are composed of total 42

questions. The modality (learning channel preference)

questionnaire reproduced here is by O’Brien (1985). The

tool consists of 30 items which will be answered on a 3-

point scale (scored from 3 = often applies to me, 2 =

sometimes applies to me to 1 = never applies to me). The

next questions will be measured by using a 12-item

questionnaire. A 4-point scale will be use (scored from SD

= Strongly Disagree, D = Disagree, A = Agree to SA =

Strongly Agree). To determine the learning style

preference during the pandemic of VDTNHS Senior High

School Students.

Data Gathering Procedures

Researchers will do the following: First, we collate

information with my classmate in constructing this study.

Researchers will seek consent from the selected

participants before they administer the questionnaires. An

interview will be conducted to the selected participants

to gather more information on their perception of the

study. The researchers will gather the collected data from

the selected participants for data convergence. Fifth, the

information gathered will be subjected for data treatment.

Data Analysis

Frequency and Percentage Distribution- This will be use to

count and determine the profile of the participants and

their learning styles.

Weighted Mean- This will be use to determine the factors

affecting the learning style references of the

participants.

T-test- This will be use to test the significant

difference between the learning styles of the participants

when grouped according to sex and grade level. This will

be use also to test the significant difference between the

factors affecting the learning styles of the participants

when grouped according to sex and grade level.

ANOVA (Analysis of Variance) - This will be use to test

the significant difference between the learning styles of

the participants when grouped according to strand. This

will be use also to test the significant difference

between the factors affecting the learning styles of the

participants when grouped according to strand.

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