CHAPTER 1 (MAYFLOR PENALOZA FINAL) (AutoRecovered)

Republic of the Philippines
CAMIGUIN POLYTECHNIC STATE COLLEGE

Balbagon, Mambajao, Camiguin
TelFax (088)889 0183 camiguinpolytechnic@yahoo.com
Website: www.cpsc.edu.ph
EDUC 200
METHODS OF RESEARCH
Students’ Learning Styles and Teachers’ Differentiated

Instruction; Its Holistic Link to Students Academic
Achievement
MAYFLOR RAGO-PEŃALOZA
STUDENT
JOEL POTANE
PROFESSOR
CHAPTER 1
INTRODUCTION
Background of the Study

Every learner is unique in some way, according to a statement made by Amole Gupte in the
movie "Every Child Is Special." A child is born with no knowledge of the outside world. He
can, however, use his senses to learn unintentionally and subconsciously. Children can learn
new information every day and remember it, thanks to their senses. They may have kept
some information in their short-term or long-term memory. A child may also begin learning
by using his or her senses of hearing and sight.
As a child gets older, his capacity to gather information that may or may not have an impact
on him increases. The ability to behave in response to an internal or external stimulus allows
children as early as 0 years old to learn. An example of this is when a young child
unintentionally touches a hot object and reacts as a result. He is led to feel that he should
avoid handling hot objects in the future because of the discomfort it produces by the stimuli.
This serves as a reminder for him to refrain from actions that could injure him, which
supports the maxim from experiential learning advocate David Kolb that "the best teacher is
learnt from experience rather than from books."
The seven learning styles—visual, auditory, kinesthetic, reading/writing, logic, social, and
solitary—were claimed in a recent study to be the most effective ways for children to learn.
But according to child psychology, a child learns best while employing his visual senses,
followed by his aural senses. The Multiple Intelligences theory from the 1960s, developed by
Howard Gardner, forms the foundation of these teaching strategies. According to this theory,
"language, logical-mathematical analysis, spatial representation, musical thinking, the use of
the body to solve problems or make things, a knowing of other people, and an understanding
of ourselves are all ways in which we are all able to know the world. Fleming's method is still
the most common classification scheme even if others have since been devised. In the 21st
century, it seemed that learners had different learning styles. A child can acquire knowledge
by using more than one learning style and, oftentimes, changes over time. Despite the fact
that it receives a lot of attention from society, there is a solid proof that they exist in the sense
that they were classically defined.
A child with no learning disabilities can learn from participatory activities, but the same child
may also learn just as well from a discussion, movie lessons, or activity sheets.
Concerns have been raised about the possibility that expecting teachers to teach children
exclusively through certain methods may not effectively prepare them for future learning,
according to a research study (Dr. Shaylene Nancekivell). So, it will be helpful to utilize the
learning styles for molding the child’s education according to their needs and preferences.
Teachers nowadays should be equipped with diverse strategies to produce holistic learning
for students. One of these strategies is the multimodal approach, which incorporates multiple
senses into the learning process, allowing the learner to retain information more effectively
because they have more opportunities to relate to what they find compelling.
According to David Kolb's idea of learning styles, learners can be divided into different
groups according on how they assimilate information. Learning will therefore be enhanced if
teachers instruct their pupils in line with their individual learning preferences.
Teachers can adapt the learning environment for each student based on readiness, interests, or
social preferences. Differentiation is more than just differentiated instruction. Differentiation
can mean different things to different teachers, and it might mean different things depending
on the subject and grade level. However, from the standpoint of the students, differentiated
education offers both choice and voice, in addition to other advantages.
According to a quote from Albert Einstein, "A fish will live its entire existence believing that
it is a failure if you assess it by its ability to climb a tree." Likewise, with academics.
Different students learn and process knowledge in different ways, and if a student doesn't
process information in the manner that it is presented in class, they may also believe that they
are failing.
Using differentiated instruction helps educators connect with different learning styles.
Learners are more likely to focus and be involved in the learning process when teachers use
the multisensory approach, as it provides chances for learners to explore content based on
their stability.
Theoretical Framework
This study is anchored on the Multiple Intelligences theory of Howard Gardner. It states that
every person has different ways of learning and different intelligences that they use in their
everyday lives. We all have different intelligences, but there is one dominant intelligence that
we prefer to use. In his research from 1991, he believes that there are nine multiple
intelligences, as follows:
 Verbal-Linguistic Intelligence: A person with good language skills can

communicate and express their ideas clearly. They are also perceptive to the
rhythms, sounds, and meanings of words.
 Mathematical-Logical Intelligence: They are able to recognize logical or

numerical patterns as well as think conceptually and abstractly.
 Musical Intelligence: The capacity to create and enjoy pitch, timbre, and rhythm.
 Visual-Spatial Intelligence: The ability to properly and abstractly visualize
through the use of images and visuals.
 Bodily-Kinesthetic Intelligence: The capacity to exert control over one's
movements and handle objects deftly.
 Interpersonal Intelligence: The ability to recognize and react appropriately to
other people's emotions, drives, and desires.
 Intrapersonal Intelligence: The ability to be aware of oneself and in touch with
one's inner thoughts, values, and thought processes.
 Naturalist Intelligence: The capacity to distinguish between different types of
plants, animals, and other natural objects.
 Existential Intelligence: The awareness of and ability to address important issues
pertaining to human existence, such as the purpose of life, why we die, and how
we got here.
All of which are very important in the everyday lives of each and every individual.
The intelligences that can help boost our confidence and make us all unique
individuals.
The challenge of the teachers nowadays is how we are going to deliver the
learnings of the students with respect to their individual differences and
intelligences. In 1987, Neil Fleming designed the VARK model. He developed a
way that can help the students and teachers adapt their practices to better help them
retain new information. VARK stands for visual, auditory, read-and-write, and
kinesthetic learning styles. Visual learners learn best by seeing. They prefer to see
the data presented in forms like diagrams, images, videos, documentation, and
many more that they can see, perceive, and retain in their minds. Auditory learners
prefer to listen more to the discussion rather than take notes on the important
details of it. They can get the information easily by just listening to their teachers.
Reading out loud can help them retain the information; the more they hear, the
more they can retain in their minds. For read-and-write learners, they benefit most
from reading and writing new information. They tend to take in new information
best when it’s displayed as words and text. Lastly, kinesthetic learners. They are
the type of learners who learn best by doing. Hands-on experience is what they
needed, even though they will have to go through trial and error in order to come
up with the right answer.
Conceptual Framework
This part presents the concept of the study about the Students’ Learning Styles and Teachers’
Differentiated Instruction; Its Holistic Link to Students Academic Achievements.
INDEPENDENT VARIABLES
Learning Styles
Visual
DEPENDENT VARIABLE
Auditory
Students’ Achievement
Read/write
Kinesthetic
Logic
Social
Solitary

MEDIATING VARIABLE
Differentiated Instruction
Content
Process
Products
Statement of the Problem

This study attempts to answer the following question;
1. What is the learning style of students?
2. To what extent does the teacher employ differentiated instruction to the different
learning styles as perceived by the grade 7 student?
3. What is the achievement level of the students?
4. Is there a relationship between LS and achievement?
5. Is there a mediating effect in the relationship between learning style and student
performance?
Hypothesis
H1: There are different learning styles among the Grade 7 students.
H2: There is significant relationship between learning styles and student’s achievement.
H3: There is mediating effect in the relationship between learning styles and student’s
performance.
Significance of the Study

This study addresses the teachers at different levels of instruction. According to Carol Ann
Thomlinson and et al., "Students learn at different rates and in different ways." Teachers must
recognize the gifts and differences of each student. They came from different family
backgrounds and experiences. Experiences that mold them into the types of learners they are
becoming. There are students who are academically advanced, and there are some who are
struggling to learn. It is the duty and responsibility of the teacher to cater to the needs of the
students. With differentiated instruction, students can learn freely and comfortably in their
own style.
Students from the three (3) Secondary Schools in the District of Catarman will also benefit
from this study. They can identify their type of learning and apply it to their respective
subjects.
Scope and Limitation of the Study

This study focuses on the learning styles of the students and the differentiated instruction of
the teachers. This will be conducted to the students of the three (3) Secondary Schools in the
District of Catarman as well as the teacher advisers and subject teachers for the school year
2022-2023. This study will be done by giving questionnaires to the students and the teachers
as a survey and a reference. By doing so, the researcher will be able to know the different
learning styles and the differentiated instruction of the teachers.
Definition of Terms
For the clearer understanding of the work, the following terms were defined;
Differentiated Instruction- mode of teaching that accounts for students’ individual needs
and learning styles to easily understand the content inside the classroom.
Learning Styles – it is an individual’s preferred way to absorb, process, comprehend and
retain information.
Multiple Intelligences- is a theory describing the different ways students learn and acquire
information.
Multisensory Approach- use to describe teaching methods that involve more than one
senses at a time.
Students- a person who is studying at a school.
Teachers- a person who teaches, especially in a school
VARK- is an acronym that refers to the four types of learning styles: Visual, Auditory,
Reading/Writing Preference, and Kinesthetic.
CHAPTER 2
REVIEW OF THE RELATED LITERATURE
Learning styles allow the students to learn easily on their own preferences. To understand
these learning styles, an educational theorist Neil Fleming designed VARK Model of
Students Learning. VARK stands for Visual, Auditory, Reading/Writing, and Kinesthetic.
Each style acknowledges the different approaches on how the students perceive, process and
retain information. The main idea of this as outlined in Learning Styles Again is that
“VARKing up the right tree!” (Fleming & Baume, 2006). According to this, the preferred
learning styles of students have a big impact on how they act and what they learn (the more
they involve and participate in the discussion, the more they will learn). Second, the right
learning tactics should match the students' preferred learning modalities (differentiated
instruction of the teachers must match on the learning styles of the students in order for them
to learn easily) and lastly, Students that obtain information using their preferred modality
exhibit higher levels of understanding, motivation, and metacognition (the learning styles of
the students will help them obtain more information that can help them increase their levels
of understanding and comprehension).
Visual learners like using images, maps, and graphic organizers to obtain and understand new
knowledge. They can easily understand the lesson if they can see the actual process. By
reading or viewing images, they can learn. They learn and retain information visually. They
learn best when employing approaches that are mostly visual since they can mentally
envision what they are learning. They enjoy being able to observe the learning. Video lesson
is a big help on this kind of students. For Auditory learners, they learn new material best
through speaking and listening in settings like lectures and group discussions. Repetition and
the use of mnemonics are both helpful study strategies for them. By hearing and listening,
they can learn. They comprehend what they've heard and can recall it. They remember
information based on how it sounds, and spoken instructions are simpler to comprehend than
written ones. Reading aloud helps them learn since they need to hear or speak something in
order to understand it. For students who enjoy reading and writing a lot, words are the finest
way to learn. These students can transform abstract ideas into words and writings and may
appear themselves as thorough note-takers or voracious readers. This type of learners falls
under Reading/Writing model of students learning. They loved to read and write. They can
understand things if they can read and transform into writing what they have learned in
reading.
Lastly, Kinesthetic learners, they comprehend information through tactile representations.

These students learn best by doing things themselves since they are hands-on learners. By
doing and touching, they learn. Movement helps them recall information and interpret it.
They learn best when there is physical activity involved because they are a "hands-on"
learner who wants to touch, move, build, or sketch what they’ve learn. They may find it
difficult to sit still, they frequently speak with their hands and use gestures, and they need to
move about and take breaks frequently. Added to this is the Social type of learner who loves
being around with people, working in groups, teams and overall thrives through social
interactions. This learner often sees as social butterfly as they like spending too much of
his/her time with others. He/she loves sharing his/her knowledge with others and also loves
listening to their peers. It is important to note that a social learning is a secondary style
meanwhile, the primary learning styles are visual, auditory, reading/writing and kinesthetic.
Learning style is a common concept in Psychology and pedagogy that aims to identify how a
child learner acquire knowledge best. In the 1970’s and 1980’s, the idea became popular that
teaching methods and school activities that suit students’ learning styles, strengths, and
preferences are the ones that learn best. The validity of the VARK model and other learning
style theories has been widely questioned and criticized. Some critics suggest that labeling
students with particular learning styles can actually be a barrier to learning. Despite these
criticisms, the VARK model is still very popular with both students and educators. Students
may be attracted to certain learning styles. Others may find that their learning preferences lie
somewhere in in between, such as finding both visual and auditory learning equally engaging.
However, Gardner himself asserts that educators should not follow one specific theory or
educational innovation when designing instruction but instead employ customized goals and
values appropriate to teaching, subject-matter, and student learning needs. Addressing the
multiple intelligences can help instructors pluralize their instruction and methods of
assessment and enrich student learning.
CHAPTER 3
RESEARCH METHODOLOGY
This chapter reveals the methods of research to be employed by the researcher in conducting
the study which includes the research design, respondents of the study, research locale,
research instrument, data gathering procedures, and the appropriate statistical treatment of
data and ethical considerations.
Research Design
This research will use the descriptive-correlational method of research. It involves the
description, recoding, analysis, and interpretation of data. The main aims are to describe the
variables and the relationships that occur naturally between and among them.
This research will utilize the triangulation method as a data gathering procedure through a
survey questionnaire, observation, interview, and field notes.
Respondents of the Study

The respondents of the study are the students and teachers of the three (3) secondary schools
in Catarman District, namely, Bonbon National High School, Lawigan-Bura National High
School, and Camiguin National High School. All of these participants will be selected
through random sampling. This sampling method will be conducted in a population where
each member has the capability of becoming part of the sample.
Research Locale
This study will be conducted at Camiguin National High School, Lawigan-Bura National
High School, and Bonbon National High School. They are situated in the District of
Catarman, located at Looc, Catarman, Camiguin for Camiguin National High School,
Lawigan for Lawigan Bura National High School, and Bonbon for Bonbon National High
School. It is headed by one secondary school principal I. For the Senior High School
Program, each school offers an Academic Track with the following strands: Science,
Technology, Engineering, and Mathematics (STEM) Strand; Accounting, Business, and
Management Strand; Humanities and Social Sciences Strand; and Technical-Vocational
Livelihood Strand.
Research Instruments
A self-prepared questionnaire for students and teachers with three major parts will serve as
the data collection instrument in this research.
Part I will deal with the profiles of the respondents. Part II will deal with items that will
measure the student’s learning style. Part III is for teachers and deals with differentiated
instruction applicable to the students.
Data Gathering Procedure

A letter of request will be secured from the school principal. Upon its approval, proper
coordination with the class advisers and teacher’s respondents will be done by the researcher.
The researcher will administer the questionnaire to ensure that all items are answered and 100
percent retrieval is achieved. The interview, observation, and field notes will also be done by
the researcher.
Statistical Treatment of the Data

Descriptive statistics such as mean and rank will be used in the study to treat the data
gathered.
The formula that will be used were the following:
• Mean
Formula: X=∑X
n
Where: X = mean
∑ X = total score
n = number of respondents
Ethical Considerations
The researcher will adhere to the ethical code of conduct as follows:

 Informed Consent
 Voluntary Participation
 Do no harm.
 Confidentiality
 Anonymity
 Only relevant components should be evaluated.

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Republic of the Philippines

CAMIGUIN POLYTECHNIC STATE COLLEGE

Students’ Learning Styles and Teachers’ Differentiated

Background of the Study

 Verbal-Linguistic Intelligence: A person with good language skills can

 Mathematical-Logical Intelligence: They are able to recognize logical or

Republic of the Philippines

Statement of the Problem

Significance of the Study

Scope and Limitation of the Study

REVIEW OF THE RELATED LITERATURE

Lastly, Kinesthetic learners, they comprehend information through tactile representations.

Respondents of the Study

Data Gathering Procedure

Statistical Treatment of the Data

The researcher will adhere to the ethical code of conduct as follows:

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