FACTORS AFFECTING THE LEARNING STYLE OF GRADE 12 SAN ISIDRO SENIOR HIGH SCHOOL STUDENTS

SCHOOL YEAR OF 2022-2023

CHAPTER 1

ABSTRACT:

Learning or thinking style refer to the preferred way an individual describe a person's typical mode of
thinking. The basic learning style are seeing information, auditory, that retains information through
hearing and speaking. And kinesthetics that like to use the hand on approach to learn new material.
Students difficulty in learning may be due to different factors including the following:INTELLECTUAL,
LEARNING, PHYSICAL, EMOTIONAL, AND SOCIAL, MENTAL, ENVIRONMENTAL AND TEACHERS
PERSONALITY.

This research aimed to determine the GRADE 12 senior high school learning style and identify the factors
affecting the learning. There are many students are selected as the respondents of this study to evaluate
and assess their learning style and the factors affecting their learning. Based on the data collected, most
of the Respondents are visual leaders and the factors that greatly affect their learning are physical
(HEALTH, VISUAL, AND PHYSICAL DEFECTS NUTRITION AND PHYSICAL DEVELOPMENT) and
environmental factors (type and equality of instructional materials and equipment.

OBJECTIVES:

This research is focused on the learning style of grade 12 senior high school students and the factors
affecting their learning. It is also intended to determine the rate respondents in terms of physical and
environmental:personal (INTELLECTUAL MENTAL, EMOTIONAL AND SOCIAL), and teachers and learning
as well as to propose a plan of action to enhance the learning of respondents based on the finding of the
study.

GUIDE QUESTIONS:

I. What are the factors that affect senior high school students academic performance in the new normal
setting of education?

II. What are the top factors affects students learning?

III. What are the learning style, study habits and academic performance of Grade 12 senior high school?
INTRODUCTION:

Learning style refer to the variations in your ability to accumulate as well as assimilate information.
Basically, your learning style is the method that best allows you to gather and use knowledge in a
specific manner. Most expert agree that there are three basic learning style. Each individual may process
a single style or could possess a combination of different learning style. In most cases, the characteristics
of a learning style can even be observed at a relatives young age once you have identified your
particular learning style you will be able to identify ways in which you can adapt the learning process
and your studies to maximize your education. Many educators explore the fact that a number of
students have not learned well while in high school grades. Because of this, students now seem to know
less and use despite the availability of the study materials. Likewise students Do not know how to think
and study properly and effectively.

SIGNIFICANCE OF THE STUDY

It has been shown through recent factors studies that is very necessary to study the learning style
because a match between teaching and learning style helps to motivate students processes of learning,
hence, the reason for lectures to identify the effects teaching style and students to obtain better results.

SCOPE AND DELIMINATIONS

The scope of the factors affecting the learning style of grade 12 senior high school students is the limits
within it is the boundaries of the research. It defines what will be included the learning style and what is
it important. It is important to have clear scope so that it can be focused and manageable.

CHAPTER 2

RELATED LITERATURE AND STUDIES

 This chapter the literature of this study focuses on procedures used to identify teaching and
learning style and what affects a match between the two has on students learning outcomes and
evaluation of instructor. The review focuses on a number of different instrument used to identify
teaching and learning style.

This chapter begins with a definition of learning style, teaching style and matching, followed the findings
of research outcome germane to learning style and a match between the two in relation of course
grades, final exam scores, and instructor evaluation are discussed.

LEARNING AND TEACHING STYLE

This research have proclaim the significance of identifying preferred teaching styles. CLAXTON and
RALSTON (1978, in Miller 1982) alluded to this significance:

The research findings on learning style offer substantial promise to teachers, counselor, and the
students themselves in terms of finding better ways for students to learn. However, identifying and
defining the vast number of learning style can become an enormous task.

According to Conett(1983), the myriad of labels and categories used in identifying the difference area of
style can be overwhelming for educators. Corbett and Smitt (1984) stated.

LEARNING style is a complex construct involving the interaction of numerous elements;thus, at the
outset the expiremeter is faced with the difficult task of having to decide which dimensions of learning
style to elucidate and which interaction might be meaningful in a practical sense, in understanding their
contributions to achievement. Teaching style was defined by Fisher and ficher(1979) as pervasive way of
approaching the learners that might be consistent with several methods of teaching. Conti(1989)
Contented that the overall traits and qualities that a teacher displays in the classroom and that are
consistent for various situations can be describe as learning style.

Matching is defined in terms of compatibility,the interactive effects of person and environment(Hunt

1979).Anderson and Bruce (1979) suggested that matching students with selected learning
environments is an efficacious means of increasing students achievement particularly when the
matching is conducted on the basis of a students learning style

LEARNING AND TEACHING STYLES INSTRUMENTS

 Various instruments have been used to study learning styles and teaching styles, and examples
are those developed by Canfield, Kolb, and Gregorc. Warren (1974 in Raines 1978) stated that New
means of accomodating students diversity are clearly needed, and one approach is to assess the
personal preferences or learning style of the students and adopt instructural procedures accordingly.
Warren also contented that a complex method for assessing and analyzing student and instructor
learning and teaching styles is not necessary. He stated that A simple questionnaire survey of students
preferences throughout an institution, a program , or a department would indicated the proportion of
students strongly inclined towards one instructional approach or the other. They measure preferences
in learning style and instructional styles.

Following is a summary of research that used various instruments to investigate the notion of teaching
styles and Learning style. A review of literature revealed several main themes to which researchers have
alluded. Researchers have attempted to:

1.Determined if preferred teaching styles of instructor's and preferred learning style of students existed.

2.Determine if a match between learning style and teaching styles existed.

3.Determined if a match between style and teaching styles produced higher academic achievement as
indicated by grades and exam score

4.Determined if students evaluation of instructor's were higher if there was a match between students
learning style and and instructor's teaching styles.

These studies revealed that there was a high level of agreement between students and faculty with
regard to modes of teaching and learning. There was a low level of agreement with regard to the areas
of competition and reading.

CHAPTER 3
 METHODOLOGY

This chapter present the research methologies used in conducting the study. It includes the research
design, locale and time of the study, source of data:sampling procedure, instrumentation, validation of
instruments, data gathering, procedure, and statistical treatment of data.

RESEARCH DESIGN

The researchers the descriptive research design to assess the factors affecting the learning style of
the academic performance of grade12 senior high school students in SINHS. This research employed a
descriptive survey approach, advanced by Soliven (2001 as cited by Navarro and Santos (2011). This
research design is suitable to use in this study because according to best (2008), the descriptive method
was utilized the prevailing conditions of a group of people things or situations and assess the perception
of a group of respondents towards a particular topic or issues.

The researchers used a survey questionnaire as an instruments to determine the respondents

perception about the effects of learning style in terms of the academic performance. Likewise, it looked
into the profile of the respondents in terms of age and gender.

LOCALE AND TIME OF THE STUDY

This study was conducted in selected strand and it's two section, namely, GAS 12 A and GAS B in
SINHS during the School year 202-2023.

SOURCE OF DATA

The respondents of the study are composed of 50 out of 75 GAS12 students in SINHS during the
school year 2022-2023 which comprised 67% of its total population. They were purposively selected in
order to give feedbacks, judgement, and interpretation about the effects of learning style of Grade12
senior high school students.

Table 1 : PRESENTS THE DISTRIBUTION OF THE RESPONDENTS

FREQUENCY AND PERCENTAGE DISTRIBUTION OF THE RESPONDENTS OF THE STUDY

RESPONDENTS f %

GAS 12 A 25 50
 GAS 12 B 25 50

TOTAL 50 100

Specially, the respondents were composed of twenty-five (25 or 50%) GAS 12 A students and twenty five
(25 or 50%) GAS 12 B students for a total of 50 respondents. These respondents came from the two
sections of Grade 12 GAS offered at SINHS.

SAMPLING PROCEDURE

The research assigned students from the G12 section at SINHS to act as respondents of the study
because the researchers believed that these groups of respondents could provide accurate information
about the study's problems. THEREFORE, purposive sampling was employed in this study in choosing the
respondents.

INSTRUMENTATION

The researchers made survey questionnaire that were in order to get relevant data and information
concerning the study. It was used as a primary tool for gathering information. Both the students in the
selected strand and it's two sections used the same set of survey questionnaire. The question contained
in the said questionnaire were written and phrased in English as the language or medium to provide
understanding.

Furthermore, the questionnaire was composed of three parts. Part I included the profile of the
respondents, consisting of the name (optional), section, gender , age, and respondents signature. This
was answer by the respondents by simply filling out the needed information directly.

Part II ellicited on the effects of learning style in the academic performance of grade12 senior high
school students, as well as the best learning system to use based on academic performance. Part II
contains(20) questions that were rated by respondents using the likert their preference from among the
options by checking the column that correspond with their answer.

VALIDATION OF THE INSTRUMENTS

The research instruments was subjected to expert validation. This was done by showing the draft
of the prepared survey questionnaire to the adviser for review, correction, and revision. Information
that did not carry enough weight in the pursuit of the research study was eliminated
Or omitted, and those that added to the quality of the research were substituted. The revised and
corrected form was submitted for approval. The approved questionnaire was made ready for
distribution to the respondents of the study.

DATA GATHERING PROCEDURES

Before the actual conduct of the study, the researchers obtained the total number of GAS 12
students from the SINHS teachers. The researchers conducted the survey based on the availability of the
respondents. The survey questionnaire were personally given to the respondents and some were
conducted online.

The questionnaire were then distributed to respondents and retrieve after being answered. The data
collected from the completed questionnaire were tallied and submitted to the research adviser for
appropriate analysis. The result were then given the appropriate statistical treatment. From the analysis.
The appropriate findings and conclusions were made, which served as the basis for the formulation of
recommendation and the output of the study.

STATISTICAL TREATMENT

In the processing of data, the following statistical treatment was employed. Frequency and
percentage distribution were employed to describe the profile of the respondents in terms of age and
gender. The same statistical tool was computed to determine the effects of learning style of the
academic performance.
 CHAPTER 4

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

THIS CHAPTER PRESENT THE ANALYSIS AND INTERPRETATION OF DATA OF THE STUDY ON THE
COMPETITIVE ANALYSIS OF THE LEARNING STYLE OF THE ACADEMIC PERFORMANCE. THE TABULATED
FINDINGS ARE FOLLOWED BY NARRATIVE DISCUSSION OF RESULTS IN ANSWER TO THE STATEMENT OF
THE PROBLEM.

PROFILE OF THE RESPONDENTS

The respondents profile was determined in terms of their age and gender. Table 2 shows the
frequency and percentage distribution on the profile of the respondents of the study. The frequency of
the respondents was gathered by the researchers through the questionnaire that was filled out by GAS A
and GAS B 12 for the academic performance of the respondents.

VARIABLES FREQUENCY PERCENTAGE

Age (in years)

17-26

27-36

37-46

46 above

Total

Mean Age

SEX/GENDER

MALE

FEMALE
TOTAL