Implementing Sensory Activities to Increase Reading Engagement and Literary Appreciation as

per the VARK Learning Styles of Grade 9 Students of General Emilio Aguinaldo Integrated
School

Ferrer, Ken Isabel L.

Marabillo, Marjorie A.

Orga, Ma. Ericca D.

Palma, Alexa Jane R.

Cruz, John Louie

Vasquez, Marielle Jasmine D.C.

Pobocan, Joshua G.

Polytechnic University of the Philippines

JULY 2022
 Chapter 1
CONTEXT AND RATIONALE

This chapter provides an overview and introduction of the said research topic as well as
discussing the research gaps and problems found. It will talk about solutions that will be
proposed that the researchers had come up with through classroom observations and well-
thought engaging strategies that can be used after observing such scenarios in the classroom.

There are numerous definitions of learning. Learning is defined as "acquiring or gaining

knowledge of a subject or skill through study, experience, or instruction". Every student has
preferred learning methods and approaches that work best for them. Their success is determined
not only by how well they learn, but also by how they learn. Depending on the context of one's
aims regarding class preparation, engaging a student or students may take on a different
emphasis or focus. For some, the goal may be to figure out early in the preparation phase what
fundamentally inspires students to learn new things, whether intrinsically or extrinsically. Others
may be focused on a specific lesson or activity during which the most pressing concern is
attracting and maintaining student attention "in the now" and how the teachers can relate the
learnings to be integrated into the students’ lives.

Students’ attentiveness and productivity undeniably slumped in their online class sessions
even in their asynchronous classes because of the COVID-19 pandemic because a big adjustment
had been made. Everything happened and relied so much upon online modality that learning had
just become a ground for student’s output compliance and in some situations, a student no longer
even complies or does the task assigned. With that being said, one learning aspect that the
researchers want to shed light on is the situation of reading comprehension and literature
appreciation of the students. The Philippine Education sector knows that prior to the COVID-19
pandemic, this was and is still a problem even now, and that is the status of our student’s reading
comprehension. Also, one factor in that is the one-size-fits-all approach to teaching and learning,
although it is clearly discussed to aim for a student-centered classroom, there are still challenges
and gaps that need to be discussed. According to the 2019 Program for International Student
Assessment (PISA) results, the Philippines is ranked lowest in reading comprehension among the
79 PISA-participating countries.
 It is a known fact that reading texts and literature is the most challenging aspect of
teaching since there are a lot of factors involved. A teacher teaching literature does not only
teach the student to read but also many other things such as understanding and comprehension,
analysis, critical thinking, interpretation, and lastly, will the text that the student had read will be
just learned for the sake of examination and passing the quarter and/or it will be a tool that can
be fun and enjoyable that will make them understand humanity. A lot would say that literature is
boring, especially when taught traditionally knowing there are students who are weak and have
difficulties in understanding and reading literature that they just wouldn’t read the literature text
no matter how much time you gave them. So, instead of making the gauge of what they learned
from the text by a pen and paper examination, why won’t make it an interactive way with
utilizing the senses of knowing what they learned by having various activities that will showcase
their learnings in any shape or form, in that way they will also be using their senses that had been
stagnant because of the ongoing era of online classes.

Having students work on tasks that allow them to engage in higher-order thinking
abilities (e.g., analyzing, evaluating, and creating), as well as using a combination of material
and activity to convey knowledge in a variety of ways (i.e., visual, audial, tactile, kinesthetic).
Wortman (1988) explains that it is truly known and effective that to encourage communicative
learning, we should also foster freedom of expression in the classroom as well learn best when
they are immersed in meaningful experiences. It takes time to learn when the mind can gather
information from all the senses and create a judgment connecting to prior knowledge. Using a
variety of senses to gather information helps to learn to be more meaningful and beneficial. We
need to encourage learning by participation in the experience itself rather than learning through
listening to or watching the teacher or an adult surrounding the pupils. Language is the "glue"
that holds all this sensory information together for the student. Exhibiting what they learned
through these can help to make their learning more personal to them. It will also allow students
to build on existing knowledge to create new connections and meaning. We will be integrating
Sensory Learning Theory which is specifically the VARK (Visual, Auditory, Reading,
Kinesthetic) Learning Style Model so that we can also know the learning styles of each student
in accordance with these three common types.
 In view of this condition, the researchers opted to conduct this study to test and find ways
whether this proposal would work and determine the way how the students learn in accordance
with their learning styles mainly through the affective domain and how we can employ it to help
encourage reading not just for the sake of reading itself but reading for as an experience that
appeals to the senses that caters to the students’ learning styles. Moreover, from the results of
this study, the researchers hoped to design a concrete intervention that can help foster the
students’ struggles in reading and their learning styles in relation to reading comprehension and
appreciating literature. The researchers aimed to implement this intervention in the fourth quarter
of this school year to give learners more time to survive the new normal.

Chapter 2

LITERATURE REVIEW
 This chapter covers the thematic literature studies related to and supporting our current
study. To provide information about related literature and support the current study's demands,
articles were gathered from online resources such as published online journals and an online
database such as Mendeley, Google Scholar, Science Direct, Directory of Open Access Journals,
and CORE.

Classifying students' learning styles through the VARK model method

Learning obstacles might cause the learning process to be delayed or stopped in this case.
An effective learning method, on the other hand, may overcome such hurdles to provide learning
that is tailored to the learner. One of these barriers is a misalignment in the teaching-learning
strategy. This obstacle may be caused by the learners' incorrect use of methods, tactics, and
strategies. Recognizing the learner's learning style can lead to more successful and effective
learning.

According to Othman & Amiruddin (2010), teachers should be innovative in broadening

classroom instruction strategies while remaining sensitive to students' learning requirements.
Simulations will allow learners to be more inclined to the learning session and immediately give
attention to the discussion conducted by the teachers. The widely different levels of personal
knowledge are one of the primary issues in the learning approach and learning styles. Each
learner has a unique set of knowledge and prowess. Neil Fleming adapted the VAK model to
create the VARK learning style model in 2006. This learning approach is modified by
categorizing students into four distinct modes. The modes based on different senses, namely
visual, aural, reading, and kinesthetic, as well as the model's name, are formed out of those
senses' initial letters (V, A, R, and K).

According to Fleming (2006), aural-mode students tend to obtain information through

discussion and listening, whereas reading-mode students can accept and interpret printed
information, and visual-mode students are more likely to accept learning through interpreting
charts, graph figures, and pictures. While the kinesthetic mode is more tolerant of behavior-based
learning, such as touch, feel, see, and listen. This model highlights the fact that students have
various "preferred learning modalities, or methods of information processing.
 There are many models of learning style including the VARK model, which is one of the
most well-known models used to classify learning styles. The VARK questionnaire offers better
thought about information processing preferences (Johnson, 2009). Fleming and Baume (2006)
developed the VARK model, which consists of four students’ preferred learning types. Student
involvement is essential to learning, especially in an online and virtual setting where students
could feel alienated and detached (Dixson, 2015). The level of conscious interaction that students
have with the course materials, their other classmates, and the instructor is known as student
engagement. Maintaining student interest in the subject and, consequently, in their learning, is
crucial.

Preferred Activity and its effectivity to a student’s specific Learning Style

In order for pupils to easily understand what is being taught, the teacher's approach to
teaching must take into account the students' different learning styles but in understanding their
learning styles, the activity that could springboard a student’s interest should also be put into
consideration. For example, visual learners retain information better when they can see it,
teachers must create educational materials that are tailored to their needs. The teaching methods
and strategies used by the teacher must be appropriate for the pupils' preferred learning styles.
Cabual (2021) mentioned that The ineffective use of certain activities will cause the mismatch to
increase as well as to make students have insecurities towards the way they learn. By identifying
the learner's preferred learning modalities and learning style, successful teaching and student
learning can be accomplished. Every student has a unique learning style and set of preferences.
While some people identify their primary learning style, others employ a variety of learning
styles depending on the situation. Developing and delivering courses for extra language learning
should take into account learning styles, which are one of the key components of individual
differences determining performance.

According to Moustafa (1999), the concept of learning styles, the teacher assesses each
student individually to determine their preferred learning styles or intelligences. A learning styles
assessment is used by the teacher to determine which learning styles and levels of intelligence
help the student succeed and which ones don't. The teacher then makes an effort to incorporate
the students' learning styles into the learning activities. Many educators have embraced
educational programs that take the notion of learning styles and holistic teaching methods into
account as they strive to help children succeed in school. Each learner can learn well through a
variety of learning modalities for not all pupils benefit from learning in the same way. A
student’s learning process is influenced by various factors such as their intrinsic motivation,
gender, learning environment, and educational background.

According to Varacella (2013) Visual learners learned the most with the use of graphs
and diagrams for it is easy for them to understand when certain concepts are shown and
presented to them in an organized manner. They recall information by having a picture that they
had envisioned in their minds. Activities such as creating flowcharts, graphs, vocabulary
mnemonics, and flashcards that include pictures or diagrams as visual clues. Aural learners on
the other hand do well with hearing information. They remember words to songs and can recall
conversations in detail by hearing them in their minds. Activities like using songs for listening to
activities,and using acronyms for easy retention. Meanwhile Reading/writing learners are at
home with written material. They comprehend and remember what they read, and they often
enjoy writing. Examples of activities that can be done are organizing your notes/key concepts
into a Powerpoint slideshow, using colored pens and highlighters to focus in on key ideas, and
repetitive writing. Finally, Kinesthetic learners are hands-on activities and real-life experiences
help them remember. Correlating physical movements with ideas/terms, walking back and forth,
moving in some way, when studying notes, and creating models for the information at hand are
examples of activities that can be done by kinesthetic learners.

Soundariya et. al (2017) states that the majority of secondary education in schools is
taught through didactic lectures and deeply ingrained with rote learning techniques to get better
grades. Most students are fixated on the habit of just recalling facts, which leaves their grasp of
the subject fractured and prevents them from exercising critical thinking. In addition to their
content expertise and pedagogical understanding, an effective teacher is expected to be aware of
their pupils' preferred methods of learning. The chances of achieving the desired learning
outcomes are improved when there is less of a disconnect between the teacher's aim and the
learners' understanding. A learner who takes a deep approach has the goal of comprehending the
subject. A surface technique is spending a small amount of time on the academic assignment and
absorbing material by rote. Students that use a strategic approach plan their assignments,
effectively use their time, and prioritize passing exams.

Crosthwaite (2018) suggests that one way to find out about the learning styles of
students is to assign a questionnaire designed to record which general learning-style orientations
(rather than individual learning styles, of which there are numerous) your students might hold. It
will also become clear that differentiating in-class activities is necessary, both across the
curriculum and within each individual class session, to allow students with different learning
preferences to take advantage of any (supposed) improvements in learning that a given
methodology might bring. Even if the majority of students in your class identify with an
"individual" learning style, this should not imply that the majority of them will benefit from
tailoring pedagogy to specifically target those students. This is especially crucial given claims in
the literature that it is challenging to demonstrate that doing so will only benefit those students.

The Challenges of Teaching Online and having Student Engagement

According to Dixson (2015) performance, emotion, and skills all contributed to online
learners' engagement. A skill is a sort of learning that entails activities like daily practice, paying
attention while reading and listening, and taking notes. The term "emotion" describes the
learner's feelings about learning, such as how eager you are to learn. The term "participation"
describes a student's behavior in a classroom, such as chat, discussion, or conversation. A good
grade or test score are examples of performance. Engagement often showed that students put in
time and effort understanding concepts and abilities to connect well with others in the classroom,
and at the very least took part in emotional learning in some form (that is, be motivated by an
idea, willing to learn and interact). Student engagement is generated by individual attitudes,
beliefs, actions, and interpersonal interactions. (El-Sabagh. 2021).

According to Maddix (2012), effectiveness of online classes is determined by the quality

and success of the subject discussion. Quality online discussion necessitates careful and
deliberate instructor behavior. Instructors must be engaged, relational, and personal in order to
facilitate communication that mimics the proximity of a traditional classroom. Interactions in an
online classroom can improve academic outcomes and student satisfaction, which are frequently
the result of connections and conversations. Methods of instruction/facilitation that emphasize
social interaction, open communication, meaningful relationships, and group cohesion can all be
facilitated by social interaction. Teaching methods that aim to foster relationships between
students and teachers can result in the formation of learning communities, which provide
students with an environment in which they feel close to their peers and teachers.

The Relationship of Student’s Reading Skills and Learning Styles

Reading is one of the language skills that cannot be separated from the others because
mastery of one aspect aids mastery of the others. It is an important educational goal because
language development does not occur in the absence of reading. According to Pratiwi & Novita
(2017) students' reading abilities are important because reading allows them to enhance and
improve their general language skills in English; reading will help students expand their English
lexicon and improve their writing and speaking skills. As an outcome, reading is one of the key
success factors for anyone seeking to be equipped with knowledge.

Students' knowledge is strengthened by reading. It may both be an independent objective

and a means of achieving other learning objectives. Reading serves as a learning tool that enables
students retain previously taught words and grammar, learn new linguistic skills, and succeed in
language usage further. Reading may be a source of fun and a means of learning about the world
on its own. Students' love of reading might increase as they become more proficient and fluent
readers. Even if readers just stay at home, reading allows them to have a rich imagination and
unravel more knowledge and ideas about the world.

Rujani (2019) mentioned that reading has emerged as one of the most crucial English
language learning abilities, one that many students are still working to acquire, particularly in
terms of their reading proficiency. Reading is frequently listed first among the academic abilities
that language learners hope to achieve. Knowing that students learn in different ways, it might be
difficult for teachers to select the optimum approach in a large class with more than twenty
pupils. Each student in the class absorbs and processes information in a different way, which
distinguishes them from one another.
 Students' reading habits rely on their preferred methods of learning. Students have a wide
range of distinct learning preferences. As a result, it's critical to comprehend and be aware of
students' preferred reading learning styles since these preferences may help pupils in their
academic reading performance. According to Ridyatin (2018) reading is considered a receptive
ability along with hearing, and it is used to obtain information from speech that individuals
receive and perceive. People read for comprehension purposes. In everyday life, they will
encounter several texts to understand. Individuals then interact with the text in relation to
establishing the text's purpose and uncovering messages or information that may be found within
in order to understand a topic or key concept. Therefore, in order to comprehend every text they
will read when learning English, it is essential for people, especially students, to become
proficient in reading comprehension.

Learning reading through the senses

According to Stockdale (2017) for pupils to understand the connection of learning

reading and how they react to it through their senses, the teachers scaffold the material. Students
who have more connections in their brains retain relevant material more effectively. We must
incorporate new knowledge into previously taught categories or patterns in order to make sense
of our experiences. Our brains are ever-changing as we take in new information and new
experiences. When we discover that a child doesn’t respond to and recall information in the
traditional ways, it is important to consider how the brain receives information. All students
benefit from multisensory exercises, which may be used regularly in our classes. To help the idea
endure, it's important to activate many senses simultaneously.

Sight-based exercises by themselves are insufficient; combine them with other exercises.
When a lesson engages numerous senses at once, it enhances and reinforces pupils' weak points.
When under stress, the brain switches into a lower gear, but when given the right kind of
challenge, it learns best. Despite the fact that the book is a new one, the student should feel
accomplished in their reading endeavors. This calls for the teacher and facilitator to have a
thorough understanding of the vocabulary and teaching methods the student is capable of using.
(DePriest, 2021).

The use of the complete brain when reading or writing may be taught to pupils through
even little exercises that utilize several senses. Multisensory exercises can help kids learn to
correlate letters or words with sounds more quickly. An excellent technique to encourage pupils
to read to their potential is by using multimedia activities. These exercises can also aid in the
teaching of higher grades' reading abilities, such as advanced reading comprehension or critical
thinking. For instance, you may have the class take turns reading aloud passages from a book or
textbook to stimulate their auditory and visual senses (Waterford.org, 2019).

Chapter 3

RESEARCH QUESTIONS

This study generally aims to implement innovative sensory activities that will help the
students be more engaged in reading texts and stories in the new educational setting. Its specific
goal was to answer the following questions:

1. What is the learning style of each participant by sorting them through the VARK
Learning Style Model?
2. What sensory activity will fit best and cater to the needs of the student’s learning style as
aligned to the VARK learning style model?
3. How effective are the presented Sensory Activities in increasing the participants’ reading
engagement and literary appreciation in terms of:

a. Their understanding of the literary pieces with the help of sensory activities, and
 b. Their response to each presented activity and which one among the said sensory
activities had been deemed most effective to each of the students’ learning styles.

c. Their increased interest in learning lessons in the English subject

Chapter 4

SCOPE AND LIMITATIONS

Reading skills are a vital part of a student’s cognitive development from their first formal
learning years up to the present since it is a continuous process. However, the effectiveness of
one’s learning style and ability to understand a text has been an underlying issue specifically
based on recent studies that claim an overwhelming decrease in students’ comprehension level
through generation. With this, the focus of this study will be on determining sensory activities
that will help in increasing the reading engagement and literary appreciation of Grade 9 students
at Gen. Emilio Aguinaldo Integrated School- Manila. They will be chosen using the
Convenience Sampling under the Non-Probability Sampling technique and will be grouped
according to their learning style which will be assessed with the use of the VARK Learning
Styles Self-Assessment Questionnaire. Generally, this study aimed to determine the different
learning styles (visual, auditory, read, & kinesthetic) and Grade 9 students’ preferred learning
styles during the Academic Year 2021-2022.

Furthermore, since Grade 9 students are under the Distance Learning Modality, the study
will be conducted only via the Online Modality platform. The reading materials that will be used
in this action research will be derived from the literary pieces of Grade 9 under the 4th Quarter of
Curriculum Guide therefore, the literary pieces that will be given to the participants can be in the
form of poetry, short stories, or novels.

Lastly, the study’s independent variable will be the participants’ learning style and the
dependent variable will be the sensory activities that will fit best in increasing their reading
engagement.

Chapter 5

RESEARCH AND METHODOLOGY

REFERENCES