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ALIGNING TEACHING STYLES TO THE LEARNING STYLES OF STUDENTS IN

TECHNOLOGY AND LIVELIHOOD EDUCATION:

BASIS FOR TEACHING INNOVATION

A Research Proposal
Presented to
Division of Misamis Oriental
Velez St., Cagayan de Oro City

Presented by:

MARY JOY D. SABELLA

TLE Teacher
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Chapter 1

THE PROBLEM

Introduction

Every individual is unique in terms of strengths, weaknesses, personalities and

styles of Learning.

The term “styles of learning” speaks to the understanding that every individual learns

differently. Technically, learning style refers to the preferential way in which a person absorbs,

processes, comprehends and retains information. Some individual understand the process by

following verbal instructions, while others physically manipulate to understand the process

themselves. This idea of individualized learning styles has gained extensive recognition in education

theory and classroom management strategy. Individual learning styles depend on cognitive,

emotional and environmental factors, as well as one’s prior experience. In other words, everyone is

unique. It is important for educators to understand the differences in their students’ learning styles,

so that they can implement best practice strategies into their daily activities, curriculum and

assessments. As gifted children expert Susan Weinbrenner says, "Equality means giving

everyone equal opportunities to learn, not teaching everyone in exactly the same way."

Technology and Livelihood Education in K to 12 curriculums consists of different

fields of Specialization. Each specialization calls for varied competencies such as

comprehension, inferring, presentation, and practical skills. The assessment of students’

academic performance is categorized into three dimensions; 20% of written work; 60% of

performance task, and 20% of quarterly assessment. This subject is guided by specific

objectives on three domains of educational activities or learning (Bloom, et al. 1956):

Cognitive: mental skills (knowledge) Affective: growth in feelings or emotional areas

(attitude or self) Psychomotor: manual or physical skills (skills) or also known as KSAV.

These domains provide students with diverse learning preferences. That is why teaching
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Technology and Livelihood Education employs various activities such as discussion,

brainstorming, concept mapping, role-playing, fieldtrips, games, hands-on activities and the

like. These activities helps learners with individual differences attain the intended learning

outcomes.

The researcher has been teaching Technology and Livelihood Education for more

than 13 years of which 2 years in private school and 11 years in public school. Together

with her colleagues in school who are also teaching TLE but of different specialization, they

find it challenging to address students 'differences especially in the ways of learning. It also

appears to be challenging to them in choosing the best methods and approaches used in

the classroom to help learners keep abreast with the demands of the professional world

ahead.

There are common problems in school that TLE Teachers are concerned about such

as attitudes and motivation of the students. As observed, there are students who shows

lack of interest in attending their TLE Classes. If they are in the classroom, they tend to

behave rudely and perform poorly. Some of them find it difficult to respond to the course

content and classroom dynamics in productive ways.

These might be because of the misalignment of learning preferences of a teacher and

students. Thus, making the teacher and learner failure and frustrated.

By understanding and identifying the student as visual, auditory, reading/writing or

kinesthetic learners, and aligning the overall curriculum with these learning styles, will prove

to be beneficial for the entire classroom. Allowing students to access information in terms

they are comfortable with will increase their academic excellence.

With these, the researcher is eager to determine the relationship of students learning

preference and the teaching styles of TLE teachers to have the basis on the innovative
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teaching styles and programs at Laguindingan National High School. Considering its vitality,

this study should be pursued.

Conceptual and Theoretical Framework

This study focuses on the relationship of the Teachers teaching style and students

learning style that will act as the dependent variable and the respondent’s characteristic,

which will be the independent variables. The academic performance of students differ on

the learning preferences that concurrence on the teaching styles.

Likewise, the different teaching style and learning style will be determined to identify

their relation. Socio – demographic characteristics of respondents include: (1) Students;

Age, Sex, Year level, Parent Educational Attainment, and Parents Monthly Income. (2)

Teacher; Age, Sex, Educational Qualification, and Teaching Experience.

The theory of the study is anchored on the Teaching Styles and Student Learning

Styles. Teachers tailor their teaching style so that it is more congruent with a given students

learning style preference. It is said that a match between teaching and learning style help to

motivate students process of learning. Motivated students are more excited to learn and

participate.

Teachers need to choose appropriate method for their learners. Teachers identify

the five teaching styles such as: delegator, facilitator, demonstrator, and authority Style.

The six (6) learning styles are also identified as: visual, individual, auditory, logical,

kinesthetic, and group Learning Style.

Students learn effectively when there is clear presentation of information in a manner

that match to their favored method of acquiring and processing information. Each student
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has his own and unique learning styles that affects not only on how he learns but also on

his concentration and the way in which he process the presented information from the

lesson.

All learners have individual attributes related to the learning processes. Some people

may rely on visual presentations, others prefer spoken language; still others may respond

better to hands-on activities, some prefer group or individual learning, and others want to be

auditory. It is evident that people learn differently and these differences in learning abound

TLE subject settings. This research led by Joy Reid (1995) who claims that Learning styles

internally based on characteristics of individuals for intake of understanding of new

information. She also categorizes learning styles into six types: visual, auditory, kinesthetic,

tactile, group, and individual.

INDEPENDENT DEPENDENT
VARIABLES VARIABLES

Respondents Characteristics Teaching Styles

Students ● Delegator

Age ● Demonstrator/Model

Sex ● Facilitator

Year level ● Authority Expert

Parent Educational
Dependent Variable
Attainment

Parents Mo. Income

Teachers Learning Styles

● Visual
Age
● Auditory/Musical
Sex
● Tactile
Eduational Qualification
● Kinesthetic/Physical
Teaching Experience
 Group
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Figure 1. Schematic diagram showing the Inter-relationship between the independent

and dependent variable

Statement of the problem

This study will be conducted to determine the amplitude of the relationship of the

learning styles and teaching styles in TLE at Laguindingan National High School during the

school year 2016-2017.

Specifically, this study will seek to answer the following questions:

1. What are the teaching styles of teachers in terms of:

1.2 Delegator ;

1.3 Demonstrator/Model ;

1.4 Facilitator ;

1.5 Authority Expert

2. What are the learning styles of students in terms of:

1.1 Visual;

1.2 Tactile;

1.3 Auditory/Musical;

1.4 Group,

1.5. Individual; and

1.6. Kinesthetic/Physical?

3. How do you compare the teaching styles and learning styles of the respondents?

4. What is the difference between the teaching styles and learning styles of the

respondents in terms of?

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Teachers:

4.1 Delegator ;

4.2 Demonstrator/Model ;

4.3 Facilitator ;

4.4 Authority Expert , and

4.5 Motivator

Students:

1.1 Visual;

1.2 Verbal;

1.3 Auditory/Musical;

1.4 Logical/Mathematical, and

1.5 Kinesthetic/Physical?

5. What is the significant relationship between the teaching styles and learning styles

of the respondents?

Statement of hypothesis

Question number 3 enumerated above is hypothesis – free at 0.05 level of

significance

Significance of the study

This study will determine the relationship of teaching styles of the teacher and

learning styles of the students, findings of the study will be beneficial to the following

entities:

Students: This study will give an idea about the importance of understanding the

nature of their learning style preferences in approximating the competencies in TLE;

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Teachers: This study will provide background information on the bearing of learning

styles to the students’ academic performance. It will also serve as the baseline information

to teach the students effectively;

School Administrator: It gives the school a baseline to have innovative teaching

programs and training for teachers to be fully equipped with teaching styles.

DepEd: This study will be the basis to conduct innovative programs for K to 12 that

help teachers identify the learning preferences of the students prior to the teaching of the

subject matter to motivate students’ process of learning in order to improve their academic

performance.

The future researchers, who will study with relation to this research, can make the

result of the study as references in their analysis of their data to be gathered. The results of

this study will help the K to 12 Program.

Scope and limitations of the Study

This study will determine the extent of relationship between the learning styles and

teachers teaching styles in T.L.E in the secondary level of Laguindingan National High

School for the school year 2016-2017. This is limited to the teaching styles applied by the

teachers in delivering the lessons and learning styles showed by the secondary students.

The teaching styles and learning styles identified in the study, are limited to the

dimensions of the Perceptual Learning Style Preference Questionnaire (Copyright 1984, by

Joy Reid. Explanation of learning styles was adapted from the C.I.T.E. Learning Styles

Instrument, Murdoch Teacher Center, Wichita, Kansas 67208).

In this descriptive research study, the collection of data is limited only to the

responses of students in the questionnaire. The respondents of the study come from the
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two (2) TLE secondary grade levels (Grade 9 and Grade 10) of Laguindingan National High

School.

Definition of terms

The following are the definitions of significant terms that provide a common

reference and understanding of the concepts used in the study.

Learning Styles- refers to the preference of the students where they best learn.

Either the learners learn visual, tactile, group, individual, or through hearing or through

manipulating something.

Teaching Styles– Instructors develop a teaching style based on their beliefs about

whatconstitutes good teaching, personal preferences, their abilities, and the norms of the

particular discipline.

A particular pattern of needs, beliefs, and behaviors that teachers display in the

classroom.

Visual Learning Style– You learn well from seeing words in a book, on the

chalkboard, and in workbooks. You remember and understand information and instructions

better if you read them. You don’t need as much oral explanation as an auditory learner and

you can often learn alone with a book. You should take notes of lectures and oral directions

if you want to remember the information.

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Auditory Learning Style- You learn from hearing words spoken and from oral

explanations. You may remember information by reading aloud or moving your lips as you

read, especially when you are learning new material. You benefit from hearing audio tapes,

lectures, and class discussion. You benefit from making tapes to listen to, by teaching

other students, and by conversing with your teacher.

Kinesthetic Learning Style- You learn best by experience, by being involved

physically in classroom experiences. You remember information well when you actively

participate in activities, field trips, and role-playing in the classroom. A combination of

stimuli-for example, an audio tape combined with an activity-will helps you understand new

material. Verbal Learning Style-The verbal learner is someone who prefers using words,

both in speech and in writing to assist in their learning. They make the most of word based

techniques, scripting, and reading content aloud.

Logical Learning Style-The people who prefer using logic, reasoning, and

“systems” to explain or understand concepts. They aim to understand the reasons behind

the learning, and have a good ability to understand the bigger picture.

Tactile Learning Style- You learn best when you have the opportunity to do “hands-

on” experiences with materials. That is, working on experiments in a laboratory, handling

and building models, and touching and working with materials provide you with the most

successful learning situation. Writing notes or instructions can help you remember

information, and physical involvement in class related activities may help you understand

new information.
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Group Learning Style- You learn more easily when you study with at least one

other student, and you will be more successful completing work well when you work with

others. You value group interaction and class work with other students, and you remember

information better when you work with two or three classmates. The stimulation you

receive from group work helps you learn and understand new information.

Individual Learning Style- You learn best when you work alone. You think better

when you study alone, and you remember information you learn by yourself. You

understand new material best when you learn it alone, and you make better progress in

learning when you work by yourself.

Minor Learning Styles- In most case, minor learning styles indicate areas where

you can function well as a learner. Usually a very successful learner can learn in several

different ways.

Negligible Learning Styles- Often, a negligible score indicates that you may have

difficulty learning in that way. One solution may be to direct your learning to your stronger

style. Another solution might be to try to work on some of the skills to strengthen your

learning style in the negligible area.

Authority, or lecture style - The authority model is teacher-centered and frequently

entails lengthy lecture sessions or one-way presentations. Students are expected to take

notes or absorb information.

Demonstrator, or model style - The demonstrator retains the formal authority role

while allowing teachers to demonstrate their expertise by showing students what they need

to know.

Facilitator, or activity style - Facilitators promote self-learning and help students

develop critical thinking skills and retain knowledge that leads to self-actualization.
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Delegator, or group style - The delegator style is best-suited for curriculum that

requires lab activities, such as chemistry and biology, or subjects that warrant peer

feedback, like debate and creative writing.

Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter reviews some of the research studies and literature which are

considered relevant to the Teaching and Learning Styles. The teaching styles of a teacher

and learning styles of students are explored to find out their relationship.

Related Literature and Studies in Foreign Setting

A numerous readings had been made to make the research study significant and

valuable to the researcher. Theories and studies from foreign setting provide details and
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evidences on the concurrence of teaching and learning style to motivate student’s process

of learning. The researcher theorizes the relationship of teaching style and learning style

as to have effective learning occurs.

Learning differences, Sternberg maintains, are not due solely to differences in ability.

Learning styles are directly related to how students achieve in school. Sternberg states that

most people are flexible in their use of different learning styles and can adapt with varying

degrees of success to different learning situations.

Matching learning styles: However, different teaching methods, test formats and

assignments are better suited to some styles than to others. Students generally do better

on an assignment when it matches their preferred style of thinking and learning.

Students tend to gravitate towards learning activities that are compatible with their style

of learning, just as teachers tend to plan activities compatible with their styles. These styles

do not always match. Sternberg believes that the degree of similarity between the teacher’s

and the students’ thinking styles profoundly affect both the teacher’s perception of the

student and the student’s perception of the teacher.

Sternberg thinks that many educators are understandably confused by the term

‘learning style’ because it has been used to mean many different things. Sternberg has his

own theory of learning style, which he refers to as a thorty of ‘mental self-government’ in

which three factors – function, scope and form – each contributes to the way a student

learns.

He writes that just as governments carry out legislative, executive and judicial functions,

so does the mind. The legislative function is concerned with creating, formulating, imagining

and planning. The executive function is concerned with implementing and with doing. The
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judicial function is concerned with judging, evaluating and comparing. Sternberg believes

that in each person, one function tends to be dominant.

Sternberg also stresses that any subject can be taught in a way that is compatible with

any learning style. A literature lesson, for example, can involve putting oneself in the place

of an author or character to imagine what will happen (legislative function), or it might

involve a short answer test on factual material (executive function), or an essay test which

requires interpretation of events or evaluation of consequences (judicial function).

Sternberg states that people are more motivated and perform better on activities that

match their learning styles. Therefore, it is important for teachers to be aware of their

students’ preferred styles in order to take advantage of opportunities for student learning.

Sternberg reminds us that when students reject or do poorly on an assignment, we should

not necessarily assume that they are unmotivated or lack ability. Instead, he writes, we

must continually bear in mind that if a particular student seems unmotivated or slow, the

student may simply have a very different thinking style than ours.

Internal or external orientation in learning: Sternberg also cautions us to be aware of a

natural bias toward our own personal style in order to avoid unconsciously penalizing

students who do not match us in learning style. Sternberg’s goal for himself and other

educators is to expand the repertoire of teaching techniques to meet the needs of a

population of students with a variety of styles. To do so, we must be more flexible and we

must be able to offer a greater variety of learning activities in our classrooms.

Scope is another aspect of learning style which must be considered when developing

appropriate teaching activities. Scope refers to either an internal or external orientation in a

person’s learning. An ‘internal’ orientation means that the student (or teacher) prefers

individual, independent assignments, whereas an ‘external’ orientation refers to people who

prefer group or collaborative activities. If an internally oriented student is placed in the

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classroom of a teacher who is strongly externally oriented or vice versa, the student can

feel like a fish out of water.

Forms of self-government: Just as functions of mental self-government resemble, in

Sternberg’s theory, the branches of government, so the forms of government – monarchic,

hierarchic, oligarchic or anarchic – are analogous to forms of mental self-government.

In the monarchic form, a single goal or way of doing things pre-dominates people who

are oriented in this way ten to focus single-mindedly on one goal or task at a time.

The hierarchic form allows for multiple goals with different priorities. Students with

hierarchic forms of mental self-government are able to prioritize and be systematic in

completing class assignments and solving problems.

The oligarchic form allows for multiple goals also, but here each goal is of equal

importance. Students who function in this manner have difficulty prioritizing. Competing

goals can keep them from completing assignments.

For individuals who have anarchic thinking styles, rules and procedures are a problem.

They tend to perform best when tasks and situations are unstructured and when problems

are most readily solved by insights that are innovative. Teachers with this thinking style

often teach in alternative schools. Students who function anarchically tend to seem

intolerant of rules and resist authority.

School styles: Schools, in general, exhibit a preferred style as well. They tend to reward

students who exhibit an executive/hierarchic style. Virtually all standardized tests involve

the kind of thinking typical of the executive style.

Schools tend to reward styles that are effective in the school setting, but not necessarily

styles that are important in the workplace or in an unknown future world. We reward those

students whose styles make them good consumers of the knowledge we teach. We usually
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do not encourage students who may have styles that will enable them to become producers

of knowledge in the future.

As teachers, we have our own preferred styles and we unwittingly reward students

whose styles match our own and can sometimes judge negatively those students whose

styles differ from ours. Students whose styles correspond to our own can appear brighter

than the rest, even though the difference is due to style rather than intellectual ability.

Few people rely solely on one style, but some people are more flexible than others in

switching between styles. Teachers who adhere rigidly to one style are not likely to reach

the majority of their students.

On the other hand, a teacher cannot be expected to use a mode of teaching or testing

that matches each student’s preferred style. Nevertheless, educators, according to

Steinberg, should be able to understand a student’s style and be able to use it as a point of

entry to motivate or to teach a concept to a student who is having difficulty in class.

Teachers can also help students to recognize and capitalize on their stylistic strengths,

as well as help them to develop the ability to move more easily between styles.

Steinberg urges us to encourage students’ learning styles that might pay off in the

future. Without understanding learning styles, we risk teaching in ways that are

educationally ineffective or even counterproductive. By providing a variety of activities that

match different learning styles, we will enable a greater number of students to demonstrate

their intellectual ability and to experience success in our classrooms.

Howard Gardner states to integrate educational theories, teaching strategies, and other

pedagogic tools in meaningful and useful ways to better address the needs of students.

Gardner himself asserts that educators should not follow one specific theory or educational
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innovation when designing instruction but instead employ customized goals and values

appropriate to their teaching and student needs. Addressing the multiple intelligences and

potential of students can help instructors personalize their instruction and methods of

assessment.

David A. Kolb's model is based on his experiential learning model, as explained in his

book Experiential Learning. Kolb's model outlines two related approaches toward grasping

experience: Concrete Experience and Abstract Conceptualization, as well as two related

approaches toward transforming experience: Reflective Observation and Active

Experimentation. According to Kolb's model, the ideal learning process engages all four of

these modes in response to situational demands; they form a learning cycle from

experience to observation to conceptualization to experimentation and back to experience.

In order for learning to be effective, Kolb postulated, all four of these approaches must be

incorporated. As individuals attempt to use all four approaches, they may tend to develop

strengths in one experience-grasping approach and one experience-transforming approach,

leading them to prefer one of the following four learning styles. Kolb's model gave rise to

the Learning Style Inventory, an assessment method used to determine an individual's

learning style. According to this model, individuals may exhibit a preference for one of the

four styles — Accommodating, Converging, Diverging and Assimilating — depending on

their approach to learning in Kolb's experiential learning model.

Constructivism (Founded by Jean Piaget),emphasizes the importance of the active

involvement of learners in constructing knowledge for themselves. Students are thought to

use background knowledge and concepts to assist them in their acquisition of novel

information. When such new information is approached, the learner faces a loss of

equilibrium with their previous understanding which demands a change in cognitive

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structure. This change effectively combines previous and novel information to form an

improved cognitive schema. Constructivism can be both subjectively and contextually

based. Under the theory of radical constructivism, coined by Ernst von Glasersfeld,

understanding relies on one's subjective interpretation of experience as opposed to

objective "reality". Similarly, William Cobern's idea of contextual constructivism

encompasses the effects of culture and society on experience.

Constructivism has many varieties such as active learning, discovery learning,

and knowledge building, but all versions promote a student's free exploration within a given

framework or structure. The teacher acts as a facilitator who encourages students to

discover principles for themselves and to construct knowledge by working answering open-

ended questions and solving real-world problems. To do this, a teacher should encourage

curiosity and discussion among his/her students as well as promoting their autonomy. In

scientific areas in the classroom, constructivist teachers provide raw data and physical

materials for the students to work with and analyze. (https://en.wikipedia.org/

wiki/Learning_theory_(education)#Gestalt_Theory).

The theory of multiple intelligences is a theory of intelligence that differentiates it into

specific (primarily sensory) 'modalities', rather than seeing intelligence as dominated by a

single general ability. This model was proposed by Howard Gardner in his 1983

book Frames of Mind: The Theory of Multiple Intelligences. Gardner articulated eight criteria

for a behavior to be considered intelligence. These were that the intelligences showed:

potential for brain isolation by brain damage, place in evolutionary history, presence of core

operations, susceptibility to encoding (symbolic expression), a distinct developmental

progression, the existence of savants, prodigies and other exceptional people, and support

from experimental psychology and psychometric findings.

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Gardner chose eight abilities that he held to meet these criteria: musical–

rhythmic, visual–spatial, verbal–linguistic, logical–mathematical, bodily–kinesthetic,

interpersonal, intrapersonal, and naturalistic. He later suggested

that existential and moral intelligence may also be worthy of inclusion. Although the

distinction between intelligences has been set out in great detail, Gardner opposes the idea

of labeling learners to a specific intelligence. Gardner maintains that his theory of multiple

intelligences should "empower learners", not restrict them to one modality of learning.

According to Gardner, intelligence is "a biopsychological potential to process information

that can be activated in a cultural setting to solve problems or create products that are of

value in a culture (https://en.wikipedia.org/ wiki/Theory_of_multiple_intelligences).

According to JenneferLauria (2010), students experience a plethora of teaching

styles and pedagogical techniques throughout their years of schooling. The vast body of

quality experimental studies regarding the effects of matching students’ individual learning

styles with complementary instructional methods consistently evidenced positive results.

However, at some point during their educational careers, many students have found

themselves in classrooms where the teaching strategies did not match their learning-style

strengths. In such scenarios, the degree to which learners mastered effective homework

techniques and study skills determined how well they adapted to and overcame what

potentially could have been devastating situations for them. In essence, these students

differentiated instruction for themselves. However, if more learners were taught how to

study and complete homework assignments effectively using their unique learning style

strengths, adapting and teaching themselves the content would come more readily when

teaching and learning styles do not match. (KAPPA DELTA PI RECORD FALL 2010)
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Donna Walker Tileston (2010). Stated the some of the Ten Best Teaching Practices”

which are; constructing knowledge through higher- level thinking processes. – Critical

thinking, creative thinking and problem solving should be encouraged and rewarded. –

Inductive thinking skills such as distinguishing cause and effect and making inferences. –

Deductive thinking skills such as logic.

Collaborative learning is an integral part of the classroom. – The US Department of

Labor puts collaborative skills right up there with math and reading. – Students should be

provided numerous opportunities to work together to practice the learning, to develop

concepts, to discuss ideas, and to produce quality products.

Bridging the gap between all learners, regardless of race, socioeconomic status, sex,

or creed. – Teachers will use direct teaching techniques to help provide cognitive structures

where none exists. – The climate in the classroom will be, at all times, a supportive and

nurturing one where building relationships is a priority and where there will be no hidden

agendas.

Evaluating learning through a variety of authentic assessments. – Independent

projects, experiments, and complex problem solving are some of the ways this can be

accomplished.

In-depth understanding that leads to real- world practices. – We must look at

relevance and how it applies to learning. (How are we ever going to use this?) – Depth of

understanding will be evident through journals, products, and written materials, and a part

of the assessment will be the student’s ability to tie the learning to real-world situations.

Seamless integration of technology for high- quality instruction. – Schools should

place a priority on providing technology tools to everyone. – Includes both instructional

technology, which deals with creating an optimum teaching and learning environment, and

educational technology which deals with technology literacy. – Emphasis should be on

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productivity tools not expensive drill-and-practice software. – Student products should

reflect the use of those tools.

Fairhurst, Alice M. stated that whole range of teaching techniques addressing the

personality needs of different students, Effective Teaching, Effective Learning will prove an

invaluable aid to classroom teachers, parents, school psychologists, counselors,

administrators, and all those concerned with contemporary educational issues. Filled with

easy-to-implement suggestions, this book clarifies the strengths and weaknesses of

different teaching and learning styles; helps teachers get more satisfaction out of teaching

by identifying new ways to reach the various learning styles of their students; matches each

type of learner with the teaching approaches and materials most likely to work for them; and

provides specific steps for handling conflict, discipline, and academic and interpersonal

issues.

AKIBA (2012) finds out that middle school teachers spend the greatest amount of

time involved in teacher collaboration, professional development programs, and individual

learning activities. In addition, teachers in high-poverty and ethnically diverse districts tend

to spend more time in formal learning activities such as professional development

programs, teacher collaboration, and mentoring/coaching than do teachers in wealthier and

less diverse districts. To promote a greater level of teachers’ participation in shared learning

activities, it is important for district and school administrators to offer professional learning

activities that meet teachers learning needs for understanding students mathematical

knowledge and thinking.

Katsioloudis and Fantz (2012), beliefs that learning styles are personal qualities that

influence the way students interact with their learning environment, peers, and teachers.

They reported four learning style dimensions: sensing learners (concrete, practical, oriented

towards facts and procedures) or intuitive learners (conceptual,, innovative, oriented

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towards theories and meanings); visual learners (prefer visual representations – pictures,

diagrams, flow charts) or verbal learners (prefer written and spoken explanations); active

learners (learn by trying things, working with others) or reflective learners (learn by thinking

things through, working alone); and sequential learners (learn in small incremental steps,

linear, orderly) or global learners (learn in large leaps, holistic, systems thinkers (cited from

Felder, 1996, p. 19.) Katsioloudis and Fantz (2012) stated that teachers who adapt their

teaching style to include both poles of each of the given learning style dimensions should

come close to providing an optimal learning environment for most, if not all, students in a

class. Matching teaching strategies to a student’s preferred learning style is likely to

promote understanding and retention of information.

Related literature and studies in foreign settings shows the importance of knowing

the learning preferences of the learners that motivate in the process of learning. It

considered the individual differences of a learner and how they behave and response

learning, the previous learning of an individual learner is identified for an effective learning.

The literature and studies helps this study improve the analysis of its findings with theories

on the teaching style and learning style.

Related Literature and Studies in Local Setting

The researcher reviews studies in local setting displayed at Cagayan de Oro

College-PHINMA Education Network and Xavier University, Ateneo de Cagayan. The

studies discuss how teaching styles match with the learning styles of students. The study of

the relationship of teaching and learning styles gives utmost important on checking or

reviewing effective method of teaching and strategies.

Diango S. (2016) concluded in her research on Differentiated Instruction: A revisit of

teaching and learning styles in secondary schools, that teachers need to understand the

teaching – learning practices that recognize individual differences, including learning styles.
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Teachers being self-reflective and explicit about the role of learning style can make

teaching more rewarding and enhance students learning at the same time. Each student

has his own unique learning styles that affect not only how he learns, but his concentration

and the way he processes the presented information. Teachers need to recognize the

different learning styles of students as bases for their approach in delivering lessons using

Differentiated Instruction approach. It is difficult for the teachers to use Differentiated

Instruction without giving considerations on the learning styles of students. Hence, an

intervention plan was developed to address the mismatched teaching styles and learning

styles.

Enriquez (2009) considers learning styles as predictors of the academic performance

in the secondary school. He states that there is a relationship between the learning styles of

the learners on their academic performance. Prior to the discussion or lecture in class,

teachers must consider the learning styles of the students in order to provide methods or

strategies that are suitable for them. He affirms that students learn in a way of which they

are interested. The result of his study shows that teachers who conduct classes upon the

learning styles or preferences of the students are more effective than those who are not

considering students learning styles.

Related literature and studies in local settings focus on the identification of teaching

styles and learning styles, students learning preference, the effect of the mismatch teaching

and learning style. This will help the researcher on the study of the relationship of teaching

styles and students learning style that will be conducted in Laguindingan National High

school grade 9 and grade 10 TLE students and teachers.

 24

Chapter III

RESEARCH METHODOLOGY

This chapter presents the methods, research design, the Research Setting, the

respondents of the study, the research instruments used, categorization of variables, Data

gathering Instruments, the data gathering procedures, Scoring Procedure and the statistical

treatment for the analysis.

Research Design

This study will use the descriptive-correlation method as this is considered the most

appropriate for the study. The teaching and learning styles of the respondents will be
 25

described. It involves the description, recording analysis and interpretation of conditions in a

particular problem. It often involves comparison and contrast.

The descriptive method is used to describe, analyze and interpret the data reinforced

with qualitative approach like data analysis. It helps the researcher gather information about

the topic and provides insights into the problem and depicts the participant’s responses

towards the study. Survey questionnaires for TLE teachers in grade 9 and 10 in

Laguindingan National High School and Learning Styles Inventory for TLE students in the

same grade level and school are from Joy Reid Perceptual Learning Style Preference .

Descriptive research addresses the “what” question for this study as raised in the

statement of the problem. The description is use to discuss the meaning of the mean and

standard deviation and other statistical calculations.

Research Environment

This study will be conducted in the grade 9 and grade 10 TLE students of Laguindingan

National High School.

Laguindingan, was once a sitio of Alubijid under the municipality of Cagayan de Oro. The

first Barrio Teniente was Mariano Salcedo (from Kauswagan, Cagayan de Oro) which was

appointed by the Alcalde de Cagayan. The barangays that joined the move for township

was known as the Sulawan Block namely: Kibaghot, Sinai, Mauswagon, Moog, Gasi,

Aromahon, Tubajon, Sambulawan, Lapad and Liberty. On June 23, 1963 through House

Bill No. 5612, President Diosdado Macapagal signed RA 3824, creating the municipality of

Laguindingan.
 26

According to the Philippine income classification for provinces, cities and

municipalities, Laguindingan is a fourth class municipality in the Province of Misamis

Oriental on the Mindanao island, southern part of the Philippines. According to the 2010

census, it has a population of 21,822 people. Most notable landmark is the Laguindingan

Airport, located between Cagayan de Oro City and Iligan City. By Land, Habal-habal is the

most popular land transportation in town. By air, Laguindingan Airport is the air

transportation in town.[5] The new airport is in barangay Moog, Laguindingan, and is

expected to become a major hub for export of agricultural and trade products, and for the

import of tourists to the areas around Cagayan De Oro and Iligan City. There are plans by

the Philippine National Railways to connect Laguindingan to Cagayan de Oro city.

Laguindingan District has eleven (11) elementary schools: Laguindingan Central

School, Aromahon Elementary School, Gasi Elementary School, Kibaghot Elementary

School, Lapad Elementary School, Liberty Elementary School, Mauswagun Elementary

School, Moog Elementary School, Sambulawan Elementary School, Sinai Elementary

School, Tubajon Elementary School and (2) secondary school: Laguindingan National High

School and Kibghot National High School.

This study is conducted and focused in the Laguindingan National High School of

Laguindingan District because it is accessible and manageable hence the researcher is

currently teaching in Laguindingan National High School, from where the mismatched of

teaching and learning styles were observed.

 27

Figure 2

Map of LaguindinganMisamis Oriental

Respondents

The respondents of the study will be the 9 th grade and 10th grade students of

Laguindingan National High School.

Teacher respondents will be the TLE teachers of 9 th and 10th grade students to be

the basis of identifying the teachers’ teaching styles.

There are 9 TLE teachers from grade 9 and grade 10 levels. While number of

student-respondents from 9thgrade were limited to 141 students and there were 135

students from 10th grade since the total population is large equivalent to 836.

The stratified random sampling was used to obtain the desired number of

respondents. The sample size was determined by the Slovin’s formula.

 28

Table A.

Respondents of the Study

Students
Laguindungan National Number of Sample
Teachers Populatio
High school Respondent’s
n

9th grade 428 141

9
10th grade 408 135

Total 9 836 276

Research Instrument
 29

A survey questionnaire will be use in the study. Modified from Perceptual Learning

style Preference instrument was used for the research questions number 1. It will be use to

identify the different teaching styles adopted by the teachers in the secondary school of

Laguindingan National High School. Through this instrument, the researcher finds out the

kind of teaching styles that teachers are using in their classes.

It is consisted of teaching styles such as Delegator, Facilitator, Demonstrator or model style

and Authority or lecture style but it will correlate in terms of learning style such as visual,

auditory, tactile, kinesthetic, group, and individual. The test consists of forty (40) items.

Each item consist of 5 choices, represents by Strongly Agree (SA), Agree (A), Undecided

(U), Disagree (D) and Strongly Disagree (SD) that corresponds to the interest of the

teacher-respondents.

The Perceptual Learning Style Preference will be use to collect data for research

question number 2. It is an instrument adapted from the research experts. There are 40

items for the learning styles which is divided into 6 groupssuch as visual, auditory, tactile,

kinesthetic, group, and individual for every qualification of the teaching styles.

Research question number 2 is a standard instrument based on the Reid Perceptual

Learning style Preference. The test consists of forty (40) items. Each item consist of 5

choices, represents by Strongly Agree (SA), Agree (A), Undecided (U), Disagree (D) and

Strongly Disagree (SD) that corresponds to the interest of the student-respondents.

Research question number 3, descriptive instrument will be use in identifying the

significant relationship of teaching styles and learning styles. It addresses on how teaching

styles should match the learning styles. These give insights and ways for improvement of

the teachers in the secondary schools of Laguindingan National High School.

 30

Categorization of variables

The following are the categories of the variables to facilitate analysis and

interpretation of the gathered data.

A. Respondents

Students:

Age

14 years old 17 years old

15 years old 18 years old

16 years old 19 years old

Sex

Male Female

Parents Educational Attainment

Mother

Elementary Level High School Graduate

Elementary graduate College Level

High School Level College Graduate

Father

Elementary Level High School Graduate

Elementary graduate College Level

High School Level College Graduate

Parent’s Monthly Income

Mother
 31

5,000 and below 20,000 and below

10,000 and below 25,000 and below

15,000 and below 25,000 and up

Father

5,000 and below 20,000 and below

10,000 and below 25,000 and below

15,000 and below 25,000 and up

B. Teachers

Age

21-25 years old 36-40 years old

22-30 years old 41-45 years old

31-35 years old 46-up years old

Sex

Male Female

Educational Qualification

Bachelor’s Degree Master’s Degree

Units in Master’s Degree Units in Doctoral Degree

CAR Doctorate

Teaching Experience

3 years and below 15 years and below

6 years and below 20 years and below

10 years and below 21 years and up

Attitude toward: Teaching and Learning Styles

 32

5- Strongly Agree (SA)

4- Agree (A)

3- Undecided (U)

2- Disagree (D)

1- Strongly Disagree (SD)

Interpretation: Scale Range Description

4.21 – 5.00 Strongly Agree

3.41 – 4.20 Agree

2.61 – 3.40 Undecided

1.81 – 2.60 Disagree

1.00 – 1.80 Strongly Disagree

Data gathering procedure

A permit to conduct this study will be first obtain from the principal of the chosen

school. The permit was presented to the school heads. During the visit, the teachers were

informed about the process of distributing the questionnaires and were able to set schedule

for the students-respondents. After informing them, the teacher-respondents were given

questionnaires.

On the scheduled date for the data gathering of grade 9 and grade 10 students, the

researcher administered the survey during class hours. Instructions for answering the

survey was explained and interpreted in local dialect by the researcher. Immediately after

answering the questionnaire, it was then collected together with the instrument which was

answered by teachers and was endorsed to the statistician.

 33

Statistical treatment

The data gathered from the study will be collected, tabulated, analyzed and

interpreted using statistical procedures. For better and interpretation of data, statistics like

percentage mean and standard deviation are used. The scoring procedure of Reid

Perceptual Learning Style Preference of Learning Style likewise will be utilized.

Computation of descriptive such as percentage, mean and standard deviation will be

employed to describe the variables in this study. These are the following:

1. Percentage will be use to describe the profile of the students such as age, sex,
year level, parent educational attainment, and parents monthly income. For the
teacher will be age, sex, Emotional Qualification (E.Q), and teaching experience.
2. Mean and Standard Deviation will be utilized to determine the major, minor and
negligible of teacher teaching styles and students learning styles in TLE subject.
3. Pearson Product Moment Correlation will be use to establish significant

relationship of Teachers Teaching Style and Students Learning Style in the TLE

subject.

I. Student Learning Style

Direction: Please put check mark [ / ] on the space provided for the answer that reflects
your choice based on the given choices/scale.

I. Students Profile

Students:

Name (optional) ______________________________________________

Age:

( ) 14 years old ( ) 17 years old

( ) 15 years old ( ) 18 years old

( ) 16 years old ( ) 19 – up years old

Sex
 34

( ) Male ( ) Female

Parents Educational Attainment

Mother

( ) Elementary Level ( ) High School Graduate

( ) Elementary graduate ( ) College Level

( ) High School Level ( ) College Graduate

Father

( ) Elementary Level ( ) High School Graduate

( ) Elementary graduate ( ) College Level

( ) High School Level ( ) College Graduate

Parent’s Monthly Income

Mother

( ) 5,000 and below ( ) 20,000 and below

( ) 10,000 and below ( ) 25,000 and below

( ) 15,000 and below ( ) 25,000 and up

Father

( ) 5,000 and below ( ) 20,000 and below

( ) 10,000 and below ( ) 25,000 and below

( ) 15,000 and below ( ) 25,000 and up

Attitude toward: Teaching Styles

 35

5- Strongly Agree (SA)

4- Agree (A)

3- Undecided (U)

2- Disagree (D)

1- Strongly Disagree (SD)

(Copyright 1984, by Joy Reid.Explanation of learning styles was adapted from the C.I.T.E.
Learning Styles Instrument, Murdoch Teacher Center, Wichita, Kansas 67208 )

PERCEPTUAL LEARNING STYLE PREFERENCE QUESTIONNAIRE

Legend: 5 – Strongly Agree 4 – Agree 3 – Undecided

2 – Disagree 1 – Strongly Disagree

Indicators 5 4 3 2 1

1. When the teacher tells me the instructions I

understand better.
2. I prefer to learn by doing something in class.

3. I get more work done when I work with others.

4. I learn more when I study with a group.

5. In class, I learn best when I work with others.

 36

6. I learn better by reading what the teacher writes

on the chalkboard.
7. When someone tells me how to do something in
class, I learn it better.
8. When I do things in class, I learn better.

9. I remember things I have heard in class better

than things I have read.
10. When I read instructions, I remember them
better.
11. I learn more when I can make a model of
something.
12. I understand better when I read instructions.

13. When I study alone, I remember things better.

14. I learn more when I make something for a class

project.
15. I enjoy learning in class by doing experiments.

16. I learn better when I make drawings as I study.

17. I learn better in class when the teacher gives a

lecture.
18. When I work alone, I learn better.

19. I understand things better in class when I

participate in role-playing.
20. I learn better in class when I listen to someone.

21. I enjoy working on an assignment with two or

three classmates.
22. When I build something, I remember what I have
learned better.
23. I prefer to study with others.

24. I learn better by reading than by listening to

someone.
25. I enjoy making something for a class project.

26. I learn best in class when I can participate in

related activities.
27. In class, I work better when I work alone.

28. I prefer working on projects by myself.

29. I learn more by reading textbooks than by

listening to lectures.
30. I prefer to work by myself.
 37

I. Teacher Teaching Style

Direction: Please put check mark [ / ] on the space provided for the answer that reflects

your choice based on the given choices/scale.

II. Teachers Profile

a. Name (optional) ____________________________________________

b. Age:

( ) 21 - 25 years old ( ) 36 – 40 years old

( ) 26 - 30 years old ( ) 41 – 45 years old

( ) 31 - 35 years old ( ) 46 – up years old

c. Sex:
 38

( ) Male ( ) Female

d. Educational Qualification

( ) Bachelor’s Degree ( ) Master’s Degree

( ) Units in Master’s Degree ( ) Units in Doctoral Degree

( ) CAR ( ) Doctorate

e. Teaching Experience

( ) 3 years and below ( ) 15 years and below

( ) 6 years and below ( ) 20 years and below

( )10 years and below ( ) 21 years and up

Attitude toward: Teaching Styles

5- Very Often (VO)

4- Often (O)

3- Sometimes (S)

2- Hardly Ever (HE)

1- Never (N)

A. MODEFIED PERCEPTUAL TEACHING STYLE QUESTIONNAIRE

Legend: 5 – Very Often 4 – Often 3 – Sometimes

2 – Hardly Ever 1 – Never

When I teach my class, I would be most likely 5 4 3 2 1

to:
 39

1. Give instruction to the students clearly.

2. Let students do some work in class to learn.

3. Let the student together with his companions

do the work/activity.
4. Engage students in group study.

5. Allow students to work with others.

6. Use Highly Formatted texts with bold-faced

section titles, outlines, and graphically
pleasing layout in my lesson
7. Use PowerPoint stories and audio narrative
in my lesson.
8. Engage students to do things like walking
review or reciting to learn.
9. Give lectures and talks of the lesson.

10. Uses highlighted or color text or underline

text for giving instructions.
11. Let students make a model of something like
project.
12. Give instructions in a piece of sheets in a
colored text.
13. Give individual study reports to students.

14. Give a class project to the students.

15. Give a class experiments to the students.

16. Let the students draw the tools and materials

needed in electricity repair.
17. Give facts and information through lecture.

18. Give individual work/activity to students.

19. Engage students in role-playing activities.

20. Engage students on audio-conferences and

interviews.
21. Engage students in a group assignment
activity.
22. Give students a hands-on experiment in TLE
subject.
23. Pair or form students into small groups to
exchange ideas or address a set question.
24. Outline the information that is contained in
the textbook to create a mind-map
 40

25. Let students make something for a class

project.
26. Let the students to participate in related
activities.
27. Let students work alone for their individual
activities to be done.
28. Let students work their projects by
themselves.
29. Give the students reading textbooks to
address set questions.
30. Give students activity individually.

REFERENCES

A. Books

 Kolb, David A. (2015) [1984]. Experiential learning: experience as the source of

learning and development (2nd ed.). Upper Saddle River, NJ: Pearson

Education.ISBN 9780133892406. OCLC 90981584.

Gardner, H. (2011). Frames of mind: The theory of multiple intelligences. Basic books.

Rebecca L. Oxford (2013).Teaching & Researching: Language Learning Strategies.

 41

Routledge 2013, Taylor and Francis Group, London and Newyork. ISBN

1317878000, 9781317878001.

Alice M. Fairhurst (1995), Effective Teaching, Effective Learning: Making the Personality

Connection in Your Classroom, 1995 Distributed Product, 328 pages Paperback,

ISBN 0-89106-078-2.

Borich, G.D. (2010).Effective Teaching Methods: Research-Based Practice (8 th

Edition) 8th Edition

Donna Walker Tileston (2010). Ten Best Teaching Practices: How Brain Research and

Learning Styles Define Teaching Competencies (3 rd Edition)

B. Periodicals / Journals

Laurie, J. (2010). Differentiation through learning- style responsive strategies.

Kappa Delta Pi Record, 47(1), 24-29. Retrieved from EBSCOhost database.

Katsioloudis, P., and Fantz, T. (2012). A Comparative Analysis of Preferred Learning

and Teaching Styles. Journal of Technology Education.

Lauria, Jennifer (2010), Differentiation through Learning-Style Responsive

Strategies.Kappa Delta Pi Record, v47 n1 p24-29 Fall 2010

Akiba, M. (2012). Professional learning activities in context: A statewide survey of

middle school mathematics teachers. Education Policy Analysis Archives,

 42

20 (14), 1-20.

C. Unpublished Work

Enriquez, H.L.Y. (2009). Learning Styles as Predictors of the Academic Performance

Sophommore Students Of Saint joseph Institute of Teachnology. Thesis (M.A) –

Xavier University, Cagayan de Oro City.

Diango, S.B. (2016). Differentiated Instruction: A Revisit of Teaching and Learning

Styles in Secondary Schools. Thesis (M.A) – Phinma COC Cagayan de Oro City.

Sumaya, M. B (2015). The Effect of Differentiated Instruction on Student Performance

in Science. Thesis (M.A) – Phinma COC Cagayan de Oro City.

D. Website / Internet

http://www.edutopia.org/blog/5-highly-effective-teaching-practices-rebecca-alber

Businessballs.com (2009). Howard Gardner’s multiple intelligences.

http://www.businessballs.com/howardgardnermultipleintelligences.htm

Center of Teaching and learning Excellence.The University of UTAH.

http://web.utah.edu/taresources/Teaching%20Styles.htm

Overview of Learning Styles. http://www.learning-styles-online.com/overview/

Teach Make Difference. https://teach.com/what/teachers-teach/learning-styles/

LDPride.net. http://www.ldpride.net/learningstyles.mi.htm

https://www.teachervision.com/teaching-methods-and-management/curriculum-planning/

4627.html
43