1. What is the purpose of your research?

(MAE)
The purpose of our research is to help both the students and teachers in HUMSS-Samuel. The
teacher provides learning styles that are very helpful and effective to all of the students in
HUMSS-Samuel whether the students have their preferences in the learning styles that they use.

2. What problem prompted you to propose this research?

(DARLENE)
The problem Is many students of HUMSS-Samuel didn’t catch up to the lesson, some teachers
call surprisingly random students who can’t understand the lesson. Every student has their
knowledge and how they can adapt it but there are times they didn’t get the lesson so we conduct
this study for the reason that is to help the teacher with what they use learning styles use often so
that the students participate and learn to the teacher’s lesson.

3. What possible contribution can this study yield? (DANICA)

I think the possible contribution can our study yield is to (1) to provide the students and teacher
with the best learning style that can be utilized for the student in HUMSS-Samuel (2) so that the
students in HUMSS-Samuel can more focus on the lesson (3) and the job of the teacher can’t be
that hard to implement the knowledge to the student. (4) both the teacher and students enhance
their teaching skills and learning skills.

4. What theory can you anchor this study?

This research used three instruments derived from experiential learning theory—the Learning
Style Inventory, the Adaptive Style Inventory, and the Learning Skills Profile—to test hypotheses
about differences between balanced and specialized learning styles in a sample of 198 part-time
and full-time MBA students. Learning styles that balanced experiencing and conceptualizing
showed greater adaptive flexibility in responding to experiencing and conceptualizing learning
contexts. The learning style specializing in experiencing showed higher levels of skill
development in interpersonal skills and lower levels of skill development in analytic skills; while
the reverse was true for the learning style specializing in conceptualizing. Similar tests for the
acting/reflecting specialized and balanced learning styles showed no consistent results. Analysis
of male and female subsamples produced results supporting these general conclusions. The study
adds further construct validity to the hypothesis that adaptive flexibility in learning style is
predictive of highly integrated and complex levels of adult development.

5. What is the basis of your recommendation? / what legal bases can

you mention that support this proposed study?
James Poon Teng Fatt, International journal of sociology and social policy (11/12), 31-45, 2000
Aims to understand a group of learning styles so that the teacher can best adapt their teaching
style and materials that suit the student

6. Why did you use quantitative research? (ADI)

We used a quantitative approach for the reason that our only objective is to know what learning
styles are practical and preferable for the students in HUMSS-Samuel
7. What’s your motivation for conducting this study?(DM&WIDAD)
The students in HUMSS-Samuel, in short, our Classmates, why? Because we didn’t want our
classmates or friends didn’t catch up to the lessons and we didn’t want our friends would be
unprepared for the test, evaluation, recitation, and activity so we conduct this study to help both
the students and the teacher that learning styles have its types and learning styles can be flexible,
meaning learning styles can be used two or three together so that the students in HUMSS-Samuel
can fit the teaching styles of the teacher.

8. How did you validate your questionnaire?

We validate our questionnaire by anticipating it using critical thinking and by researching.

9. Who will be the respondents? Do you think they will cooperate?

(DARI)
Our respondents are the students in HUMSS-Samuel and yes they will cooperate because before
we start this study we ask for their confirmation and cooperation, besides, this isn’t very helpful
to the other subject but it’ll be more helpful to them since they are our subject

10. What do you mean by learning styles?

Is a word to describe how learners gather, interpret, organize, formulate conclusions, and store
the information for further use. This learning style is also defined as acknowledging the students
who have a different approach to how they can adapt or process a conclusion and information.
The acronym VARK is proposed by educational theorist Neil Fleming’s VARK model of Student
Learning. VARK is an acronym for Visual, Auditory, Reading & Writing and last, is Kinesthetic.

11. What do you mean by visual learning?

Visual learning is a type of learning style when they saw it they have a high chance of possibility
to adapt/learning like when they see charts, pictures, chalkboards, graphs, etc. and they learn
more if they see it. For example, we understand if we saw it as written in the chart

12. What do you mean by auditory learning?

When something is referred to as auditory, it has to do with hearing. Students learn well when
someone speaks and they hear them. So that they can better understand what the teacher is
teaching and the student can answer something when the teacher asks them, that they can adhere
to the subject the teacher is discussing

13. What do you mean by kinesthetic learning?

Kinesthetic learning is a type of learning style where a person learns when he does something or
he understands better what’s the lesson when he moves along with something, for example when
the teacher asks the students do of how the clock works, is it counterclockwise or clockwise, the
students move their hands as the clock direction.
14. What do you mean by reading and writing?
Reading and writing is a type of learning style where the individual has more capabilities to
understand by reading the notes in textbooks, notebooks, and pocketbooks. This type of learning
style is more effective when an individual reads and writes to the context/lesson they have.
For example, the student write important details in their notebook and read and write it until they
fully understand it

15. What finding/result do you intend to gather? (BUSIO)

There are different learning styles used by different students and what we intend to gather in this
research is reliable data that shows which type of learning style is helpful for our respondents and
which of those is not. It is for the students to identify what is good for them when studying and
where they need to improve.

16. There were many studies of this kind already. Why propose
still? (MAE)
We still choose it even though it has been studied a lot because it has a different situation, for
example, the teacher randomly asks one student but that student’s learning style is kinesthetic so
the student can’t answer the question the teacher because her teaching style focus on one teaching
style which is being biased for the students who have different learning styles.

17. What’s the essence of your proposed study? (DARLENE)

The essence of this research is that it helps our classmates to identify which type of learning style
they are good at and what allows them to learn easily.
 
18. If approved, how many months would it take you to finish
this study?
Since our topic is relevant to us, we can complete it in just one month, and since we’ll just be
conducting surveys with members of our section, we can gather information whenever we like.

19. What is the potential problem that your research/studies

have? (CHARIZ)
For the reason that not all students use the same learning style. For example, some students are
good with the visual learning style while some are good with the other learning style. The
problem is that there are students that don’t learn if a teacher only uses one specific style so they
need to teach using all of those styles

20. Why did you choose the topic? (ALLEN)

We choose this topic because we want to choose a suitable teaching style for students, for them to
be flexible base on their learning styles and also to help other students to adapt and gain other
learning skills that they can use someday, just like if the situation changes, for example, we’ve
back the situation that we need to use online classes, the problems occur here because many of
 the students are having a hard time adapting the situation and need to go with it so we researchers
want to find a way to solve this problem about the learning styles of the students

21. What is the importance of your study? (ARA)

Our study aims to show some students that there are other avenues for learning besides writing
and reading; since our topic is something we experience regularly, we are confident that all
students can connect with it.

22. What is the goal of your study? (ADI)

We, the researchers, are also struggling with changes in teachers' teaching styles, and as students,
we must adjust and change our learning skills to assist them in becoming flexible in all aspects of
the teachers' teaching styles.

23. What is your inspiration? (BORDADO)

Our inspiration comes from the knowledge that kids who are still unsure of their learning
preferences and are struggling in school will also benefit from aiding the teachers and students of
HUMSS-Samuel in improving their teaching and learning skills. Because we encountered this
problem every day when we got to school, we witnessed that many of the students having
problems with the teaching styles of the teachers, it inspired us to find a suitable learning style
that every student can adapt precisely.

24. What is the solution you came up with after knowing the
impact on the academic performance of students? (BORDADO)
once we found out which learning style is effective for our respondents, we wanted to inform our
teacher or subject teachers to use that style often because that's where students learn easily. the
students don’t have the same learning styles as the other, so the solution is to encourage the
teacher to use not just only one learning styles but two or more so that all of the students who
have a different learning style can learn more.