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CHAPTER I

INTRODUCTION

Background of the Study

The definition of learning style varies as there is no one standard

“globally-accepted” connotation for it. The development of literature and the concept of

learning style are operationalized and understood in a variety of different ways.

Becker, Tehoe and Tennent (2014) reported that researchers generally utilize the

concept of learning style in both educational and organizational settings.

Dasari (2013) and Tani (2015) also found that Asian students have been

distinctively marked to be having a low level of in-class participation, perhaps

disengagement. It was reported that motivation was associated with engagement

(Madoxx, 2010), until however, quite recently that there were only a handful of studies

that highlighted the relationship between students’ motivation, engagement and learning

outcomes with GPA as a measure of their academic achievement (Tzu-Ling Hsieh, 2014).

Learning motivation also affects the students’ learning achievement as supported

by (Hamdani, 2011) who explains two factors affecting learning achievement, namely,

internal and external factors. The internal factor covers intelligence, physical, attitude,

interest, talent, and motivation, while the external factor includes social and non-social

environments. Further, he explained that in the social environment, teachers’ roles

externally affect students’ learning achievement. Learning achievement apart from being

supported by the teaching style used by the teacher (Nir& Hameiri, 2014), also supported

by students’ motivation for learning (Sharma & Sharma, 2018) in which for late
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childhood school students, motivation for academic achievement is important. Thus,

students are stimulated to complete a task, achieve a goal or qualification level.

It is seldom for students to be able to have definite instruction aimed at their dominant

learning style in every circumstance, so teachers should help them to adapt few other

learning styles that may suit practicing in other situations as well. It is recommended that

educators use a variety of learning methods, and encourage their students to approach

different learning methods, rather than try to link specific learning methods to specific

learning styles (Loo, 2014). Possibly, it is more beneficial to introduce concepts in

various different ways in order to keep the instruction fresh and more engaging.

Statement of Objectives/ the Problem

The study generally aimed to evaluate and determine the learning styles and levels

of motivation of SHS students.

Specifically, it seeks to answer the following questions:

1. What is the demographic data of the respondents, in terms of:

1.1 Age

1.2 Gender

2. Is there any significant relationship between learning styles and level of

motivation?

Significance of the Study

The result of this study will be benefited the following

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Students. This study will help the students know what learning styles they prefer and

what motivation they will adapt to help them to achieve good academic results.

Teachers. They will also be aware in helping their students understand the trends and

ways they learn, so that everyone can improve the effectiveness of learning.

Scope and Delimitation

The researchers conducted this study entitled “Learning Styles and Levels of

Motivation of SHS students”. The target respondents were the 50 Senior High School

students in San Jose National High School. Access to materials is considered as a limiting

factor.

Definition of Terms

Learning Styles - are the basis on how students learn. There are different learning styles.

Three of the most popular ones are visual, auditory, and kinesthetic in which students use

to absorb information.

Motivation - is an important factor in a student's learning process. It gives students the

opportunity to learn efficiently and effectively, as it gives them the drive to achieve good

quality performances and results from the academic tasks brought by their school.

Senior Highschool – students that will be our respondents.

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Visual - visual learners learn by deduction.

Auditory - auditory learners learn best when introduced to important information through

stories or recordings.

Read/Write - read/write learners absorb information best when they physically write

down what they have learned.

Kinesthetic - kinesthetic learners process information in the body.

Self-efficacy - is defined as people’s beliefs in their ability to perform a course of action

required to achieve a specific task.

Goal Setting - it is a key motivational process.

Self-determination – focuses on different orientations of motivation that influence the

quality of engagement.
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CHAPTER II

REVIEW OF RELATED LITERATURE

According to Everson and Michna (2013), in order to improve students’ engagement,

numerous interventions must be present. It is learnt that most of them are instructional

solutions for instance, engaging and utilizing various teaching practices as well as

designing a variety of learning environments. Academic achievement is closely linked to

learning styles and motivation. Several studies have been carried out and have identified

that learning styles and motivation differ based on someone’s needs and knowledge.

Learning Style

The term "learning style has no one definition- in much as thinking styles" and

learning modalities. Much of the written works concerning learning styles in devoted to

defining learning styles and providing evidence that differences exists in the inherited or

preferred styles of individuals (Lovelace, 2015; Pashler et al., 2016).

According to Pritishkumar (2014), Students have different preferences in the

assimilation and processing of information. The VARK learning style model introduced

by Fleming includes a questionnaire that identifies a person's sensory modality preference

in learning. This model classifies students into four different learning modes; visual (V),

aural (A), read/write (R), and kinesthetic (K).

Learning styles are considered by many to be one factor of success in higher

education. Confounding research and, in many instances, application of learning style

theory has begat the myriad of methods used to categorize learning styles. No single
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commonly accepted method currently exists, but alternatively several potential scales and

classifications are in use. Most of these scales and classifications are more similar than

dissimilar and focus on environmental preferences, sensory modalities, personality types,

and/or cognitive styles (Cook & Smith 2016).

In relation to the above, the learning styles, incorporated with behavioral,

emotional and cognitive engagement have been found as crucial elements to be directly

influential towards overall students’ engagement (Hashim, Aris and Chan, 2019).

Promoting Empathy Using Design Thinking In Project-Based Learning And As A

Classroom Culture. Asian Journal of University Education, 15(3), 14-23. For example,

visual learners prefer what can be seen in diagrams and flowcharts. They prefer the

information conveyed to them in printed form and respond well with pictures. They

explain better using pictures or diagrams and prefer to take notes. They prefer handouts

and rely moston textbooks and considered as list keepers. Aural learners on the other

hand, concentrate onwhat is communicated. These learners prefer listening to tapes or

discussing topics, enjoy talking about their answers and perhaps may appreciate studying

within group settings. Kinesthetic learners enjoy learning through experience and practice

or touch.They benefit from having lived through the experience to learn it. Lab work in

the medical field is a way that kinesthetic learners benefit the most.

According to Anguita (2020), A reflective or active learning style can also be

presented depending on students’ attitude when processing the information. People with

an active style apply their knowledge in the environment, in the real context. On the other

hand, a reflective attitude allows access to information in a cognitive manner, favouring

reasoning. Finally, depending on the organization and structuring of information when

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thinking is constructed, it is possible to opt for a Sequential or Global mode. People with

a sequential learning style have a preference for accessing to information in a systematic

way and in a logical order. Those who learn globally have a more general vision and can

solve problems more quickly, but without having a clear.

knowledge of the process

Motivation

Motivation is a resource that teachers have traditionally used as a natural source

of learning and to achieve the objectives set out on the basis of students' needs. In the

field of education, the ultimate goal of motivation is the performance of certain activities

because of the inherent satisfaction they produce in the student and not because of the

consequence or the product of the performance. The participant is encouraged to act in a

playful manner or for a personal challenge rather than due to external rewards or

pressures. Depending on the fulfillment of basic psychological needs, intrinsic motivation

can increase and have an active influence on the performance of any activity, having a

great impact in the field of education (Ryan & Deci 2019)

"Motivation refers to the forces either w/in or external to a person that arouse

enthusiasm and persistence to pursue a certain course of action" Motivation plays a

crucial role in learning. It not only sets in motion the activity resulting in learning, but

also sustains and directs it. It is the "the central factor in the effective management of the

process of learning" (Kelley, 2015, as cited in Aggarwal, 2014).

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Human motivation is a complex and well studied field that has broad roots in a

diverse collection of academic disciplines including psychology, sociology, education,

political science, and economics. In simplified terms, motivation is "What causes people

to behave as they do" (Denhardt et al., 2018, p.146).

According to Navarro et.al(2020) Motivation can encourage individuals to persist

with a certain activity. Depending on the implication, it can be extrinsic or intrinsic

motivation [2]. Intrinsic motivation refers to the trend towards searching for news and

challenges. On the other hand, extrinsic motivation aims to achieve a certain result for

reasons other than an inherent satisfaction of the activity. Regarding these two types of

motivation, Grant and Dweck (2014) affirm that the achievement of certain goals

positively influences an individual’s intrinsic motivation and performance, especially

when faced with prolonged challenges.

Motivation factors consist of achievement and recognition; it highlights positive

academic attitudes which fulfill the desire for self-actualization. In addition, hygiene

factors consist of relationships with lecturers and peers, where the absence of these

relationships may prevent satisfaction among learners and may lead to poor academic

performance (Halifi et. al.2020). Within this context, student’s learning motivation and

engagement behaviors is a key to improving teaching and learning and thus enhancing

the quality of higher education. Fredricks et. al. (2017) stated that there is a lack of

understanding about how learning motivation leads to increase in engagement behaviors

that may influence subsequent achievements.

There are different learning styles that a person could practice depending on his

choice and comfort. There are various kind of learning style models that determines the
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different learning styles of students while motivation has been identified as a key factor

that influences the rate and success of learning. It is the factor that asses the students to

aim, and look forward in doing something successfully

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CHAPTER III

METHODOLOGY

This chapter presents and defines the research design, environment, respondents

and sampling procedure, research instruments, data gathering procedure, and statistical

analysis that will be use in the study.

Research Design

This study is a quantitative descriptive correlation that seeks to identify the

relationship between students’ learning styles and self-motivation. It probes to interpret

numerical aspects from the data that helps the researcher determine the association of the

two given variables through the study of targeted respondents and place.

Research Locale

The study will be conducted in San Jose National High School specifically in

Senior High school department which compromises two tracks the Academic track and

TVL track.

Respondents

The chosen respondents are 50 Senior High school students regardless of their

tracks. The researchers will use Systematic Random Sampling for the sampling technique
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by having a fixed interval which is 8, the researchers get the number of students by

section and calculate it to be fair and avoid bias.

Data Gathering Procedure

The researcher will asked permission and approval of their teacher in practical

research 2 to carry on the study in San Jose National High School – Senior High School

Department. In this study, a likert scale was used to obtain data relevant to the research

questions. The researchers also personally allocates the research instruments to the

respondents.

The respondents were given enough time to answer the question on the questionnaires

that was given by the researchers. After they completed answering the questionnaire, the

researcher collected the data and went from one section to another. The data collected

will tallied and tabulated and this would be the basis of analysis and interpretations. The

consent letter that the respondents fill up and the confidential data such as

communication records and other documents will not be disclose.

Instrument

The researchers use Survey Questionnaire Checklist in collecting pieces of

information from the respondents of the study. The respondents answered base on a likert

scale wherein 5 points corresponds Always, 4-Sometimes, 3-Often, 2-Seldom, and 1-

Never. It comprises 10 indicators for the self-motivation and the other instrument is the

Learning style inventory (LSI) that was adapted by the Office of Records it has a 22-Item

Survey wherein 5 points corresponds Often, 3-Sometimes, 1-Seldom.

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3.6 Data Analysis

This study will use SPSS as the statistical tool, One-Way ANOVA to determine and

interpret the relationship between our two categorical variables and Frequency to

determine the different levels of motivation.

F=MSbetween /MSwithin

ANOVA:
1
f=
Frequency: T❑

REFERENCES;
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Societies, 8(1), 55–81. https://doi.org/10.1177/097133369600800104
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Remali, A. M. ., Ghazali, M. A. ., Kamaruddin, M. K. ., & Kee, T. Y. . (2013). Understanding

Academic Performance Based on Demographic Factors, Motivation Factors and Learning
Styles. International Journal of Asian Social Science, 3(9), 1938–1951.
Siegle, D., Rubenstein, L., Mitchell, M., (2013) Honors Students' Perceptions of Their High
School Experiences: The Influence of Teachers on Student Motivation. Gifted Child
Quarterly 58(1):35-50.
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Moneva, J., Arnado, J., Buot, I., (2020) Students’ Learning Styles and Self-Motivation.
DOI:10.5296/ijssr.v8i2.16733
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STUDENT MOTIVATION, ATTITUDE, LEARNING STYLES, AND ACHIEVEMENT.
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Pinayani, A., Pratama, G.P., (2019) Effect of Learning Style on Learning Outcomes with
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Muertigue, Rosalie., (2017) Motivation, Satisfaction and Performance of College Teachers and
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Caluza, L.J., Cinco, Jeffrey., et. Al, (2022) AN ASSESSMENT OF THE INFORMATION
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INFORMED CONSENT
Title of Study:
Learning Styles and Level of Motivation of SHS students in SJNHS
______________________________________________________________________________
______________________________________________________________________________
Laarny S. Sabido
__________________________________
Cristel Mae A. Gaspan
Researchers: __________________________________
Divine Rose Mahilum
___________________________________
Jessamae B. Bade
___________________________________
___________________________________
Reyain S. Amadar Lovely
___________________________________
Shane E. Ay-ay
___________________________________

Why am I being invited to take part in this research?

You are chosen as respondent because you are identified as a great source of information for
this research.

What is the purpose of this study?

In this study, We intend to explore the perspective of students about
______________________________________________________________________________
Their Learning styles and Level of Motivation
______________________________________________________________________________
__________________________________
Are there any risks involved if you participate in this study?
There are no known risks or ill effects from participating in this study. In addition, it will be
conducted in settings that are comfortable and convenient for you.

What are the benefits if I take part of this study?

Your participation in the study will provide information that can be used to understand the gap
in knowledge.

Will I receive compensation for taking part in this study?

There is no financial compensation for you as respondent in this study. Your unselfish
participation to this study is highly appreciated.

What if I have questions?

In case you have any questions before agreeing to participate in this study, during or after
participating in this study, feel free to contact:
Name: _______________________________________
Laarny Sabido
Email: ____________________________________________
laarnysabido@gmail.com

What else do I need to know?

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Unless you are interested in knowing more about my research, there are nothing else about this
study that I can share more. In addition, I will be asking permission that the data that I got from
you can be used in another research where information gathered can be used.
By affixing your signature below, you are stating that you have read the above statement of
informed consent and agree to participate in this study that your questions about procedures
and/or purpose of the study have been satisfactorily answered, and that you will receive copy of
this consent form to keep for future reference should you desire it.

Printed Name of the Respondent _________________________________

Signature of the Respondent ______________________Date___________