Inventory of Learning Styles of Front Office Services Students in The New Normal

CENECIRO, ISRAEL DAVE C.

LAPINID, JOHN AARON

ABUBAKAR, FRANCIS

FERNANDO, MICHELLE CLAIRE P.

ARCEO, JOANNA CATHLEEN

JUBAIL, JAYBIE B.

TECHNICAL-VOCATIONAL LIVELIHOOD PROGRAM

SENIOR HIGH SCHOOL LABORATORY

ZAMBOANGA PENINSULA POLYTECHNIC STATE UNIVERSITY

MAY 2023
 CHAPTER I

INTRODUCTION

This section of the paper serves as the introductory part. This is comprised of the background

of the study, objectives of the study, statement of the problem, significance of the study, and

scope and limitations of the study which will outline and provide an overview of the study.

This establishes the variables considered and the boundaries of the study.

Background of the Study

A quick web search will show up how Oxford Dictionary describes learning as “the

acquisition of knowledge or skills through experience, study, or by being taught”. Learning is

one of the substantial elements of education. Similar to how communication works, it is

deemed to be an “effective communication” if the idea and message being delivered to sent

will be received and completely understood by the receiving party. Effective communication

follows the “5C’s of communication—clear, compassionate, complete, concise, and correct”

(Coursera, 2023). This is also the case with learning. Educators are tasked to make sure that

concepts and techniques are effectively disseminated to the students in and outside the four

corners of the classroom. In a room full of students—can be at least 20 to 50 people—one

teaching method is utilized to cater to a medium to large class size. However, students still

vary. This is due to the different learning styles that exist, including “Diverging (feeling and

watching)”, “Assimilating (watching and thinking)”, “Converging (doing and thinking)”, and

“Accommodating (doing and feeling)” (McLeod, 2017) based on the Kolb’s Learning Style

which will be the main focus of this study.

In 1984, an educator from the United States introduced the “Theory of Experiential

Learning”, sometimes called “Kolb’s Learning Style Theory”, which claims that it will work

based on two measures: “a four-stage cycle of learning” and “four separate learning styles”.
This theory concentrates mainly on the cognitive condition of an individual and that learning

includes gaining knowledge that can be utilized for different applications. The catalyst for

this theory lies in conceptual developments due to the introduction to new experiences. Kolb

also quoted, "Learning is the process whereby knowledge is created through the

transformation of experience” (McLeod, 2017). This theory supplies a strong basis for growth

and education through the methodological outline which says that information can be

accumulated through experiences. Due to this, academia has been utilizing this Kolb’s theory

for decades already as it is a good paradigm on which teachers and students rely for the

comprehension of learning styles (Growth Engineering, 2021). The particular approach for

assimilating and remembering new concepts and skills of people is known as “learning

styles” (İlçin et al., 2018). Contrary to the traditional theories in the industry which use the

didactic method, this theory prioritizes students' personal development and stand. This theory

proposed by Kolb remains useful even in the 21st century (Main, n.d.).

Every student learns differently, thus each person must develop their own study

strategies that suit their own needs and learning preferences (Hoerner, 2020). The Inventory

of Learning Styles (ILS) seeks to gain or collect a clear insight into how students do their

studies and how they perceive their own learning style. The ILS examines the learning

preferences of Grade 12 Senior High Students of Zamboanga Peninsula Polytechnic State

University coming from the Techno-Vocational Livelihood Strand (TVL) that are taking a

major in Front Office Services (FOS). This major according to the Technical Education and

Skills Development Authority (TESDA) aims to improve the knowledge, abilities, and

attitude of a front office desk staff, the basic, typical, and core competencies of accepting and

processing reservations.

This study intends to unravel and present the learning styles of Grade 12 Front Office

Services Students, under the Technical-Vocational-Livelihood (TVL) strand, at Zamboanga

Peninsula Polytechnic State University. Despite many learning style inventories that can be

employed to identify the said styles, Kolb’s Learning Style Theory will be the medium for the

inventory of the learning styles. This study is anticipated to pinpoint the learning styles of

students in senior high school so corresponding measures may be proposed later on to make

their learning more convenient and efficient.

Objectives of the Study

This study aims to present the learning styles of students in senior high school so

several teaching strategies and learning materials may be suggested to address deficiencies, in

case there are any. Having said that, the researchers intend to attain the following objectives:

● To identify the demographic profile of the study respondents

● To know the socio-economic status of the parents of the students in relation to the

purpose of the study

● To determine the learning style of TVL students

● To know the percentage of TVL students for each learning classification

● To provide interpretations for each learning style that will be useful for front office

services

● To assess the academic practices of the students based on problem-based learning,

project-based learning, and work immersion

● To suggest some interventions which will encourage productive and more effective

learning

Statement of the Problem

The researchers intend to know the learning styles of front office service students in the new

normal. Specifically, it sought to seek answers to the succeeding questions:

 1. What is the demographic profile of the 12-FOS students in terms of:

a. Sex

b. Section

2. What is the Socio-Economic status of their parents in terms of:

a. Father’s Educational Attainment

b. Mother’s Educational Attainment

3. What are the possible interventions that can be employed for TVL-FOS students in

accordance with the results of their learning styles?

Significance of the Study

Aside from educators, students should also be aware of their learning style so they can

also help make learning more effective, especially when studying by themselves, or even

during class discussions. Not every teaching method can be effective for students because it

will depend on their learning styles and capabilities. Experts have asserted that people are

“mixed learners”, admitting that various learning styles exist. In preparation for higher

education such as bachelor’s and master’s degrees, several lessons will be discussed that will

require a deeper understanding and advanced form of learning. In addition to these reasons,

the following entities will gain benefits once this study has been carried out and completed

including:

Students. The students will obtain positive benefits since they are the main subject of

this study. Once the learning style is identified, the students can now make certain measures

to make their study habits better. Their strengths when learning concepts can be maximized

to facilitate huge changes, therefore, their academic performance will be impacted. Learning

styles may also help students choose their degree programs and areas of interest.
Furthermore, once they enter undergraduate studies, they can easily adjust to studying

complex lectures. Learning style is also applied in careers and jobs, aside from academia.

School administrators. This study will aid school administrators to change their

conventional ways and incorporate new teaching programs for the students to cope easily.

Institutions should always promote inclusivity and productive learning.

Curriculum planners. This study will help the curriculum planners to integrate

advanced teaching strategies and utilize new equipment that can be feasible. Unlike the

typical classroom setup, planners should incorporate learning styles to develop the confidence

of students and assist them in their future endeavors.

Teachers. This study will aid teachers, especially in senior high schools, regarding

the learning environment of the students. Teachers can start by asking experiences and

reflections of students prior to the actual class lessons to develop their critical thinking skills

and create standpoints about certain things.

Future researchers. This study will be beneficial for future studies in relation to this

field of interest. The current studies encompassing Kolb’s theory will be further expanded,

particularly related to TVL and Front Office Services in senior high school.

Scope and Limitations of the Study

The researchers will carry out this study employing the concepts and skills learned in

their institutions. Given the nature of their strand, the researchers will relate learning styles to

front office services as their potential career in the future.

This study will confine itself to learning styles that will be measured using Kolb’s

Experiential Learning Theory. The respondents will be Grade 12 students under the TVL

strand and the students should be studying at Zamboanga Peninsula Polytechnic State

University.
 CHAPTER II

REVIEW OF RELATED LITERATURE

This section is composed of the collected and scrutinized literature and studies. The related

literature was garnered from foreign and local sources such as dissertations, journals, and

websites. The concepts and experimental studies included in this section did an in-depth

review of the topic which match the purpose of this study. The last part is the conceptual

framework which contains the input, process, and output that dictate the flow of the study.

Related Literature

David Kolb was born in Illinois, United States who proposed “Kolb’s Experiential

Learning Theory”. It was also deemed as his best contribution, especially in education. In

effect, the learning styles he introduced were still utilized for the assessment of the learning

preferences of people, especially students. Kolb had a distinct view about learning which has

impacted academia. Several studies proved that Kolb’s theory, up to date, remains to be

mentioned concerning reflective learning which has assisted experts and instructors with a

tailor-fit and experience-motivated learning approach (Growth Engineering, 2021).

Kolb’s theory confines itself to understanding learning styles through experience. As

per Kolb, this type of learning is described as a method that generates knowledge acquired

through a series of acquisitions which are then transformed into experience. Abstract ideas

are learned and employed freely in many circumstances. Hence, this theory concludes that

“Knowledge is created through the transformation of experience” (Growth Engineering,

2021).
 Fig. 2.1. The Kolb’s Learning Cycle (Growth Engineering, 2021).

The theory is categorized into two sections wherein the first portion presents a cycle

comprised of four stages to which the “learning experience” go after. Kolb stated that coming

after the several stages permit students to transform their experience into knowledge.

Meanwhile, the second part confines itself to the cognitive methods and learning styles which

allow the students to gain information. This theory emphasizes that people may show what

they have learned and understood whenever they are granted to showcase their application of

abstract ideas in facing new circumstances (Growth Engineering, 2021).

Fig. 2.2 illustrates the learning styles established by this theory. The "Perception

Continuum" is on the vertical axis, while the "Processing Continuum" is situated on the

horizontal axis. Kolb asserted that students never simultaneously accomplish both parameters

within an individual axis. Unfortunately, making an attempt to accomplish the said idea will

lead to strife. Students suffer when introduced to difficult choices such as the

abovementioned situation, permitting the determination of the preferred learning style.

 Fig. 2.2. The Kolb’s Learning Styles (Growth Engineering, 2021).

The "Perception Continuum" relies on the manner in wherein people pursue an

assignment or an activity. Students select where along this continuum the information they

aim to absorb through either thinking (abstract conceptualization or AC) or feeling (concrete

experience or CE). Meanwhile, the "Processing Continuum" defines the manner of

interpretation of information by people and the reaction to information emotionally. Students

are allowed to select an approach for transforming and processing what they have

experienced either through doing (active experimentation or AE) or watching (reflective

observation or RO) (Growth Engineering, 2021).

Fig. 2.3. Significance of the Two Continuums

in Kolb’s Learning Styles (Growth Engineering, 2021).

 Fig. 2.3 describes the learning styles in relation to the phases discussed in the previous

sections of this paper. As claimed by Kolb, the four learning styles are accommodating,

converging, diverging, and assimilating.

Learning through experience is one of the most essential approaches in education

where students are allowed to apply their knowledge in their everyday living and promote

many skills including: “active participation, collaboration, communication, creativity, critical

thinking, and problem-solving skills”. The difference between Kolb’s theory compared to the

usual, didactic theories are confined to discussing and presenting information and theories,

however, students lack the opportunity to apply such information in real-world problems and

operations. Still, didactic and experiential learning are both beneficial in academia as they

have different, specific goals. However, experiential learning is more effective as it helps the

students to make concepts remembered easily. Some of the processes described by the theory

are application, cognitive management, consolidation, exploration, integration, motivation

and evaluation, orientation, and retrieval (Main, n.d.). In Fig. 2.4, Main (n.d.) illustrated the

learning cycle with a short description that sums up each main point.

Fig. 2.4. The Kolb’s Learning Cycle (Main, n.d.).

 According to McLeod (2017), the four learning styles are the following:

1. "Diverging (feeling and viewing - CE/RO)"

People with this style can see circumstances through a different lens. They are

exquisite and instead of behaving in an unruly manner, they remain observant, gather

information, and introduce new, creative, and effective steps for problems. These people

excel when taking an assortment of viewpoints regarding many concerns. Given that these

people execute better in situations that require a flow of thoughts and concepts, like when

brainstorming, Kolb then called this style "diverging".

2. “Assimilating (watching and thinking - AC/RO)”

This style uses an unambiguous, rational method and includes observing and

pondering. People are not as significant as notions and principles. These individuals demand

excellent, straightforward clarification as opposed to using possibilities. Their minds are

excellent at absorbing intricate data and then putting it together in an organized fashion. A

little attention is given to people and more enthusiasm is shown in notions and abstractional

concepts by those who acquire via assimilation. Assimilation is more confined to ideas that

are based on theories compared to strategies that highlight a deep concentration in terms of

application.

3. “Converging (doing and thinking - AC/AE)”

These people can answer problems as well as typically enforce their learnings when

dealing with real-life situations. They put technological responsibilities first compared to

interpersonal and social tasks. These people find it easy to apply theoretical concepts in real-

world situations. They decide based on problem-solution approaches.

4. “Accommodating (doing and feeling - CE/AE)”

This requires "hands-on" approaches which is also an “intuitive learning method” that

is more significant instead of rational thinking. Such people rely on the assessment and

understanding of other people prior to choosing a hands-on, experienced strategy. These

people follow their instincts when the situation permits them to decide about something.

These people like having new tasks and activities as well as following through upon goals.

This is the most widely utilized style in the majority of people.

Related Studies

Mpwanya & Dockrat (2020) claimed that successful learning and improved academic

achievement depend on knowing the learning styles and tailoring teaching methods toward

the range of student learning types. The present investigation evaluated the governing

learning styles of university students majoring in logistics and examined the significant

impact of the demographic profile of the study participants on their learning styles employing

"Kolb's Learning Style Inventory (LSI)" and demographic-related questionnaires. A cross-

sectional study approach was facilitated, having 429 students in South Africa selected. The

results revealed that the second most popular style was the "assimilating learning style" and

the first one was the "accommodating learning style". Over two-thirds of the population is

represented by these two styles mentioned. A strong relationship between "gender" and

"learning styles was demonstrated in this study. Male students were found to apply their

"diverging" attitude while female students usually study in a "converging" style. Although,

no correlation was proven between the demographic profile considered and the learning

styles.

This study in Indonesia conducted by Rahmah et al. (2022) focused on the APOS

(action, process, object, and schema) Theory which followed the Kolb’s theory to identify the
problem-solving skills of students in Mathematics. A qualitative-descriptive research design

method was utilized and four students participated in this study which represent each of the

Kolb’s learning styles. The research instruments were the APOS Theory Aptitude Test,

Kolb’s Learning Style Questionnaire, and unstructured interviews. The findings revealed that

the “assimilating” and “converging” styles can work on problems effectively based on the

“action” and “process”. On the other hand, in terms of object, it was not addressed since

discrepancies exist when computing the absolute values as well as the errors in inputting 𝑥𝑖

and schema stages, even though they see incorporated with several problem-solving

approaches. Lastly, “accommodating” and “diverging” learners can appropriately work on

problems in three stages namely action, process, and object. Meanwhile, the schema stage

receives wrong answers.

Conceptual Framework

Input Process Output

Preliminary Sampling
Requirements  Purposive
 Research sampling using
Problem Survey Presentation of the
 Objectives of Questionnaire Learning Style of
the Study (via Google TVL Senior High
 Selection of Forms) School Students
Related  The international Based on Kolb’s
Literature and standard Kolb’s
Studies Learning Style Conclusion
Questionnaire
Research Design was utilized Recommendations

 Quantitative-
descriptive
Data Analysis
research design
 Google Forms
provided
graphical
presentations and
spreadsheet for
easier data
processing
Fig. 2.5. Input-Process-Output (IPO) Model.
 Fig. 2.5 represents the Input Process Output (IPO) model to establish the conceptual

framework. IPO models are typically used in research as they offer an easier and more

coherent method of facilitating the study. Inputs refer to the preliminary or initial

requirements that will then be processed to produce outputs. Process, as the term suggests,

refers to the activities that will be employed to the said inputs. IPO models aid the researchers

to stick with their research design and establish the inputs, processes, and outputs. These

models provide a systematic direction for the researchers to minimize errors and save money

and time (Rogelberg, 2007). In this study, the input listed was the preliminary requirements.

In this part, the research problem was the first one to be established since this will be the

main focus. Kolb’s Learning Style was considered to identify the learning styles of TVL-FOS

students to address educational concerns and possibly provide interventions that will aid with

their academics. The quantitative-descriptive research design was used and the internationally

used questionnaire for Kolb’s Learning Style was adopted. Under process, purposive

sampling was employed as a sampling technique to gather respondents from 12-TVL-FOS.

Google Forms were utilized for easier data collection and analysis. The questionnaire used

was comprised of 80 questions which were reflected on the Google Forms. From there, the

learning style of the respondents will be classified as the output of this paper. Possible

interventions were revealed to address concerns regarding the learning styles and preferences

of the students, specifically in TVL-FOS. Conclusions were drawn in relation to the purpose

of the study as well as recommendations.

 CHAPTER III

METHODS

This section provides the systematic procedure followed to facilitate the study. This is

composed of the parts which are research locale, research instrument, sampling technique,

data gathering, data analysis, statistical treatment, and flow chart. The flow chart depicts the

organized and step-by-step process followed by the researchers to ensure the validity of the

data gathered.

A. Research Locale

This study will take place from January 2023 to May 2023 of the school year 2022-

2023. The researchers are currently studying at Zamboanga Peninsula Polytechnic State

University, so the accomplishment of this study will take place in Zamboanga City.

B. Research Instrument

As stated, the researchers will adopt the usual questionnaires used which follow

Kolb’s Learning Theory and will result in the learning style of the student after answering a

series of questions, mostly answered by agree or disagree. The questionnaire is composed of

80 questions and by the end of it, each question that was ticked (or checked) will account for

one point. The total score will be computed and from there, the learning style can be

pinpointed. The researchers will focus on using Kolb's Learning Style Inventory for the

identification of the different learning styles of the study respondents, specifically in the front
office services which the TVL strand covers. As per (TESDA), “the Front Office Services

NC II Qualification consists of competencies that a person must possess in order to be able to

conduct the process of making a reservation, registering and checking-in and checking-out a

guest in commercial accommodation establishments”. Having said that, this can be a career

opportunity for TVL graduates. After the presentation of the learning styles, the results will

be discussed in relation to the front office services context. Although this type of

questionnaire has been used in numerous studies, this specific questionnaire will be verified

by the research adviser and/or teachers to guarantee the reliability of the results.

C. Sampling Technique

The researchers will acquire the total number of students under the TVL strand

studying at Zamboanga Peninsula Polytechnic State University under the 12th Grade and the

sample size to be considered should be at least 30 in accordance with the Central Limit

Theorem. This concept will be adopted due to the limited resources and time. The researchers

will use purposive sampling to select the respondents. The students are all from Zamboanga

Peninsula Polytechnic State University.

D. Data Gathering

The researchers will use Google Forms to acquire efficient, concise, and clean data

from the study participants. Google Forms can either be sent online to the participants

through a link or the researchers will conduct a face-to-face survey and will provide a device

(a cell-phone, laptop, or tablet) for the respondents. The respondents will be asked to answer

the survey in less than 20 minutes so the study will not take too much of their time. Ethical

considerations will be followed prior to data collection. The researchers will secure all the

necessary documents, such as those signed by the school administrators, program

coordinators, or research teachers which allow the students to collect data, proving that the

survey is an official research task approved by the institution. Informed consent will be

provided to the respondents and the gist of the study will be discussed with them before they

answer. They have the right to say “no” in case they wish not to participate in the survey. To

those who will participate, monetary gifts and other forms of incentives are not allowed since

this study demands voluntary participation. In case the respondents wish to know the results

of the study, information is allowed to be disclosed to them. Finally, the identity and answers

of the respondents will remain confidential and will not be used for other purposes outside of

this study.

E. Data Analysis

The researchers will extract data from Google Forms. Google Forms is among the

widely utilized medium for data collection, especially for surveys. It features graphical

presentations that easily show the results including bar graphs and pie charts. After assigning

the learning styles of the study respondents based on the collected points from the

questionnaire, it will be tallied and their percentages will be shown. The learning styles will

further be discussed in association with the front office services. By the end of this paper, the

researchers will suggest possible measures that may improve the learning conditions of the

students.

F. Statistical Treatment

The researchers will present the percentage of the learning styles of the students both

in numerical and graph form. In addition, the mean and standard deviation (SD) will be

computed from the sample. The mean and the standard deviation intend to define the

characteristics of the sample in statistical means (Lee et al., 2015). The standard deviation
describes the “shape” of the distribution concerning the nearness of the data compared to the

mean. Mean, on the other hand, depicts the “common value” in the majority of the

observations. A high SD indicates that the data are spread out across the entire values, a near-

zero SD means that the values are close to the mean value, and a low SD translates to data

being situated across the mean (National Library of Medicine, n.d.).

G. Flowchart

Figure 3.1. Process Flowchart.

This study will be accomplished following Fig. 3.1 to make the approaches systematic

and organized. The researchers are not permitted to skip any of these steps and they have to

be carried out chronologically.

 CHAPTER IV

RESULTS AND DISCUSSION

This section proffers the results and discussion based on the data collected through the

survey. The results are presented in graphical and tabular forms to establish the relationship

among variables effectively. Since an 80-item questionnaire was used, the responses were

tabulated as per the Google Forms results. This section also incorporates the possible

intervention among curriculums and academic facilitations with the combination of the

learning style results.

4.1 Demographic Profile

The demographic profile of the respondents was identified in terms of sex and section.

The respondents were all Grade 12 students, in senior high school, studying under the TVL

strand.

4.1.1 Demographic Profile in Terms of Sex

Fig. 4.1.1 Distribution of Sex of the Study Respondents.

 As seen in Fig. 4.1.1, there were 31 respondents who participated. The pie graph was

directly obtained from Google Forms. The red portion represents the female population while

the blue represents the male population. Out of the 31 people, 16 females answered which

corresponded to 51.6% while 15 males accounted for 48.4%.

4.1.2 Demographic Profile in Terms of Section

Fig. 4.1.2. Distribution of Section of the Study Respondents.

Fig. 4.1.2 presents the distribution of section of the 31 respondents. Since this specific

question did not have any options for the possible answer, the respondents had the freedom to

manually input their section which resulted in varying answers as noticed on the bar graph.

Thus, to identify the total respondents for each section mentioned, they have to be added

manually. Participants from Grade 12 - G (TVL) gained the highest with 10 respondents

(32.3%), followed by Grade 12 - I (TVL) having 7 respondents (22.6%), then Grade 12 - K

(TVL) and Grade 12 - L (TVL) tied with 5 respondents (each with 16.1%). Lastly, Grade 12

- H (TVL) with 4 respondents (12.9%).

4.2 Socio-economic Status of the Parents of the Respondents

4.2.1 Father’s Educational Attainment

Fig. 4.2.1. Distribution of the Educational Attainment

of the Fathers of the Respondents.

Based on Fig. 4.2.1, the educational attainment of the fathers of the respondents was

evaluated and classified as elementary, high school, college, and vocational (such as being a

TESDA-certificate earner). The responses revealed that the majority of them—12 out of 31

(or 38.7%)—finished high school, followed by 11 people (35.5%) who accomplished college

or an undergraduate degree program, next were 5 people (16.1%) who finished elementary,

and 3 people (9.7%) who earned a vocational certificate.

4.2.2 Mother’s Educational Attainment

 Fig. 4.2.2. Distribution of the Educational Attainment

of the Mothers of the Respondents.

According to Fig. 4.2.2, the educational attainment of the mothers of the respondents

was evaluated and classified as elementary, high school, college, and vocational (such as

being a TESDA-certificate earner). The responses revealed that the majority of their mothers

—13 out of 31 (or 41.9%)—finished high school, succeeded by 10 people (32.3%) who

accomplished college or an undergraduate degree program. Next were 5 people (16.1%) who

earned a vocational certificate, and lastly, 3 people (9.7%) who completed an elementary

educational level.

4.3 Kolb’s Learning Style Inventory Questionnaire Responses

The standard questionnaire under Kolb’s Learning Style used worldwide was inputted

in the Google Forms. It was comprised of 80 questions and the respondents were tasked to

answer either agree or disagree. It was also stated that if they disagree, they can just leave the

response as blank and then proceed to the next one. Table 4.3.1 presented the summary of the

survey results.

Table 4.3.1. Summary of the Results

Question Agree Disagree

1. I have strong beliefs about 31 0
what is right and wrong,
good and bad

2. I often act without 26 5

considering the possible
consequences

3. I tend to solve problems 29 2

using a step-by-step
approach

4. I believe that formal 26 5

procedures and policies
restrict people

5. I have a reputation for 30 1

saying what I think, simply
and directly

6. I often find that actions 30 1

based on feelings are sound
as those based on careful
thought and analysis

7. I like the sort of work where 30 1

I have time for thorough
preparation and
implementation

8. I regularly question people 26 5

about their basic
assumptions

9. What matters most is 28 3

whether something works in
practice

10. I actively seek out new 29 1

experiences

11. When I hear about a new 28 3

idea or approach, I
immediately start working
out how to apply it in
practice

12. I am keen on self-discipline 24 7

such as watching my diet,
taking regular exercise,
sticking to a fixed routine,
etc

13. I take pride in doing a 27 4

thorough job
14. I get on best with logical, 28 3
analytical people and less
well with spontaneous,
'irrational' people

15. I take care over how I 26 5

interpret information and
avoid jumping to
conclusions

16. I like to reach a decision 27 4

carefully ar weighing up
many alternatives

17. I am attracted more to 23 8

novel, unusual ideas than to
practical ones

18. I don't like disorganized 25 6

things and prefer to fit
things into a coherent
pattern

19. I accept and stick to laid 28 3

down procedures and
policies so long as I regard
them as an efficient way of
getting the job done

20. I like to relate my actions to 27 4

a general principle, standard
or belief

21. In discussions, I like to get 27 4

straight to the point

22. I tend to have distant, rather 28 3

formal relationships with
people at work

23. I thrive on the challenge of 17 14

tackling something new and
different 24 responses

24. I enjoy fun-loving 30 1

spontaneous people

25. I pay careful attention to 28 3

detail before coming to a
conclusion

26. I find it difficult to produce 26 5

ideas on impulse

27. I believe in coming to the 27 4

 point immediately

28. I am careful not to jump to 29 2

conclusions quickly

29. I prefer to have as many 27 4

sources of information as
possible; the more
information to think over,
the better

30. Flippant, superficial people 29 2

who don't take things
seriously enough usually
irritate me

31. I listen to other people's 26 5

points of view before
putting my own view
forward

32. I tend to be open about how 22 9

I'm feeling

33. In discussions, I enjoy 19 12

watching the plotting and
scheming of the other
participants

34. I prefer to respond to 21 10

events in a spontaneous,
flexible way rather than a
plain things out in advance

35. I tend to be attracted to 25 6

techniques such as flow
charts, contingency plans
etc

36. It worries me if I have to 25 6

rush work to meet a tight
deadline

37. I tend to judge people's 23 8

ideas on their practical
merits

38. Quiet, thoughtful people 20 11

tend to make me feel uneasy

39. I often get irritated by 28 3

people who want to rush
things

40. It is more important to enjoy 28 3

 the present moment than to
think about the past or
future

41. I think that decisions based 27 4

on a careful analysis of all
the information are better
than those based on instincts

42. I tend to be a perfectionist 18 13

43. In discussions, I usually 20 11

produce lots of spontaneous
ideas

44. In meetings, I put forward 29 2

practical, realistic ideas

45. More often than not, rules 24 7

are there to be broken

46. I prefer to stand back from a 24 7

situation and consider all
the perspectives

47. I can often see 18 13

inconsistencies and
weaknesses in the other
people's arguments

48. On balance, I talk more than 14 17

I listen

49. I can often see better, more 24 7

practical ways to get things
done

50. I think written records 23 8

should be short and straight
to the point

51. I believe that rational, 26 5

logical thinking should win
the day

52. I tend to discuss specific 23 8

things with people rather
than engaging in social
discussions

53. I like people who approach 26 5

things realistically rather
than theoretically

54. In discussions, I get 23 8

impatient with irrelevant
 issues and digressions

55. If I have a report to write, I 27 4

tend to produce lots of
drafts before setting on the
final version

56. I am keen to try things out to 22 9

see if they work in practice

57. I am keen to reach answers 26 5

via a logical approach

58. I enjoy being the one that 17 14

talks a lot

59. In discussions, I often find I 28 3

am a realist, keeping people
to the point and avoiding
wild speculations

60. I like to ponder many 23 8

alternatives before making
up my mind

61. In discussions with people I 18 13

often find I am the most
dispassionate and objective

62. In discussions, I’m more 27 4

likely to adopt a ‘low
profile’ than to take the lead
and do most of the talking

63. I like to be able to relate 24 7

current actions to the
longer-term bigger picture

64. When things go wrong, I am 23 8

happy to shrug it off and put
it down to experience

65. I tend to reject wild, 26 5

spontaneous ideas as being
impractical

66. It's best to think carefully 27 4

before taking action

67. On balance, I do the 18 13

listening rather than talking

68. I tend to be tough on people 15 16

who find it difficult to adopt
a logical approach
69. Most times I believe the end 30 1
justifies the means

70. I don't mind hurting people's 20 11

feelings so long as the job
gets done

71. I find the formality of 22 9

having specific objectives
and plans stifling

72. I'm usually one of the 19 12

people who puts life into a
party

73. I do whatever is practical to 23 8

get the job done

74. I quickly get bored with 21 10

methodical, detailed work

75. I am keen on exploring the 20 11

basic assumptions,
principles and theories
underpinning things and
events

76. I'm always interested to find 28 3

out what people think

77. I like meetings to be run on 15 13

methodical lines, sticking to
laid down agenda

78. I steer clear of subjective 20 11

(biased) or ambiguous
(unclear) topics

79. I enjoy the drama and 22 9

excitement of a crisis
situation

80. People often find me 20 11

insensitive to their feelings

The responses to the survey were all valid and the Google Forms were answered

appropriately. No errors were found in the answers and everyone successfully supplied their

answers. After summarizing the answers, the responses will be analyzed based on Table 4.3.2
Table 4.3.2. Scoring Based on the Questions (Obtained from Intense Europe, 2017).

Question Number

2 7 1 5

4 13 3 9

6 15 8 11

10 16 12 19

17 25 14 21

23 28 18 27

24 29 20 35

32 31 22 37

34 33 26 44

38 36 30 49

40 39 42 50

43 41 47 53

45 46 51 54

48 52 57 56

58 55 61 59

64 60 63 65

71 62 68 69

72 66 75 70

74 67 77 73

79 76 78 80

Totals

Activist Reflector Theorist Pragmatist

Table 4.3.2 contained the scoring system. For every check (or “agree”), each

corresponding question number will be encircled. Then, the encircled number for each

column will be summed up to know the total, which will be in reference to Table 4.3 to
determine which style is the most dominant or which the respondent has a “very strong

preference”. According to Akinyode & Khan (2016), “Activist” pertains to “Doing – Active

Experimentation (AE)”, “Reflector” means “Watching – Reflective Observation (RO)”,

“Theorist” refers to “Thinking – Abstract Conceptualisation (AC)”, and “Pragmatist”

translates to “Feeling – Concrete Experience (CE)”.

Table 4.3.3. Learning Style Determination (Obtained from Intense Europe, 2017).

Table 4.3.3 helped reveal the learning style of the respondents. As defined by Kolb,

the learning preferences usually overlap, hence, Figs. 2.1 and 2.2 illustrated the said point

with the help of arrows. Based on the findings of the survey,

Table 4.3.4. Survey Results.

Degree of Learning Style

Preference
Activist (AE) Reflector (RO) Theorist (AC) Pragmatist (CE)

Very Strong 26 13 18 17
Preference

Strong 1 8 5 5
Preference

Moderate 4 9 7 6
Preference

Low Preference 0 1 0 3

Very Low 0 0 1 0
Preference

Total 31 31 31 31

Based on Table 4.3.4, the total for each learning style attained 31 which confirmed

that all of the respondents managed to answer all of the questions. The total also matched the

number of respondents surveyed. It can be seen that under artistic, 26 people illustrated that

they strongly prefer this learning style, thus, it achieved the highest responses. The next

highest response was theorist which got 18, followed by pragmatist with 17. Lastly, the

reflector had the least responses which was 13.

Based on the model introduced by Kolb, the four learning styles share two different

learning stages as defined in Fig 2.3. It can be interpreted from Table 4.4 that activist learners

were the most dominant, with 20.97% (26 out of 124 total responses). Next were theorist

learners having 14.52% (18 out of 124 responses). Followed by pragmatist leaners with

13.71% (17 out of 124 responses). Lastly, the reflector learners which incurred 10.48% (13

out of 124). Meanwhile, 0 responses were made for activist and theorist under low
preference, and activist, reflector, and pragmatist under very low preference. The rest of the

learning styles for each level of preference garnered answers from the respondents.

Although an assessment has been made, the exact learning style may still be difficult

to pinpoint so as per Kolb, the four learning styles share two learning styles or a “two by two

matrix”. In relation to the results in Table 4.3.4, diverging learners can either be pragmatists

or reflectors. In this study, the succeeding percentages for each learning style with a “very

strong preference” will be presented. About 24.19% (30/124) are diverging learners,

assimilating learners are 25% (31/124), converging learners are 35.48% (44/124), and

accommodating learners are 34.68% (43/124).

As students that have the possibility to pursue a career in front-office services, being

an activist is beneficial since this field requires actual, hands-on performances. Job positions

in this discipline also involve customer service, communicating with people, and daily

operations. Thus, tasks are applied practically, which corresponds to the strengths of active

learners. Activist learners prefer hands-on activities to learn and they find it more effective,

than sitting down and discussing concepts and theories. Activists enjoy doing simulations,

laboratory work, and experiments to grasp the concept. Notions become free-flowing when it

comes to school activities.

Table 4.3.5. Characteristics and Description of the Four Learning Styles.

4.4 Possible Interventions in Relation to the Revealed Learning Preferences of TVL-

FOS Students

Table 4.4.1. Learning Style and their Interventions.

Learning Style Interventions

Diverging  More school activities

 Hands-on participation from the students
during discussions
 Highlighting the strengths and
weaknesses of a certain topic in class
Assimilating  Allowing self-administered tasks to be
facilitated
 Leaving the students to work on
activities alone
 Utilization of digital tools such as
PowerPoint presentations
 Utilization of posters and infographics
during discussions and activities
 Private tutorial sessions

Converging  Development of technical reports and

research papers
 Interactive activities
 Digital-based school works
 Laboratory reports
 Fact sheets
a.

Accommodating  Interactive activities

 Asking the 5Ws and H questions
 Activities that have to be worked on
individually
 CHAPTER V

SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATION

This section is composed of the summary of findings, conclusion, and recommendation. The

answers to the research questions or statement of the problem are presented here. The

findings of the study are summarized in this part in relation to the purpose of the study.

Summary of Findings

The accomplishment of this study revealed that, the exact learning style is difficult to

pinpoint proving that the theory established by Kolb is true, that the four learning styles may

share two learning styles or a “two by two matrix” since they can be flexible. The

assumptions of the researchers that learning style of a person should just be one was proven

wrong, as justified by the survey results. In this study, the following percentages for each

learning style with a “very strong preference” was delivered. In summary, around 24.19%

(30/124) are diverging learners, assimilating learners are 25% (31/124), converging learners

are 35.48% (44/124), and accommodating learners are 34.68% (43/124). The following

research questions were also addressed.

1. What is the demographic profile of the 12-FOS students in terms of:

a. Sex

Out of the 31 respondents, 16 females answered which corresponded to 51.6% while

15 males accounted for 48.4%. the female population was the greatest in this sample

size.

b. Section
 Participants from Grade 12 - G (TVL) garnered the highest number with 10

respondents (32.3%), followed by Grade 12 - I (TVL) having 7 respondents (22.6%),

then Grade 12 - K (TVL) and Grade 12 - L (TVL) tied with 5 respondents (each with

16.1%). Lastly, Grade 12 - H (TVL) with 4 respondents (12.9%).

2. What is the Socio-Economic status of their parents in terms of:

a. Father’s Educational Attainment

The responses showed that the majority of study participants—12 out of 31 (or

38.7%)—managed to finish high school, followed by 11 people (35.5%) who

accomplished college or an undergraduate degree program, next were 5 people

(16.1%) who finished elementary, and 3 people (9.7%) who garnered a vocational

certificate.

b. Mother’s Educational Attainment

On the other hand, the responses revealed the educational attainment of the mothers

—13 out of 31 (or 41.9%)—finished high school, succeeded by 10 people (32.3%)

who went to and finished college or an undergraduate degree program. Next were 5

people (16.1%) who got a vocational certificate, and lastly, 3 people (9.7%) who

completed an elementary educational level.

3. What are the possible interventions that can be employed for TVL-FOS students in

accordance with the results of their learning styles?

The interventions vary with the learning style to address their strengths and

weaknesses. The strengths of the students should be maximized for them to learn effectively

both in theories and applications. For diverging learners, they should be presented with more
school activities rather than the usual sit down lectures, the class discussions should

encompass hands-on activities, and the strengths and weaknesses or advantages and

disadvantage of the topics should be highlighted in class. For assimilating learners, self-

administered tasks should be facilitated, students should be allowed to work on their own on

certain tasks, digital tools should be incorporated in discussions, private tutorial sessions

under the school management or even from private persons should be considered, and digital-

learning tasks should be given such as posters, brochures, and infographics. For converging

learners, teachers should assign fact sheets, laboratory reports and activities, research papers

and technical reports, there should be interactive activities, and some school works should be

digitalized. Lastly, for accommodating learners, there should be individual tasks and

interactive activities, and the 5Ws and H questions should be asked during discussions.

Conclusion

Educators are the most common people to assess and identify the learning style of

one’s own students to build a conducive and effective learning environment. However,

students themselves should also know their own learning styles to help them decide and

change their present study habits which will aid better academic experience and will

guarantee their conceptual understanding. In this paper, Kolb’s Learning Styles were the

focus to determine the learning styles of Grade 12 senior high school students under the TVL

strand who major in FOS. It is substantial to know the learning styles of the students since

FOS is a combination of theories and practical activities, considering they will most likely

deal with operational activities at work, communicate with people, and apply theoretical

concepts when dealing with tasks for the benefit of the clients.

The researchers surveyed 31 respondents which revealed that activist learners were

the most dominant, with 20.97% (26 out of 124 total responses). Next were theorist learners
having 14.52% (18 out of 124 responses). Followed by pragmatist leaners with 13.71% (17

out of 124 responses). Lastly, the reflector learners incurred 10.48% (13 out of 124).

Meanwhile, 0 responses were made for activist and theorist under low preference, and

activist, reflector, and pragmatist under very low preference. The rest of the learning styles

for each level of preference garnered answers from the respondents. Even though an

assessment has been made, the exact learning style may still be difficult to pinpoint so as per

Kolb, the four learning styles share two learning styles or a “two by two matrix”. The

succeeding percentages for each learning style with a “very strong preference” resulted in

24.19% (30/124) being diverging learners, assimilating learners with 25% (31/124),

converging learners had 35.48% (44/124), and accommodating learners attained 34.68%

(43/124). Based on the percentages, interventions were presented that can possibly improve

the academic experience of the TVL-FOS students instead of the conventional teacher-

student classroom discussion setup.

Recommendation

The researchers suggest that the sample size should be computed using other formulas

such as Cochran or Slovin’s. Due to time constraints, a statistical test was not able to be

performed. Furthermore, the data showed overlapping of the learning styles, since the first

four learning stages were determined to know the four learning styles. The overlap of values

made it difficult to apply statistical assessments. Hence, the researchers recommend that

experts should be consulted to determine which test is the most appropriate for this kind of

data, as it is among the first local study which adopted the tables assigned by Intense Europe

(2017).
 APPENDICES

APPENDIX A

INFORMED CONSENT

May 10, 2023

Robert Eyo II Ed. D

Principal
Zamboanga Peninsula Polytechnic State University
Senior High School Laboratory

Sir:

Greetings!

We are 12th year Techno-Vocational Livelihood strand students of Zamboanga Peninsula Polytechnic State
University, respectfully seek permission to conduct a research entitled entitle entitled “Inventory of Learning
Styles of Front Office Services Students in The New Normal.”
The target respondents are Grade 12 students in the Front Office Services track. In accordance with research
ethics standards, participants will be provided with a letter of consent for their signature and approval of this
goal-seeking research endeavor.

Moreover, we would like to inform your office that our data gathering will be next week, January 23-27, 2023.

May this request merit your approval.

Respectfully yours,

Israel Dave C. Ceneciro

Francis Abubakar

John Aaron Lapinid

Joanna Cathleen Arceo

Michelle Claire P. Fernando

Jaybie B. Jubail

Noted by: Approved by:

JASON DELOS SANTOS ROBERT EYO II

Research Adviser Principal
Dear Respondents,
Greetings!

You are invited to take part in this research. The purpose of this study is to determine the learning
styles of front office services students in the new normal.

It is our hope that this study will benefit the stakeholders and other institutions. There are no identified
risks from participating in this research. Also, there are no cost and no monetary compensation to you for your
participation in this study.

Your participation in this research is completely voluntary and you may refuse to participate without
consequence. You will answer one set of questionnaires that contains four types of learning styles. The test will
take forty-five (45) minutes to complete. Responses to the test will only be reported in aggregated form to
protect your identity. That data that will be collected will be treated with utmost confidentiality.

Sincerely yours,

ISRAEL DAVE C. CENECIRO

FRANCIS ABUBAKAR
 JOHN AARON LAPINID

JOANNA CATHLEEN ARCEO

MICHELLE CLAIRE P. FERNANDO

JAYBIE B. JUBAIL

CONSENT:

By signing this consent form, I confirm that I have read and understood the information and have had
the opportunity to ask question/s. I understand that my participation is voluntary and that I am free to withdraw
at any time, without giving reason, and without cost. I understand that I will be given a copy of this consent
form. I voluntarily agree to take part in this research.

_________________________________________

Respondent’s Signature over Printed Name/ Date:

APPENDIX B
KOLB’S LEARNING STYLE QUESTIONNAIRE
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