WEST VISAYAS STATE UNIVERSITY

Lambunao Campus
COLLEGE OF CRIMINAL JUSTICE EDUCATION
Lambunao, Iloilo

INSTRUCTIONAL MATERIALS PREFERENCE AND LEARNING STYLES OF

CRIMINOLOGY STUDENT

A Research Proposal

Presented to the Faculty of Criminal Justice Education

West Visayas State University – Lambunao Campus

Lambunao, Iloilo

In Partial Fulfillment of the Requirements for the Degree in

Bachelors of Science in Criminology

By:

Harold Daniel De Asis

Kenneth John Lego

Lyneth Grace Pentin

Realyn Ayuman
 WEST VISAYAS STATE UNIVERSITY
Lambunao Campus
COLLEGE OF CRIMINAL JUSTICE EDUCATION
Lambunao, Iloilo

INSTRUCTIONAL MATERIALS PREFERENCE AND LEARNING STYLES OF

CRIMINOLOGY STUDENT

Chapter 1

Introduction to the study

Chapter 1 covers the five parts (1) Background and Conceptual Framework of the

study, (2) Statement of the problem, (3) Significance of the study, (4) Definition of

Terms (5) Delimitation of the Study.

Part One, Background and Conceptual Framework of the Study, It presents the

overview of the study and summarizes the views, theories and information that help the

researcher gain insights in establishing the background and framework of the study.

Part two, statement of the Problem, present the general and specific problems of the

study and the hypothesis to be tested.

Part Three, Significance of the Study, enumerates and explains the benefits that may be

derived from the findings of the study and in what way that the beneficiaries benefit

from the result.

 WEST VISAYAS STATE UNIVERSITY
Lambunao Campus
COLLEGE OF CRIMINAL JUSTICE EDUCATION
Lambunao, Iloilo

Part Four, Definition of Terms, present the conceptual and operational meaning of the

important terms used in the study.

Part Five, Delimitation of the Study, sets the limits of the variables, respondents,

instruments and statistic tools with regards to the variables, the subjects/ respondents,

the statistical tools and the instruments to be used in gathering the data

Background and Conceptual Framework of the Study

Due to the spread of the virus, school are forced to derived alternative type of

approach in teaching, in correction that face to face classes are prohibited. Therefore

online and modular classes are formed as an alternative way of teaching also the

blended type of teaching that utilized both online session and modular learning

materials.

In this study the researcher would determine the preference and learning

style of criminology student in order to come up with the best instructional materials.

The outcome of the study may serve as a medium to determine the preference and

learning style of criminology student. And proposed to be implemented for the

betterment way of learning of criminology students.

Learning style is an individual preference for the condition of the learning

process that can affect ones learning durden, & Byrd, 2003 in WoolFolk, (2001),
 WEST VISAYAS STATE UNIVERSITY
Lambunao Campus
COLLEGE OF CRIMINAL JUSTICE EDUCATION
Lambunao, Iloilo

including where, when, and how learning occurs, and with that materials he or she

learns beast

According to Agy Okogbuo (2000), instructional materials or resources are

available from many sources; Modern education faces a lot of problems. The attempts

at solving these problems, which involve the use of organized combination utilization of

people, materials facilities, equipment and procedures to achieve the desired

instructional materials, instructional media and educational media virtually mean the

same thing. They all involve media materials derived from communication revolution,

which can be used to promote teaching learning process, hence, this study was

conducted.
 WEST VISAYAS STATE UNIVERSITY
Lambunao Campus
COLLEGE OF CRIMINAL JUSTICE EDUCATION
Lambunao, Iloilo

Statement of the Problem

This study aimed to determine the instructional materials preference and

learning styles of criminology student of West Visayas State University – Lambunao

Campus:

Specifically it aimed to answer the following questions:

1. What is the relationship of online learning to the effectiveness of student

learning style?

2. How learning style of student affect the teaching and learning process?

3. Does learning style affect student academic performance?

4. What factors affect the choice of instructional materials in teaching?

5. How do instructional materials affect academic performance?

Significance of the Study

The main purpose of this study was to determine the Preferred Instructional

Materials and Learning Styles of First Year and Second Year Criminology Students of

West Visayas State University – Lambunao Campus during the school year 2021-2022.
 WEST VISAYAS STATE UNIVERSITY
Lambunao Campus
COLLEGE OF CRIMINAL JUSTICE EDUCATION
Lambunao, Iloilo

The findings of this study may serve as a useful feedback to students to

maximize their potentials and preferences and for teachers to tailor their teaching

strategies in line with the learning styles of the students. On a larger scale, it is

important that in the revision of curriculum the school should consider the learning

preferences of the students for it to be adaptive, effective and relevant.

Definition of Terms

The following terms are defined to avoid confusion and to ensure better

understanding of the topic being discussed.

Instructional Materials – are tools used to assist students in learning as defined

in administrative regulations (Kentucky, 2006)

In this study, instructional materials referred to devices utilized by teachers in

teaching, such as textbooks, charts, workbooks, posters, curriculum guide, flashcards

and real objects etc.

Learning Styles – is believe to be relatively stable traits which characterize the

way a person prefers to learn (Davidson, Saebverly, and Orr, 1992), the manner which

a person receive and process information (Kempt, et. al, 1994).

In this study, learning style referred to students’ way of learning.

 WEST VISAYAS STATE UNIVERSITY
Lambunao Campus
COLLEGE OF CRIMINAL JUSTICE EDUCATION
Lambunao, Iloilo

Strands – is separating students by academic ability into groups for all subjects or

certain classes and curriculum within a school.

In this study, strands referred to academic track of College Criminology Students.

Delimitation of the study

The study was conducted to determine the preferred Instruction materials and

learning styles of College Criminology students of West Visayas State University –

Lambunao Campus.

The respondents were 50 First Year Criminology Students and 50 Second Year

Criminology Students which was classified according to sex and strands.

To determine the preferred instructional materials of the Criminology students, a

ten items adopted instructional materials checklist by Senador (2005) was used.

To determine the learning styles of the students, a ten items adopted

instructional materials checklist by Latanga (2014) was used.

The mean, ranking and frequency count were used as statistical tools to

determine the Criminology students preferred instructional materials and learning

styles.
 WEST VISAYAS STATE UNIVERSITY
Lambunao Campus
COLLEGE OF CRIMINAL JUSTICE EDUCATION
Lambunao, Iloilo

Eta was employed to determine the degree of association between the

Criminology students and preferred instructional materials and learning styles

 WEST VISAYAS STATE UNIVERSITY
Lambunao Campus
COLLEGE OF CRIMINAL JUSTICE EDUCATION
Lambunao, Iloilo

Chapter Two

Review of Related Literature

Chapter 2 includes the following topics: 1. Instructional Materials and Learning

Styles Preferences.

2). Mathematical Skills, 3). Theories and Concepts of Reading Comprehension, 4).

Social Relations, and 5). Summary.

Part One, Learning Styles Preferences, describes the basic concepts and

preferences of learning styles.

Part Two, Mathematical Skills, discusses the importance, functions and concepts

of Mathematical Skills.

Part Three, Reading Comprehension Skills, presents the related studies and

literature in reading comprehension skills.

Part Four, Social Relations, describes the concepts and theories of social

relations.
 WEST VISAYAS STATE UNIVERSITY
Lambunao Campus
COLLEGE OF CRIMINAL JUSTICE EDUCATION
Lambunao, Iloilo

Part Five, Summary, consolidates the concepts of researches in Chapter 2

Preferred Learning Styles Of Criminology Students

Educators continue to find ways on how to improve the quality of classroom

instruction. Through research and innovations, a number of classroom strategies,

techniques and models had been tested and developed. The Philippine government is

taking a bolder step in improving the quality of education in the country. In June of

2013, the Commission on Higher Education (CHED) closed down 218 nursing schools

and programs, 51 Marine Engineering and 41 Marine Transportation due to poor

licensure examination performance. Aside from these programs, CHED also has closely

monitored schools with seemingly substandard quality o ffering Teacher Education,

Information Technology, Business Administration, Hotel and Restaurant Management

and Criminology (Alcober, 2013; Cueto, 2013). Schools o ffering these courses are all

challenged, if not pressured, to offer quality education and to ensure students’ good

performance in the licensure examination. Among the many factors associated with

academic performance are the learning styles of students. Interest on understanding

the learning styles of learners has gained interest among educators and researchers for

the pastd ecades (Hall & Moseley, 2005; Pashler et al., 2009). Several studies

revealedthat learning styles are predictors of academic performance (Cox, 2013;Lockie,

 WEST VISAYAS STATE UNIVERSITY
Lambunao Campus
COLLEGE OF CRIMINAL JUSTICE EDUCATION
Lambunao, Iloilo

Lanen & Mc Gannon, 2013; Rosander & Bäckström, 2012; Yip, 2012;Komarraju,

Schmeck & Avdic, 2011; Koch, Salamonson, Rolley, & Davidson,2011; Diseth &

Martinsen, 2003; Cassidy & Eachus, 2000). These studies found out that learning styles

have positive effect on the academic achievement of students. For example, in the

study of Cox (2013), diverges performed well in academics. It is also true as reported

by Yip (2013) who discovered significant differences on students’ learning styles both

for high academic achievers and low academic achievers. Moreover, learning styles as

mediating variables also have a positive relationship with students’ performance

(Komarraju, Schmeck & Avdic, 2011). These studies proved the importance of learning

styles and their relation to students’ academic performance which are crucial for

curriculum planners and implementers. However, some studies contradicted the

aforementioned findings. For example, learning styles do not show significant

contribution to the academic performance for Chemistry students (Garner-O’Neale &

Harrison, 2013).In another study, a deep approach learning styles did not show a

significant predictor to academic achievement (Diseth & Martinsen, 2003). Even if there

are contradictions to the results, still it is argued that understanding learning styles

plays an important ingredient in students’ success. Learning styles refer to the “natural,

habitual, and preferred ways of absorbing, processing, retaining new information and

skills” (Reid, 2002).Other researchers considered learning styles as tendencies and

preferences(Dunn, 1983). Students can maximize their potentials to advance

knowledgeand to fare well in class if they are aware of their preferred learning style.
 WEST VISAYAS STATE UNIVERSITY
Lambunao Campus
COLLEGE OF CRIMINAL JUSTICE EDUCATION
Lambunao, Iloilo

Forinstance, Li and Bi (2006) argued that students’ English learning outcomes were to a

considerable degree affected by their learning style preference. Hence, teachers

conduct an assessment before delivering instruction. Learning style is also defined as a

“description of the attitudes and behaviors which determines an individual’s preferred

way of learning” (Mumford and Honey,1992, p.1; Chan & Mak, 2010). e aforementioned

definitions focus on personal preferences and how these preferences a ffect how

students study and learn. There is no debate as to how important is the knowledge of

learning styles vis a vis educational outcomes. However, there was a problem of what

Hall and Moseley (2005) and Pashler et al. (2009) called the lack of unity in

understanding among educators. It is expected in the sense that researchers always

come up with new development within the field. ere had been several methods and

tools developed by researchers. These are based on a particular theory or model (Sabry

and Baldwin 2003; Graf et al. 2008; Ross et al. 2001; Wang et al. 2001; Zualkernan et

al. 2006; Vermunt 1994). Attempts to address this gap were credited to researchers

who tried to classify the different models (Felder & Brent, 2005; Hall & Moseley, 2005;

Sternberg et. Al., 2008).e

ff thought that students’ learning style affects how they study

and learn is a real concern for educators as well as researchers. e work of Claxton

&Murrell (1987), Coffield, Moseley, Hall & Eccleston (2004a, 2004b) gave lighton the

concept of learning styles. Moreover, the work of Gregorc & Ward(1977), Gregorc

(1979), Kolb (1984), Felder & Silverman (1988), Dunn,Dunn & Price (1982, 1989),

Entwistle & Tait (1995), Fleming (2001) andDuff (2004) were instrumental in the
 WEST VISAYAS STATE UNIVERSITY
Lambunao Campus
COLLEGE OF CRIMINAL JUSTICE EDUCATION
Lambunao, Iloilo

typology of learning styles through time.In line with di fferent models, researchers

developed questionnaires to measure learning styles. Hawk and Sha (2007) reviewed

several of these and explained their similarities, evolution and di fferences. These are

the Learning Style Inventory (LSI), Greroc Style Delienator (GSD), VARK Inventory,

Index of Learning Styles (ILS), Productivity Environmental Preference Survey or

PEPSand Revised Approaches to Studying Inventory (RASI). Another questionnairewas

the work of Andrew D. Cohen, Rebecca L. Oxford, and Julie C. Chi (Mikket al., 2009).

This is the instrument that is used in this study. One of the main reasons for its

consideration is the wide range of learning styles that it measures. The aforementioned

models and tools have their unique contribution to the development of assessing

individual learning styles. Cor Jesu College is in its fourth year of o ffering Bachelor of

Science in Criminology. e school wants to make sure its first batch and succeeding

batches will deliver excellent results in the licensure examination. e school’s desire is

in line with the nature of the course and the goal of CHED. It is clearly stipulated in the

CHED Memorandum Order 21 of which schools are expected to make their students

knowledgeable and skillful who can compete in the global arena (CMO 21). However, in

the initial assessment for mid-term grade in the first semester of the school year 2013-

14, it was found out that criminology students performed very poorly in one English

subject. In an effort to address this problem, an investigation on the learning styles of

Criminology students of Cor Jesu College is sought. Taking into account how learning

styles influence educational outcomes (Wilson, 2012), this study is conceptualized to

 WEST VISAYAS STATE UNIVERSITY
Lambunao Campus
COLLEGE OF CRIMINAL JUSTICE EDUCATION
Lambunao, Iloilo

understand the learning styles of Criminology students of Cor Jesu College in order to

improve academic performance, and to help them perform well in the licensure

examination. e result would have a great bearing on instructional processes and other

intervention programs.
 WEST VISAYAS STATE UNIVERSITY
Lambunao Campus
COLLEGE OF CRIMINAL JUSTICE EDUCATION
Lambunao, Iloilo

Chapter 3

Research Design and Methodology

Chapter three consists of two parts: 1) Research Design, and 2) Method.

Part One, Research Design, relates the purpose of the study and describes the

design.

Part Two, Method, describes the respondents, instrumentation, the procedure

employed in data gathering, and the statistical tools used to test the hypotheses

Research Design

This descriptive co-relational study aimed to determine the Instructional

Materials Preference and learning styles of Criminology Students, the level of

mathematical and reading comprehension skills, and social relations of First year and

Second Year Criminology college students of West Visayas State University – Lambunao

Capus, Iloilo during school year 2021 - 2022. It was ascertained whether or not

significant differences and relationships exist among the variables classified as to

profile.
 WEST VISAYAS STATE UNIVERSITY
Lambunao Campus
COLLEGE OF CRIMINAL JUSTICE EDUCATION
Lambunao, Iloilo

According to Gay (1992), descriptive research, also referred to as survey

research, involves collecting data to test hypotheses or to answer questions concerning

the current status of the subjects of the study. It determines and reports the way things

are. It may also compare how subgroups such as male and female or experienced and

inexperienced students view issues and topics Survey researched is discussed in some

detail for two reasons. First, a high percentage of research studies rely on surveys for

data, as a result, are descriptive in nature. Survey research influences what television

program one sees, the type of automobiles that will be produced, the foods found in

grocery shelves, the fashion people wear, and the issues and topics that confront

people. Second, the survey method is useful in investigating a variety of educational

problems and issues.

Correlational research, on the other hand, determines whether and to what

extent the variables are related (Gay, 1992).

The independent variables are sex, family structure and course; learning style,

mathematical and reading comprehension skills are the moderator variables; and social

relation is the dependent variable.

 WEST VISAYAS STATE UNIVERSITY
Lambunao Campus
COLLEGE OF CRIMINAL JUSTICE EDUCATION
Lambunao, Iloilo

Method

The Respondents

The respondents of the study will be 10 First Year Criminology students; 5 males

and 5 females, 10 2nd Year Criminology students; 5 males and 5 females, 10 3rd Year

Criminology students; 5 males and 5 females, 10 4th Year Criminology students; 5

males and 5 females, Criminology Students of West Visayas State University- Lambunao

Campus.

The participants will be selected using the purposive sampling method. They will

be classified as to sex, and year level. As sex, they were grouped male or female. As to

year level, first year, second year, third year and fourth year.
 WEST VISAYAS STATE UNIVERSITY
Lambunao Campus
COLLEGE OF CRIMINAL JUSTICE EDUCATION
Lambunao, Iloilo

Independent Variable Dependent Variable

Preferred Instructional Materials

Personal Factors

Sex

Strands Learning Styles

Figure 1. The students preferred Instructional Materials and Learning Styles as Influenced by

their Personal factors.