MULTISENSORY LEARNING PREFERENCES AND STUDY HABITS OF

SENIOR HIGH SCHOOL STUDENTS

__________________________

A Research Proposal
Presented to the
Faculty of the Senior High School Department
Mintal Comprehensive High School
Mintal, Tugbok, Davao City

In Partial Fulfilment
of the Requirements for APP 5: Practical Research 2

__________________________

Grade 12 - Yakal

BOX, JURELYN L. LUMANSOC, HAROLD A.

CATI-AN, IYNNE RIZZ MANGUBAT, JOE ARN A.
CABINGATAN, MARIAFE L. MANSING, ELGIE JAMES C.
ENRIQUEZ, PRINCE T. TACALAN, MEAGAN M.
HAYANA, CLIFFORD E. YAID, HANEY MAE
LIMPO, JOSEPH KYLE

September 2023
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TABLE OF CONTENTS

Page

Title Page i

CHAPTER 1 3

Background of the Study 3

Statement of the Problem 5

Hypothesis 6

Review of Related Literature 6

Theoretical and Conceptual Framework 27

Significance of the Study 29

Scope and Delimitation 30

Definition of Terms 31

CHAPTER 2 32

Method 32

Research Design 32

Research Locale 32

Location Map 33

Research Respondents 34

Research Instrument 35

Data Gathering Procedures 37

Statistical Treatment of Data 37

Ethical Considerations 38

REFERENCES 39
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Chapter 1

THE PROBLEM AND ITS SETTING

Background of the Study

A global research study conducted at the University of Bisha in Saudi Arabia
in 2018 focused on the preferences of learning styles among medical students at
the College of Medicine. The term "learning style" encompasses how learners
gather, process, interpret, organize, and think about information. In the literature,
learning style is described as a combination of factors, behaviors, and attitudes
that aid an individual's learning in specific situations. It's also defined as
consistent ways in which people respond to and use stimuli in a learning context.
In terms of instructional strategies, it pertains to how students typically engage in
the learning process. Based on these definitions, students can have different
learning styles, either unimodal (focused on one style) or multimodal
(incorporating multiple styles). Learning style assessment tools, often in the form
of questionnaires, can be categorized into personality, information-processing,
social interaction, and instructional preference models.
One notable author, Fleming (1995), proposed that students with a visual
preference learn best when presented with information using visuals like pictures,
charts, graphs, and diagrams. Aural learners, on the other hand, prefer auditory
methods and excel in learning through listening to lectures, participating in
discussions, and utilizing audio recordings. "R" learners thrive in processing
information through reading and writing, showing an inclination towards
note-taking and repeated reading. Kinesthetic learners, represented as "K," grasp
information better through hands-on experience and practical applications with a
preference for concrete examples and real-world connections. Lastly, the concept
of a multimodal pattern encompasses students who can acquire and process
information through more than one learning style.
In the Philippines, a national study conducted at Cagayan State University
Lasam, titled "Learning styles, study habits, and academic performance of Filipino
University students in applied science: implications for instructions" by Magulod
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Jr, G. C. (2019), serves as a relevant reference for our research. While this study
focused on university students, our research is centered on senior high school
education. Our goal is to determine the preferred learning styles and study habits
of students within a multisensory learning environment. By comprehending these
preferences, we can tailor teaching methods to align with how these students
naturally learn, ultimately improving their educational experience and academic
achievements. Additionally, other authors have also supported the significance of
learning styles in enhancing the academic performance of college students.
Numerous prior studies have explored the connection between college students'
learning styles and their performance in academic settings. In fact, Mocinikia and
Zahed-Babelan (2010) as well as Williams, Brown, and Etherington (2013) have
confirmed a positive correlation between learning styles and academic success in
university settings. Learning style is defined as the unique characteristics,
strengths, and preferences individuals have in receiving and processing
information (Hsieh, Jang, Hwang & Chen, 2011).
A significant research gap in this study in Davao City is the absence of
comprehensive studies that specifically focus on the intersection of multisensory
learning preferences and study habits among senior high school students.
However, there is a study conducted in Assumption College of Davao in Davao
City about "The Influence of Self-regulated Learning Strategies, Towards
Academic Performance of College Students" by Alario-Hoyos et al., (2017), which
states that self-regulated learning is the ability of the learner to control and
regulate his own learning through the usage of cognitive and metacognitive
strategies. Academic success is important because it is strongly linked to the
positive outcomes we value (Regier, 2011). This study is somehow related to our
study, but the difference is that it talks about the personal learning strategies of
the students towards their academic performance. This shows that there is a
significant relationship between the learning strategies that students practice
towards their academic performance. While there have been some research
efforts in Davao City related to this topic, they are either scarce or notably
inaccurate in addressing the nuanced relationship between how students in
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Davao City prefer to learn through multisensory methods and how these
preferences impact their study habits. Furthermore, the existing studies fail to
delve into the critical aspect of study habits, which is essential for understanding
the effectiveness of multisensory learning in senior high school education within
the context of Davao City. Therefore, a research gap exists in the lack of thorough
investigations that bridge the gap between multisensory learning preferences and
study habits specifically among senior high school students in Davao City.
This study on multisensory learning preferences and study habits in senior
high school education is essential to gain insights into how students best absorb
and retain information in the modern educational landscape. With the advent of
diverse teaching methods and technology, understanding which sensory
modalities students prefer and how they adapt their study habits can lead to more
effective pedagogical strategies. This research can help educators tailor their
teaching approaches to better suit students' learning styles, ultimately enhancing
the overall educational experience and academic performance of senior high
school students.

Statement of the Problem

In the realm of senior high school education, the interplay between
multisensory learning preferences and study habits remains underexplored,
posing a substantial challenge to educators and students alike. As senior high
school represents a critical juncture in the academic journey, understanding how
students' sensory preferences influence their study habits is imperative for
optimizing educational outcomes. This study seeks to address the gap in
knowledge regarding this relationship, shedding light on its implications for
instructional design, student engagement, and overall academic success.
This research problem seeks to address the following core questions:

1. What is the level of multisensory learning preferences of senior high

school students?

1.1 visual;
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1.2 auditory; and

1.3 tactile?

2. What is the level of study habits of senior high school students?

2.1 study time;

2.2 study environment; and

2.3 study strategies?

3. Is there a significant relationship between multisensory learning

preferences and study habits of senior high school students?

Hypothesis

There is no significant relationship between senior high school students'

multisensory learning preferences and their study habits in senior high school
education.

Review of related literature

This part delves into the existing body of research concerning the learning
preferences and study habits of senior high school students. This comprehensive
analysis will shed light on the trends, patterns, and key factors that influence the
learning behaviors of senior high school students, ultimately contributing to a
deeper understanding of their academic needs and requirements.

Multisensory Learning Preference. Multisensory learning, according to

Sarah Major (2022), is learning happens through the senses, which act as
pathways to the brain, these pathways are Auditory, which is learning through the
hearing sense, Visual, which is learning through the sense of sight, Kinesthetic,
which involves body movement, and Tactile, which uses the sense of touch. In
Major’s text, she mentioned that those pathways have their own modality. First,
she mentioned that learners who learn efficiently through auditory doesn’t only
need to hear but also to speak, furthermore, she implied that auditory learners
benefit from content which are spoken and read out loud. In Visual modality,
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seeing is not enough, visual learners benefit from graphs, symbols that are
presented in an organized manner. Same can be said in Tactile and Kinesthetic
modalities where the learners benefit from more than just touching or writing.
Tactile and kinesthetic learners benefit from moving things around, counting
chips, base ten materials and fraction pieces. Lastly, she mentioned that
kinesthetic learners must move in order to learn and that they benefit from
mimicking the movement of the concept they are trying to learn.
This matter is further discussed in Shari Schukraft (2020)’s article which
stated that multisensory learning is achieved through motor sequencing and
sensory feedback. “When we see, hear, and move to learn, the areas of the brain
engaged are the Frontal Lobe (speech, grammar, language, and comprehension),
the Temporal Lobe (decoding and sound discrimination), and the Angular Gyrus
(links the brain together, reading conduction).” We can look at multisensory
instruction the same way as we look multimodal instruction (which means using
different modes or methods). Lastly, she argued that this approach should be
implemented in conjunction explicitly, sequentially, systematically, and cumulative
instruction.
Multisensory learning, as stated by Sarah Major (2022), is an educational
approach that underscores the significance of engaging multiple senses as it
channels to the brain. These sensory pathways include Auditory, involving the
sense of hearing; Visual, reliant on sight; Kinesthetic, incorporating body
movement; and Tactile, which involves the sense of touch. Major expounds on the
idea that each of these pathways operates within its distinctive modality. In
delving into the Auditory modality, Major emphasizes that effective auditory
learners not only benefit from hearing but also from vocalizing, or to put it in
another way, speaking is also beneficial rather than just listening. Furthermore,
she suggests that auditory learners derive optimal benefits from content that is
both spoken and read aloud. Turning attention to the Visual modality, Major
contends that merely seeing is insufficient. Visual learners, as she asserts, derive
enhanced understanding from well-organized graphs and symbols thoughtfully
presented. The Tactile and Kinesthetic modalities, according to Major, extend
 8

beyond mere touch or movement. Tactile learners and kinesthetic learners, as she
notes, gain the most from hands-on experiences, such as manipulating objects,
counting chips, utilizing base-ten materials, and working with fraction pieces. For
Tactile learners, the physical sensation of touch is integral to comprehension,
while kinesthetic learners find value in physically moving objects and embodying
the concepts they aim to grasp. Concluding her insights, Major highlights the
distinctive requirement of kinesthetic learners to move in order to effectively
absorb information. She suggests that these learners reap substantial benefits
from mimicking the movements associated with the concepts they seek to
internalize. In essence, Major's comprehensive exploration of multisensory
learning preferences explores the diverse nature of cognitive pathways,
advocating for a pedagogical approach that caters to the varied sensory needs of
learners.
The concept of multisensory learning, as studied by Shari Schukraft in her
insightful article from 2020, delves into the intricacies of how this approach is
achieved through the combination of motor sequencing and sensory feedback.
Schukraft hypothesized that when individuals engage their senses of sight,
hearing, and movement in the learning process, specific areas of the brain are
activated, notably the Frontal Lobe, responsible for speech, grammar, language,
and comprehension; the Temporal Lobe, essential for decoding and sound
discrimination; and the Angular Gyrus, functioning as a neural nexus linking
various cognitive processes, especially reading conduction. Drawing parallels
between multisensory and multimodal instruction, Schukraft invites us to view
them similarly, both emphasizing the utilization of diverse modes or methods in
the learning process. This comparison underscores the interconnected nature of
these instructional approaches, highlighting their shared goal of fostering a rich
and varied learning experience. In a compelling conclusion, Schukraft advocates
for the explicit, sequential, systematic, and cumulative implementation of
multisensory instruction. By explicitly integrating sensory experiences with
instructional content, sequencing activities in a logical order, applying a
systematic approach to instruction, and building upon previously acquired
 9

knowledge cumulatively, educators can optimize the effectiveness of multisensory

learning. Schukraft's perspective encourages a holistic understanding of
multisensory learning and underscores the importance of thoughtfully
incorporating it into educational practices for a more comprehensive and impactful
learning experience.
Learning Style. The personalized learning approach, as advocated by
Hussein and Al-Chalabi (2020), places a strong emphasis on tailoring the learning
experience to suit the individual needs and preferences of each student. In the
context of the twenty-first century, understanding and accommodating various
learning styles have become pivotal in ensuring that students actively engage in
self-discovery and adapt to their learning environments effectively. Learning styles
encompass the distinct methods through which individuals process and retain
information and skills. This study's primary objective was to identify the learning
styles prevalent among Turkish physiotherapy students and explore any potential
correlations between these styles and academic performance, aiming to ascertain
whether a student's learning style can impact their educational achievements.
Student-centered is one of the approaches that create more stability between the
teacher and student, each playing a role in the learning process. While the
teachers still hold authority, they act more as facilitators, coach students, and
assist them in their learning (Lathan, 2021).
Diverse learning styles hold the potential to significantly influence students'
success in their educational endeavors. The central goal of this research is to gain
deeper insights into these learning styles. Each student possesses their unique
approach to learning, with three common categories being visual, auditory, and
kinesthetic. Consequently, this study delves into uncovering disparities among
these three prevalent learning styles among students. The significance of learning
styles cannot be overstated as they play a vital role in shaping students' learning
experiences. Student characteristics of learning style are recognized as an
important issue and a vital influence in learning and are frequently used as a
foundation to generate personalized learning experiences (Alshammari & Qtaish,
2019; El-Sabagh & Hamed, 2020.
 10

Hussein and Al-Chalabi (2020) highlight the importance of personalized

approaches within education, allowing students to select content aligned with their
individual personalities. Furthermore, adaptive e-learning environments draw
upon a learner's preferences and learning style as a reference point to facilitate
tailored adaptation. The research outlined herein, which stemmed from interviews
with 50 students, primarily underscores the challenges students face in a
"learning skills" course, including the lack of personalized learning that
accommodates their work style and a dearth of adaptive educational content. This
study ultimately contributes to the existing knowledge base by shedding light on
the intricacies of designing adaptive learning environments based on learning
style parameters, a critical consideration in contemporary education.
According to Akhiruddin (2019), learning is an active process undertaken by
individuals to acquire knowledge, skills, and develop their potential. Prayitno
asserts that learning involves a dynamic process of behavioral change, achieved
through experiences, stimulus-response processes, habituation, imitation,
understanding, appreciation, and individual activities aimed at achieving personal
goals. To effectively master new concepts and unlock existing potential in
students, a diverse range of methods is required.
In the context of learning, students are expected to demonstrate changes in
behavior based on formulated learning objectives. Learning objectives represent
aspirations communicated through statements describing the desired changes in
students after a learning experience. These objectives, aligned with Bloom's
taxonomy, encompass cognitive (knowledge), affective (attitude), and
psychomotor (skill) aspects (Arievitch, 2020). Arievitch emphasizes that factors
influencing learning outcomes can stem from both internal and external sources
within students. Consequently, teachers must attentively consider both personal
and environmental conditions during the learning process (Rafiola et al., 2020).
Understanding students' needs and the learning atmosphere enables teachers to
identify deficiencies in learning outcomes, facilitating the adjustment of learning
objectives for easier achievement.
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In the educational landscape of the Kingdom of Saudi Arabia (KSA), a

prevalent reliance on traditional rote-learning memorization has led to students
passively receiving information in the classroom (Al-Seghayer, 2021; Pordanjani
& Guntur, 2019; Kim & Alghamdi, 2019). Several studies, including Shehzad et al.
(2019), have explored alternative learning strategies to encourage active student
participation. Macrostrategies, centered on planning and self-regulation, are
complemented by microstrategies involving tasks like summarizing and
highlighting information (Nikou & Economides, 2019). Homework is cited as a
prominent example of a microlearning strategy frequently employed by students.
Various studies have delved into students' preferences in learning
strategies. Vega-Hernández et al. observed gender and age differences in
learning strategy utilization, with male students favoring learning support
strategies and study habits, while female students more frequently utilized
cognitive and learning control strategies. Díaz et al. (2019) found that studying in
groups, learning through graphic expression, and focusing on information
synthesis were commonly employed by university students. Tan (2019) noted that
students exhibited a preference for deep learning strategies, with less emphasis
on surface or strategic approaches, indicating a moderate interest in reading and
problem-solving in math. Each of the students has their own learning styles.
Besides, there are three common types of learning styles among the students
which are visual, auditory, and kinesthetic. So, this study is carried out to explore
the differences between these three learning styles among the students.
Use of Multisensory Resources. People who learn primarily by speaking
and hearing are said to have a "auditory learning" style. They also use their
listening abilities to sort through information that is communicated to them. Words
are also involved, with emphasis on speaking and listening (Bethel-Eke and
Eremie, 2017). These individuals learn by listening to others and interpreting what
they say using speed, emphasis, and pitch. Because these students learn by
reading aloud in class, it's possible that they won't fully understand written
material. Use a tape recorder, attend discussions and lectures, and other
activities. If they hear instructions from a professional, they will use phrases like
 12

"tell me" and "let's talk it over" and do better on a new activity. According to Drago
and Wagner (2004), auditory pupils are readily bothered by noise.
Nja, Umali, Asuquo, and Orim 2019), assert that these are students who
would prefer to receive instruction that focuses on the sense organ of hearing.
Mechanisms like spoken words during lectures, recordings, and discussions
enable hearing individuals to remember information by helping them mouth the
words they read.
By participating in the activities of the learning process, this group gains
knowledge. This group teaches using videos, case studies, demonstrations, and
simulations (Nja et al., 2019). To learn with a kinesthetic-tactile learning style, you
must manipulate or touch the material. Multi-sensory learning is achieved by
combining kinesthetic-tactile techniques with visual and/or auditory study
methods (Bethel-Eke and Eremie, 2017). These students prefer to interact with
the outside world. According to Cope, Moseley, Hall, and Ecclestone (2004),
students with this learning style prefer physical experiences like touching, feeling,
holding, doing, trial-and-error, field trips, and laboratory work. To put it another
way, they learn best by doing. They will say things like "let me try," "how do you
feel," and "let me try."
According to Drago and Wagner (2004), predisposed kinesthetic students
have high energy levels, prefer to apply touch, movement, and interaction to their
environment, and place a greater emphasis on experience and practice when
learning something new. Armstrong (2004) emphasized that students with a
kinesthetic learning style like to move and be active, learn by doing, and learn by
doing.
The multisensory technique is a simultaneous learning methodology that
makes use of the use of touch, kinesthetic, visual, and aural senses. This
technique can help. Children who are having trouble improving their reading
abilities should be emphasized on auxiliary senses that serve as a conduit for
gathering data from the environment impulses. Additionally, the multimodal
literacy approach is a method of instruction that makes use of visual,touch,
kinesthetic, and aural senses to enhance memory and facilitate the process of
 13

learning (Zulkifli & Azuar, 2020). The need to thoroughly investigate how smart
learning environments (SLEs) can be created and used to benefit teachers and
students is evident from recent technological advancements that offer varying
degrees of adaptation for diverse learning conditions (e.g., curriculum, learning
materials, teaching and assessment strategy, and support) (Tabuenca, 2021).
examined the research on how exposure to a technologically advanced, more
embodied learning environment affected students' learning results in the
cognitive, affective, and psychomotor domains. Their study addressed the need
for multimodal data collection and synthesis as well as the requirement for
empirical data on the advantages of this new type of learning environment. The
review found that good learning outcomes in the cognitive, emotional, and
psychomotor domains were associated with the use of technology-enhanced
embodied learning settings in K–12, and that the majority of embodied learning
research appears to be concentrated on enhancing cognitive outcomes in STEM
education. Multisensory stimulation has been shown in several research to have
an impact on people's emotional states (Georgiou and Ioannou, 2019).
An efficient teaching strategy that encourages participation in primary
English home learning is the multimodal approach. It makes use of exercises that
stimulate the senses of touch, hearing, sight, and movement in the learners. But
there are issues that must be resolved, such handling technicalities and keeping
an eye on students' behavior. It is strongly advised that parents become involved
to help overcome these obstacles. Subsequent investigations ought to
concentrate on optimizing remote learning through the preservation of social
connections among pupils (Rompas, 2021). For students of all ages and skill
levels, multimodal learning is an efficient teaching strategy that can improve
engagement, comprehension, and retention. In order to help teachers adopt
multisensory learning practices in the classroom and make the learning
environment more effective and interesting for all students, the article offers an
extensive list of resources (Singh, 2021).
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The study discovered that the use of multisensory elements, such as visual,
auditory, and tactile cues, can help students with disabilities understand and
retain information more effectively. Multisensory learning is an educational
approach that uses a variety of sensory cues to provide learners with alternative
experiences of concepts. The study also discovered that the most beneficial
multisensory components differ according on the kind of handicap and the subject
being taught (Renelle & Jones, 2022). Multisensory technologies can facilitate an
embodied and enactive teaching approach, which can improve the learning
process. Nonetheless, it is crucial to create multimodal technologies that are
based on empirical data and customized to meet the requirements of educators
and learners (Volpe & Gori, 2019).
Feedback on Multisensory Approaches. Students, who are a significant
stakeholder in the feedback process, must be considered when determining what
makes for effective feedback. A substantial body of study has been done on
students' perceptions, preferences, and reactions to criticism (e.g., Harris, Brown,
& Harnett, 2014). According to students, good feedback requires an ongoing
process of guided conversation between the teacher and student rather than a
summative requirement (Beaumont, O'Doherty & Shannon, 2011). Students also
stated the desire for feedback that was given while they were studying and
included suggestions for how they may do better (Gamlem & Smith, 2013). Most
of these beliefs, though, are broad, and little is known about how different student
group’s view feedback. Results show that feedback needs and experiences vary
among these groups based on gender and age (e.g., Carvalho, Santos, Conboy &
Martins, 2014). These categories have drawn some attention. Understanding the
requirements for various groups of people to give useful feedback is crucial. As a
result, the goal of this study is to help researchers obtain a better understanding
of how various student groups interpret feedback and how they perceive its value.
Making judgments on how, when, and what to communicate to the student
is necessary for the teacher to provide successful feedback. Two models of
feedback exist, according to Molly and Boud (2014). First, the mechanical model
of feedback puts forth the idea that crucial information isn't just about the work
 15

itself or any of its components, but rather information that affects performance on
subsequent tasks. The second, a constructivist model of feedback, on the other
hand, stresses information that enables students to self-regulate so that they can
eventually fill in any gaps in their learning on their own. Other general types of
feedback include immediate feedback, which gives learners the chance to
consider while they are engaged in the task, and delayed feedback, which gives
learners the chance to reflect on their performance over a longer period of time
(Molly & Boud, 2014).
The importance of feedback is generally well-reported by students, and they
are aware of how it could aid their learning. For instance, Rowe (2011) discovered
that university students enjoyed feedback because it offered them support, served
as a gauge of their achievement, allowed for intellectual interaction, showed that
the instructor cared and respected them, and helped to lower anxiety. Hattie
(2008) provided information on a tool designed to examine the perceptions,
preferences, and understandings of teacher and student feedback.
According to Alavi and Toozandehjani (2017), understanding students'
learning preferences might improve learning while also assisting them in
strengthening their sense of self-actualization. Teevan, Michael, and
Schlesselman (2011) emphasize that instructors can better support students'
academic achievement by using appropriate teaching strategies and approaches
when they are aware of the different learning styles of their students.
Additionally, this will give instructors and students constructive criticism on their
areas of strength and weakness in the context of teaching and learning. Similar
to this, understanding learning styles can have an impact on curriculum design,
enabling teachers to use a learner-centered curriculum model in the classroom.
In the past, Jubran (2012) conducted an eight-week experiment with two
groups of pupils. The two groups received language instruction in English using
two distinct approaches: the standard method and the multisensory approach.
Traditionally, the pupils did nothing but sit and listen. Jubran came to the
conclusion that when students had the opportunity to use all of their senses during
the learning process, their engagement levels increased. Using a multi-sensory
 16

approach has proven to be an effective strategy for engaging kids in engaging

English language learning.
The engagement of students is essential for promoting online learning. A
good and productive learning environment is strongly correlated with engagement
(Nguyen, Cannata, & Miller, 2018). A classroom observation can be used to
examine a variety of engagement characteristics (Jones, 2009). These include
enthusiasm, confidence, verbal engagement, positive body language, and
constant focus. In order to accomplish the learning objectives, these qualities are
necessary. Teachers have a key role in creating a stimulating learning
environment for students. The learning process will be less successful
otherwise. But when the learning process meets their needs, students become
involved (Towell, Powell, & Brown, 2016).
Promoting engagement is one of the challenges in conducting
home-based learning especially in primary classroom. Primary students tend to
have a shorter attention span compared to older learners (Harmer, 2015). Young
learners pick up language naturally through doing things. Incorporating all of the
senses to link students' cognitive, emotional, and physical elements also
promotes engagement (Towell et al., 2016). Additionally, Jubran (2012)
discovered that multisensory learning in English classes positively influenced
students' ability to capture ideas, developed cognitive links to language, aroused
their curiosity, and inspired them to reach their full potential.

Study Habits. Ana Felce (2018) stated that forming good study habits is
important for a student to prevent him from falling behind when faced with more
challenging tasks. Moreover, her text is focused on the 6 crucial study habits for
college students. The first habit that she mentioned was finding a good place to
study regularly as she claimed that the environment should make the student feel
comfortable and inspired. Other study habits that are important are keeping track
of deadlines and important dates, not cramming your exams, organizing a study
group, reviewing your notes after classes, and asking for help from professors
and advisers.
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Chris Drew (2023) implied that the good thing about study habits is that if
done on a regular basis, it becomes easy. He also stated that by developing
effective study habits tailored to your personal learning style and needs, you can
improve your concentration and your information retention. He concluded that
study habits are building blocks of your academic journey as efficiently studying
not only ensures good academic performance but also improves
time-management, goal setting, and self-discipline.
Crown et al. (1973) conducted a study connecting clinical and psychometric
methods in examining students. Their questionnaire identified three study
difficulty factors: anxiety and depression, obsession with work satisfaction, and a
blend of low motivation and disorganization. The first factor aligns with the
discussed anxiety's impact, while the third factor mirrors elements of academic
motivation but also emphasizes organized study methods. Brown and Holtzman's
Survey of Study Habits and Attitudes (1966) encompasses motivation, conformity
to standards, and organized study methods, showing correlations with academic
performance in both the U.S.A and Britain. This suggests the potential to define
effective study methods for most students.
Contrasting views emerged. Newman (1957) argued against defined study
methods, advocating for individualized approaches. Small (1966) leaned towards
this but found successful New Zealand students consistently used systematic
study methods, even if not seemingly efficient. Pond (1964) compared Australian
students: high-achievers organized their study routines, managed time, prioritized
tasks, and refined study techniques. In contrast, low-achievers didn't value
organized study and criticized academic environments, blaming factors like library
noise and book scarcity. It seems well-organized students adapt better to
academic challenges, maintaining a positive attitude, while low-achievers may
use environmental issues as excuses for poor performance.
Stella and Purushothaman (1993) argued that evaluating students'
achievement based on traditional categories like high, average, and low
achievers, which rely on group averages or standard norms, doesn't consider
individual differences in study habits. To truly support learners in progressing, a
 18

different set of parameters acknowledging individual capabilities is necessary.

Palani (2012) emphasized the significance of reading habits in fostering a literate
society, shaping personalities, refining thinking methods, and sparking new ideas.
However, the influence of mass media has impacted interest in reading traditional
materials like books, magazines, and journals.
The most straightforward gauge of study habits often involves estimating a
student's weekly study hours. Thoday (1957) noted a connection between exam
results and study hours, yet later studies like those by Malleson (1963) and
Cooper with Foy (1969) couldn't validate this correlation. Recognizing the
challenge students face in accurately reporting their activities, Entwistle and
Entwistle (1970) devised a grid method to derive "hours worked." Consistent
significant relationships with academic performance, specifically degree results,
have been reported using this grid method (Entwistle and Percy, 1973). However,
it's evident that the quality, not just quantity, of study time matters. Merely
spending long, obsessive hours on ineffective work rarely leads to academic
success. This obsession can align with study difficulties associated with
psychiatric issues, as discussed in clinical investigations (Malleson, 1963; Ryle,
1969). Furthermore, Blaine and McArthur (1971) outlined another study behavior
pattern where students unconsciously rebel against conforming to academic
standards, driven by a strong need for autonomy in their studying.
Issa et al. (2012) suggested that students' everyday reading habits
significantly impact their study skills and subsequent academic performance. The
correlation between good reading habits and overall academic success among
students is widely acknowledged. Singh (2011) investigated the study habits and
academic achievements of higher secondary students, finding notable differences
between girls and boys in their study approaches and academic performance.
Conversely, Bhan and Gupta (2010) found no significant impact of gender on
academic achievement and study habits among students from different caste
groups.
Ogbodo (2010) highlighted that children undergo behavioral changes
influenced by their experiences in school, impacting their mental reasoning,
 19

physical growth, skills, and value development. Reading for leisure, especially
among educated individuals, helps in relaxation, reducing mental fatigue, and
instilling discipline. Dadzie (2008) defined reading as comprehending information
in written or printed form, emphasizing its role in personal growth and
development for various purposes such as pleasure, leisure, information, or
acquisition.
Gallo (knowledge 2007) emphasized the importance of timing in reading
specific works, suggesting that books are most beneficial when read at the ideal
age for understanding and absorbing their content. However, there's a lack of
information about tertiary education students' daily reading practices and how
these habits influence their academic success. Guthrie et al. (2007) regarded
reading as extracting meaning from written words, a fundamental skill crucial for
learning and daily life. Vandamme et al. (2005) aimed to categorize students
based on their performance levels, using methods like Neural Network decision
trees and discriminate analysis for prediction.
Study Time. The connection between study time and academic performance
is a debated topic. On one side, research by Spitzer (2022) suggests a positive
correlation between study time and academic performance, particularly benefiting
students with low performance. This article aims to examine the impact of
increasing study time and identify its limits based on Spitzer's findings.
Conversely, some hold a contrasting view, exemplified by Sarath's (2006)
research, where the total time spent working in a week didn't directly impact
academic performance. Critics suggest that Sarath's method of collecting data
through student surveys may have led to biased responses and that students'
varying high school backgrounds could skew the results. This study seeks to
analyze the study time-academic performance relationship using data from two
Portuguese secondary schools. Notably, it employs both school reports and
questionnaires to mitigate research biases. Additionally, Portuguese grades are
used as an objective measure of academic performance, offering clearer insights
into the impact of student time investment on grades.
 20

The current field of the Student Wellbeing Questionnaire (SWQ) indicates

that students are primarily concerned about academic issues, surpassing
concerns about finances and health (Davey et al., 2021). This raises the intriguing
question: does more extensive study time directly correlate with improved
grades? This research query is of significant interest to both scholars and
students alike. Furthermore, conducting additional investigations into the impact
of diverse educational approaches on students' learning efficiency can aid
educators in identifying the most suitable methods for their students.
From a student's perspective, being mindful of their study time translates to
better control over their study habits. It allows them to compare their study
routines with those of their peers, enabling them to comprehend and adapt their
study strategies while better planning their study schedules. This awareness can
dispel confusion about learning, enhance enthusiasm for learning, and alleviate
learning-related anxiety. Ultimately, by optimizing study efficiency, it can lead to
improved academic performance.
The Palm Beach study time learning theory, introduced by Professor Palm
Beach at the University of California in 1864, proposes that the time devoted to
studying influences and can predict learning outcomes. It emphasizes the
correlation between study duration and academic achievement, suggesting that
the time spent on a task impacts one's learning success. Moreover, the theory
highlights a trend where contemporary students are allocating less time to their
studies compared to previous generations. Recent findings at the University of
California reveal that students engaged in a four-year program invest
approximately 24 hours per week in their academic pursuits, dedicating only 14
hours to studying, a decrease from earlier practices.
Graven (2008) conducted a study exploring how students' anxiety levels
during short study sessions for exams affected their performance. The research
revealed that anxiety significantly influenced students' exam preparation and
subsequent performance. The study involved 20 male and 58 female university
students who self-rated their anxiety levels and study time for test preparation. It
was hypothesized that longer study periods would lead to better retention of
 21

materials and lower anxiety levels during exams. The findings indicated that high
anxiety levels correlated with lower achievement scores based on study duration
per session and the time spent on revision.
Moreover, the study suggested that anxiety negatively impacted study
effectiveness and that higher anxiety levels were linked to what was considered
"healthy" study time. Interestingly, statistical analysis did not establish a clear
relationship between performance and study time when studying under conditions
of anxiety. In a related context, Crede and Nathan (2008) from the University of
Wisconsin identified study time, ability, and attitude inventories as key factors that
competed with standardized tests and previous grades in determining academic
performance. Their findings demonstrated that assessments of study skills and
related aspects were largely separate from both high school grades and
standardized test scores but showed moderate connections to various personality
traits. These outcomes contradicted previous theories regarding the impact of
study time. Among the factors examined, motivation for study time and proficiency
in study skills exhibited the most significant associations with both overall grade
point averages and specific course grades.
Plant et al. (2005) observed that prior abilities and self-regulation skills, but
not study time, influenced grade point average scores of college students.
Furthermore, they observed that the quality of study time differed between
students (Plant et al., 2005; for similar results see Schuman et al., 1985). Another
study reported that effort and not study time predicted academic outcomes best
(Flunger et al., 2015). A recent meta-analysis revealed that study time only
explained 4% of the variance of educational outcomes (Macnamara et al., 2014).
Moreover, the importance of self-regulatory skills on achievement scores
have been highlighted by others (Schunk and Zimmermann, 1997; Zimmerman
and Kitsantas, 2005). In line with these observations, no significant difference
between students’ academic achievement scores was observed for students with
a reduced academic school year of 20 days, compared to students with a regular
school year (Pittman et al., 1986). In contrast to these findings, Jez and Wassmer
(2015) reported that study time had a positive impact on high-school students’
 22

academic achievement scores, and in particular, that low-performing students

benefit the most from extra study time (Jez and Wassmer, 2015). On a similar
account, Doumen et al. (2014) report that study time influenced course grades of
college students (Doumen et al., 2014). In addition, a positive correlation between
grand average college scores and study time (GortnerLahmers and Zulauf, 2000)
and the positive effects of deliberate practice on academic achievement scores
have been reported (Eskreis-Winkler et al., 2016).
Study Environment. Learning environment encompasses learning resources
and technology, means of teaching, modes of learning, and connections to
societal and global contexts. The term also includes human behavioral and
cultural dimensions, including the vital role of emotion in learning. The learning
environment is a composite of human practices and material systems, much as
an ecology is the combination of living things and physical environment (Balog,
2018). Contemporary learners deserve learning spaces that meet their individual
and collective needs. To meet this challenge, educational leaders must provide
physical and cultural environments that are empowering and engaging (Orlu,
2013). Learning environments vary from classroom to classroom and context to
context each with unique elements.
People, curriculum, training, and instruction, technological equipment,
teaching materials, and learning resources, as well as the physical environment
and learning space, are all included, according to Balog (2018). The people are
the ones who have an impact on pupils either directly or indirectly through
relationships or connections that might support students' development and job
success. As part of student learning assistance, the teaching materials, highly
advanced tools, or other instructional resources that are in line with the curriculum
are referred to as technical tools, learning resources, or teaching materials. The
three main pillars of the learning process are instruction, training, and curriculum;
they interact with one another and are essential to the delivery of curriculum and
the flow of knowledge. The physical environment, also known as the learning
space, is the actual setting in which learners are immersed and should elicit
positive responses from those who occupy it (Balog, 2018). The term "learning
 23

environment" will gain increasing importance as future schools transform into

hubs for lifelong learning. This phrase is commonly used in discussions about
education due to the growing use of information technologies in teaching and the
constructivist idea of knowledge and learning. According to the OECD (2006),
"educational spaces" are physical environments that support various teaching and
learning methods, including the use of current technologies. These spaces should
also demonstrate efficient and cost-effective building performance over time,
respect and integrate with the natural environment, and promote social
participation. Ultimately, they should provide a healthy, comfortable, safe, secure,
and inspiring atmosphere for those who inhabit them.
In its most limited interpretation, a physical learning environment refers to a
traditional classroom, while in its broadest interpretation, it encompasses a blend
of formal and informal educational systems where learning occurs within and
beyond school boundaries, as stated by Manninen et al. (2007). Manninen
criticizes traditional school instruction for emphasizing excessive theoretical
knowledge and hindering deep learning. He argues that this inert knowledge is
suitable for exams but lacks relevance in solving real-world problems. This
concept is prompting the need for alterations in physical learning settings,
focusing on physical structures such as spaces, educational tools, and resources
within schools. According to Lehtinen (1997, p. 21), this notion has evolved into a
more intricate framework, encompassing teaching materials, information sources,
and events both within and outside of school premises, enabling students to
engage in the learning process both directly and virtually.
The learning process is evolving towards greater collaboration, which also
transforms teachers into learners themselves. Manninen (2007, p. 27) classifies
learning into five distinct contexts: physical, local, social, technological, and
didactic. Surprisingly, the fundamental layout of educational spaces hasn't seen
significant advancements over the past century. This observation motivated the
research team to explore why, despite pedagogical shifts and the widespread
integration of information technology in classrooms and school environments, the
physical learning environment has not adapted to these changes.
 24

As to Steve and Richard (2013), a student's initial assessment of the kind of

class they would be attending is formed the moment they enter the room. They'll
observe the configuration of the desks. What's hanging on the walls will catch
their attention. A teacher can interact nonverbally with their students by arranging
their classroom in a certain way. The addition of different learning or activity
centers will let the children know that this is a hands-on learning environment. It
also implies that they will act out whatever subject they are learning rather than
merely sit and take notes. The student will see from the wall art that their teacher
values their effort enough to display it. The arrangement of the desks will also
help students comprehend the teacher's social expectations in the classroom.
Regardless of the subject matter, any classroom can use any of these resources.
This suggests that the classroom environment influences people's mental
processes, self-perception, and ideas about the circumstances and surroundings
they are in at the moment. It also serves to motivate individuals. One's sense of
"self" is shaped by the way others treat them, particularly those with whom they
are intimately involved. Since the instructor can be a source of inspiration or a
source of torment, it is crucial to the learner's morale, self-concept, and
confidence in the classroom. He or she has the power to uplift or degrade, harm
or heal a student in class. When faced with a task, someone who has a positive
self-concept will attempt to put in the time and effort required to complete it. In
order to do complex tasks, mathematics requires consistency, logic, and abstract
thought—activities that call for self-determination and self-assurance. It is a
common observation that students with poor accomplishment scores credit
chance or luck for their failures, whereas those with strong self-esteem credit hard
work for their successes. Thus, the purpose of the study was to investigate how
students' perceptions of the classroom learning environment affected their
academic performance in mathematics at the secondary level.
Study Strategies. In order to remember information better, strategies include
repeatedly saying words. By creating connections between the things that need to
be learned, elaborate techniques help pupils store information in their long-term
memory. The resource management approach, on the other hand, considers the
 25

study space and time management. Planning and arranging study time are
examples of time management, and the study environment is the atmosphere in
which a student completes his or her academic assignments. Pintrich and Smith
(1993) found that students who effectively manage their study time and
environment are more likely to produce superior work. Peer learning, or soliciting
advice from others when learning, makes up the second element of the resource
management strategy. According to a study done on first-year business statistics
students, peer learning boosts students' academic performance (Dancer,
Morrison, & Tarr, 2015).
A strategy represents an approach to learning that reflects the students' way
of using information. The idea of competencies has increased interest in learning
strategies, but in practice, strategies are seen as resources that students should
be aware of and involved in to be competent (Peters & Viola, 2003; Tardif, 2006).
Dignath and Büttner (2008) conducted a meta-analysis on text comprehension
with students in primary and secondary schools and concluded that teaching
strategies for metacognition and cognitive learning are important, particularly
when they are linked to metacognitive knowledge and metacognitive reflection. In
fact, effective application of the strategy necessitates a certain level of
meta-cognitive knowledge (Björklund, 2005), including an understanding of the
student's repertoire of strategies and the circumstances in which they should be
used. In light of this, meta-cognition is essential for learning (Dignath, Büttner, &
Langfeldt, 2008).
To aid in fostering academic accomplishment, cognitive psychologists have
produced a variety of psychological and educational theories, most notably the
meta-cognitive theory (Sideridis, Morgan, Botsas, Padeliadu, & Fuchs, 2006).
"One's understanding regarding one's own cognitive procedures and products...
the vigorous supervision and substantial regulation of those methods and
procedures in connection to the cognitive matter or information on which they
bear" is the definition of meta-cognitive processes given by Flavell (1976, p. 232).
In contemporary studies, metacognition is covered under two primary categories:
metacognitive knowledge and metacognitive control (Nelson & Narens, 1990;
 26

Otani & Widner, 2005; Sungur, 2007). One's awareness of what to do in various
situations as well as understanding of one's cognitive techniques and skills is
referred to as metacognitive knowledge.
Schneider (1985) highlighted the necessity to conceptualize study
strategies and investigate their relationship with performance outcomes. In
addressing these concerns, our study analyzed verbal reports from college
students to identify distinct study strategies, describe them in detail, and compare
our findings with established theoretical constructs. Additionally, we explored
whether belonging to a specific strategy group correlated with recall performance.
Our findings revealed the existence of diverse strategies used by students when
studying the same text under similar conditions. This taxonomy allowed for
qualitative analysis, delineating distinctive attributes of each strategy, and
explaining how and why students in each cluster employed various tactics.
One cluster aligned with the model of the Good Strategy User, as described
by Pressley, Borkowski, and Schneider (1987), demonstrating purposeful use and
adaptability in employing tactics. However, we identified five other distinct types of
strategy users, differing notably from the Good Strategy User based on the
diversity of tactics used and the intentionality behind their usage.
Strategies involve intentional and purposeful actions, often incorporating
metacognitive knowledge about when and how to employ these tactics (Derry &
Murphy, 1986; Armbruster, Echols, & Brown, 1983). The idea of a Good Strategy
User, described by Pressley, Borkowski, and Schneider (1987), refers to someone
who skillfully uses various goal-specific tactics, follows a planned sequence, and
monitors their effectiveness. Monitoring is crucial as it helps learners gauge
comprehension and adjust tactics if needed.

Theoretical and Conceptual Framework

This study is anchor to Curry’s (1991) theory of Model of Learning Style
Components and Effects which posits that motivation maintenance, task
engagement and cognitive controls must be considered together. Motivational
levels are maintained once the learner establishes preferred environmental and
social conditions for learning. Task engagement level is reflected in the amount of
 27

attention that is paid to features in the instructional situation, how persistent the
learner will be, the degree of participation, the enthusiasm, and degree of
concentration the learner sustains throughout and beyond the instructional
situation. Cognitive controls refer to the information processing habits or control
systems that learners bring to learning situations.
This theory is supported by the theory of Curry, L., & Garvin, J. (1991)
Learning style and instructional design, which states that there is no single "best"
learning style, and that different learners learn best in different ways. They also
argue that instructional design should be tailored to the needs of the learners, and
that instructors should use a variety of teaching methods to accommodate
different learning styles.
Another supporting theory of this study is the Keefe’s (1988) theory of
learning style and practice, which states that learning style is a comprehensive
model that considers a wide range of factors, including cognitive, affective, and
physiological factors. Keefe defines learning style as the "composite of
characteristic cognitive, affective, and physiological factors that serve as relatively
stable indicators of how a learner perceives, interacts with, and responds to the
learning environment."
A research conceptual framework is an articulation of the research project,
either narratively or visually. It comprises of the research variables: dependent,
independent, and, at times, intervening or control variables; and the assumed
connections between the variables (Miles et al., 2014). The independent variable
of this study is multisensory learning preferences, which can be identified through
the level of students' learning preferences: visual, auditory, and kinesthetic.
Whether the students prefer to learn by seeing, such as through images, learn by
hearing, through lectures and discussions, or learn by touching, through models
and real-world experiences (Fleming & Mills, 1992). The dependent variable is
study habits, which can be identified through the level of the students' study habits
according to their study time, study environment, and study strategies ( Schmitz,
Peper & Cornelius, 1999).
 28

INDEPENDENT VARIABLE DEPENDENT VARIABLE

Multisensory Learning Study Habits

Preferences
• Study Time
• Learning Style • Study Environment
• Use of Multisensory • Study Strategies
Resources
• Feedback on
Multisensory
Approaches

Figure 1. Conceptual Framework Showing the Variables of the Study

 29

Significance of the Study

The significance of this study lies in its exploration of the relationship
between multisensory learning preferences and study habits, which holds
profound implications in the ever-evolving landscape of education today. This
research endeavors to unveil the far-reaching impact it carries for diverse groups
and sectors. Undertaking this study is of paramount importance to the following
stakeholders:
Administration. School administrators and heads can use the findings of
this study to tailor instructional approaches, resource allocation, and support
services to meet the diverse needs of their students. Understanding the learning
preferences and study habits of senior high school students is crucial for shaping
effective pedagogical strategies and creating a conducive learning environment.
Additionally, the insights from this research can guide administrators in making
informed decisions about curriculum development, teacher training, and the
allocation of resources to promote a more inclusive and effective educational
system.
Teachers. A profound understanding of their students' varied study habits
can be a transformative asset for educators. Armed with this knowledge, teachers
can tailor and enhance their teaching methods to cater to diverse learning styles.
This adaptability benefits both teachers and students, as it fosters a more
dynamic and effective educational environment. Moreover, this understanding can
inspire educators to ensure that every student receives instruction in a manner
that best suits their needs, thereby promoting fairness and equality in education.
Parents. This study may also be of importance to parents to help them
support their children's studies at home. Understanding the major findings of this
study is crucial because it empowers them to play a more active role in assisting
their children's schoolworks and activities. By gaining knowledge into the factors
that affect study habits and performance, parents can tailor their assistance and
support to meet their child's specific needs.
Students. The findings of this study will empower students to discern their
individual study habits and patterns within the realm of multisensory learning. This
 30

self-awareness will enable them to curate personalized learning experiences,

leading to more positive academic outcomes. Learners will gain the ability to
select learning strategies that align with their preferences, fostering a sense of
ownership over their education.
Future Researchers. By investigating the interplay between students'
sensory learning preferences and their study habits, this study offers valuable
insights into the design of more effective teaching strategies and learning
environments. This research not only contributes to a deeper understanding of
how senior high school students learn best but also paves the way for future
investigations into tailoring educational approaches to individual learning styles.
Future researchers can build upon these findings to further explore the dynamic
relationship between sensory preferences, study habits, and academic
performance, leading to the development of more refined and student-centric
educational practices.

Scope and Delimitation

This research study aims to comprehensively investigate the multisensory
learning preferences and study habits of Grade 11 senior high school students,
encompassing all academic and non-academic strands, including STEM
(Science, Technology, Engineering, and Mathematics), HUMSS (Humanities and
Social Sciences), ABM (Accountancy, Business, and Management), HE (Home
Economics), ICT (Information and Communications Technology), and TVL
(Technical-Vocational-Livelihood). Using a structured survey instrument, this
study will gather quantitative data on students' sensory modalities of choice for
learning and their study habits. The delimitation of this study centers on its
specific focus on Grade 11 senior high school students potentially limiting the
generalizability of its findings to other grade levels.
 31

Definition of Terms

Multisensory Learning Preferences. The senior high school students’ preferred

way of learning new information, whether they prefer visual, auditory, or tactile
approach of learning.

Study Habits. The senior high school students' regular practices and routines
related to studying.
 32

Chapter 2

METHOD

Research Design
In this quantitative research study, a correlational research design was
employed. Cresswell (2012) defines correlation as a statistical test used to assess
how two or more variables consistently change together, helping us understand
their relationship. Correlational research aims to uncover connections between
multiple variables. This correlational approach was used to determine whether a
statistically significant correlation existed between multisensory learning
preferences and specific study habits, providing valuable insights into the
potential associations between these two key variables, and shedding light on the
study habits of senior high school students and their learning preferences.

Research Locale

The study took place at Mintal Comprehensive High School, a public

secondary school in Davao City, Tugbok district. The school was established in
1994 by Republic Act 7739, which was overseen by the Department of Education,
Culture, and Sports. The school currently offers a high school curriculum
approved by the Department of Education (DepEd). In addition, the school is K-12
ready and offers a variety of academic strands.
The researchers selected the said location due to its potential to yield an
ample amount of data and information essential for meeting the study's precise
requirements and significance. The chosen research site compiles the study's
specifications, encompassing the research participants who consist of grade 11
students from various academic and non-academic strands.
 33

Location Map

Figure 2: The Location of the Study

Mintal Comprehensive High School - Senior High School

San Francisco St. Brgy. Mintal, Tugbok District, Davao City, Davao Del Sur
 34

Research Respondents
The first step in gathering quantitative data for a study is to authenticate the
participants. This procedure entails establishing the population under
examination, identifying the specific persons involved, and calculating the number
of study participants. As a result, the researchers used stratified random
sampling. The population is divided into smaller, separate groups in this manner.
Dan Fleetwood (2023) suggests that a research organization can utilize stratified
random sampling to divide the total population into non-overlapping, homogenous
groups (strata) and then randomly choose participants from these groupings. This
strategy reduces costs and enhances efficiency.
The primary objective of this research is to assess the multisensory learning
preferences and study habits of senior high school students. The study focused
exclusively on this group, with a sample size of 253 respondents determined
using Slovin's sampling size formula. The chosen parameters include a 5%
margin of error, a 95% confidence level, a recommended sample size of 253, and
a population size of 672 Grade 11 learners.

Table 1. Distribution of Respondents

YEAR/SECTION ENROLLMENT SAMPLE SIZE PERCENTAGE
DATA
11- Euphorbia 55 21 8.30
11- Eucalyptus 56 21 8.30
11- Dracaena 55 21 8.30
11- Philodendron 55 21 8.30
11- Alocasia 51 19 7.51
11- Caladium 51 19 7.51
11- Monstera 50 19 7.51
11- Begonia 45 17 6.72
11- Marigold 43 16 6.32
11- Bromeliad 48 18 7.11
11- Eugenia 51 19 7.51
11- Jasmine 57 21 8.30
11- Pothos 55 21 8.30
TOTAL: 672 253 99.99
 35

Research Instrument
This research study involves the usage of a survey questionnaire,
specifically, a sample survey questionnaire by Calvin, E., (2006), Learning Style
Questionnaire, which involves 4-point Likert Scale questions. Likert scale is a
question which is either a 5-point or 7-point scale whose choices vary from
strongly agree to strongly disagree for their respondents to express how much
they agree or disagree with a particular statement. (McLeod. S., 2023). The
provided set of questionnaires consists of 24 (twenty-four) statements and 3
(three) sets of choices which are Often, Sometimes, and Seldom. The scoring for
each choice is 5, 3, and 1 respectively. This is followed by another 4-point Likert
Scale Questionnaire about study habits which consists of 53 statements divided
into 6 parts and having the same scoring method as the other set of
questionnaires.
The responses for the items of each set of questionnaires are interpreted
accordingly. The range of means was set as a basis for the intensity of the
responses for every item. The range of means, alongside their equivalent
descriptive level and interpretation, are stated below.

Multisensory Learning Preferences

Range of Means Descriptive Level Interpretation

1 – 1.69 Very Low The students never utilize
Multisensory Learning Styles.

1.70 – 2.49 Low The students rarely utilize

Multisensory Learning Styles.

2.50 – 3.39 High The students commonly utilize

Multisensory Learning Styles.

3. 30 – 4 Very High The students always utilize

Multisensory Learning Styles.
 36

Study Habits

Range of Means Descriptive Level Interpretation

1 – 1.69 Very Low The students have poor
study habits.

1.70 – 2.49 Low The students have an almost

satisfactory study habits.

2.50 – 3.39 High The students have a highly

satisfactory study habits.

3. 30 – 4 Very High The students have a very

highly satisfactory study habits.

Data Gathering Procedures

To maintain a systematic method, the researchers underwent the following

procedures during the study's conduct.
1. Seeking Permission to Conduct the Study. The researchers
composed an official letter to Mintal Comprehensive High School's research
adviser, strand chairperson, and principal, requesting permission to conduct the
research study and distribute the questionnaire to the respondents.
2. Administration and Distribution of the Questionnaire. After receiving
approval and organizing the letter, the research team personally delivered the
questionnaires to the study's respondents. Prior to distributing the survey
questionnaires to the participants, the researchers provided comprehensive
instructions and assured the respondents that their identities would remain
confidential and undisclosed.
3. Retrieval of the Questionnaire. The researchers gathered the
questionnaires from the respondents once the allotted time had passed.
Subsequently, the collected data was reviewed, documented, and organized by
one of the researchers designated as the tabulator, possessing proficiency in
statistics and data tabulation.
 37

4. Analysis and Interpretation. The researcher conducted a thorough and

systematic analysis of the data results, aligning with the specific objectives and
goals of the study.

Statistical Treatment of Data

The statistical treatment of data section in quantitative research is critical in

assessing and interpreting numerical data. It entails using numerous statistical
tools and approaches to make sense of data, identify patterns, and draw
meaningful conclusions.
Mean. provides a central tendency of the data, indicating the average
value of the multisensory learning preferences and study habits among senior
high school students. It helps in understanding the overall level of these
preferences and habits.
Standard Deviation. provides a measure of the dispersion or spread of
the data. A high standard deviation suggests that there is a wide range of
multisensory learning preferences and study habits among the students, while a
low standard deviation indicates that the preferences and habits are more
concentrated around the mean.
Pearson r correlation coefficient. measures the strength and direction of
the relationship between two variables. It determines if there is a significant
relationship between the multisensory learning preferences and study habits of
the students.
 38

Ethical Consideration
This study embraced and practiced ethical considerations. Informed
consent was obtained from all participants, ensuring they understood the study's
purpose, potential risks, and their right to withdraw at any time without
consequences. The study's objectives, data collection methods, and the storage
and utilization of their information are transparently communicated. Confidentiality
and anonymity of participants' data were rigorously upheld to protect their privacy
and prevent any harm that could have arisen from the disclosure of sensitive
information. Additionally, the research takes careful measures to ensure that no
harm is inflicted on the participants during the study, aligning with ethical
principles that prioritize the well-being of respondents. These ethical
considerations not only uphold the integrity of the study but also foster a trusting
and respectful relationship between researchers and participants, ensuring that
the study is conducted responsibly and ethically.
 39

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