“The Effects of Different Learning Style as the method of addressing student’s

needs of Grade 7 Baler in Orosite High School”

An Action Research

Presented to

Mr. Efren N. Nario

In Partial Fulfillment

Of the requirement for

Bachelor of Physical Education

By

Ilich Moira E. Montecastro

December, 2022
“The Effects of Different Learning Style as the method of addressing student’s

needs of Grade 7 Baler in Orosite High School”

An Action Research

Presented to

Mr. Efren N. Nario

In Partial Fulfillment

Of the requirement for

Bachelor of Physical Education

By

Eric Tiu

December, 2022
“The Effects of Different Learning Style as the method of addressing student’s

needs of Grade 7 Baler in Orosite High School”

An Action Research

Presented to

Mr. Efren N. Nario

In Partial Fulfillment

Of the requirement for

Bachelor of Physical Education

By

Harvey Lopez

December, 2022
“The Effects of Different Learning Style as the method of addressing student’s

needs of Grade 7 Baler in Orosite High School”

An Action Research

Presented to

Mr. Efren N. Nario

In Partial Fulfillment

Of the requirement for

Bachelor of Physical Education

By

Archie Perez

December, 2022
“The Effects of Different Learning Style as the method of addressing student’s

needs of Grade 7 Baler in Orosite High School”

An Action Research

Presented to

Mr. Efren N. Nario

In Partial Fulfillment

Of the requirement for

Bachelor of Physical Education

By

Claudine Buendia

December, 2022
“The Effects of Different Learning Style as the method of addressing student’s

needs of Grade 7 Baler in Orosite High School”

An Action Research

Presented to

Mr. Efren N. Nario

In Partial Fulfillment

Of the requirement for

Bachelor of Physical Education

By

Vener Lonceras

December, 2022
“The Effects of Different Learning Style as the method of addressing student’s

needs of Grade 7 Baler in Orosite High School”

An Action Research

Presented to

Mr. Efren N. Nario

In Partial Fulfillment

Of the requirement for

Bachelor of Physical Education

By

Christian Lorilla

December, 2022
I. Context and Rationale

Learning is “a process that leads to change, which occurs as a result of

experience and increases the potential for improved performance and future

learning” (Ambrose et al, 2010, p.30.). A learning style is the way that different

students learn, it is also refers to an individual’s preferred way to absorb,

process, comprehend and retain information. Learning style refers to an

individual’s method of making sense of new material, commonly done through

sight, touch and sound, and taste and smell, although not as frequently used as

the last three, can still be effective when aiming to solidify ideas in our brain.

Learning style also are a range of methods through which individual people learn

most effectively. The concept of learning style is based on the belief that

individuals within groups often acquire knowledge most efficiently through distinct

and preferred modalities. The four (4) key learning styles are; Visual, Auditory,

Tactile and Kinesthetic. Visual Learners prefer to use pictures, graphs, and

images to organize and communicate their thoughts and learn best from using

flash cards. Auditory learners prefer to listen, discuss, memorize and debate in

class. They learn best from audiobooks rather than print ones. Tactile learner

learn best by touch and movement—they find opportunities to take part in

demonstrations, writing or building models. Kinesthetic learners prefer to use

their whole body in the learning process—they use gestures to communicate

ideas and learn best in a hands-on environment.

Learning styles are essential in eLearning. It is necessary because

understanding and recognizing them can improve the quality of the learning
process. Learning styles are individual preferences to learn, it is how learners

receive, perceive, understand, express, memorize and recall new knowledge.

Understanding learning styles can make it easier to create, modify, and develop

more efficient curriculum and educational programs. It can also encourage

students’ participation in these programs and motivate them to gain professional

knowledge. Students have different habits and a learning style of their own, and

teachers invest a lot of effort into helping them to achieve the best possible

results. If Learning is approached in the right way, the students will achieve

better results not only in school but also later, in their careers and private lives. In

order to know how to accommodate different learning styles in the classroom, we

need to know how to recognize the children’s affinities and determine the best

approach. As a child grow up, the methods of work become more complex, and

so do the tasks. However, what mainly stays the same is the way in which the

student adopts information. If someone is a visual learner at a young age, they

are likely to remain one all their life, the same goes for students who implement

other learning styles. Determining students’ learning style provides information

about their specific preferences. Understanding learning styles can make it

easier to create, modify, and develop more efficient curriculum and educational

programs. Teachers are constantly aware that the main goal is that the students

should become independent and able to make timely, appropriate decisions. This

is achieved by giving students a chance to work at a pace that suits them best,

but with the awareness that they must move within a limited timeframe. This way

the students develop their work ethic and learn about proper planning of their
obligations and apportioning the time required for the successful completion of

their tasks. Another important thing to keep in mind is the fact that different

learning styles do not serve to limit the students to a single approach to learning,

but to enable them to adjust to the adoption of information as required by the

current field of education. The practice has shown that children react very well if

different strategies are used for specific areas, even if a student’s preferred

learning method implies for instance, the auditory style, which that does

necessarily mean that the same approach will suit them when they are solving

math problems. It is up to the teachers to recognize when and how to approach

each aspect of the curriculum to ensure that it is clear to each student in the

classroom.

II. Action Research Questions

Reaching all students with a variety of learning styles is necessary for full

academic growth in school, by studying the Effects of Different Learning style as

the method of addressing the student’s needs of Grade 7 Baler in Orosite High

School, this questions will enlist the learning and effect of learning styles to

students.

It seeks to answer the following questions:

* What learning style fit the most to students?

* How the Different Learning style use as the method to address the students’

needs?

* How can Different Learning Style improve the student’s learning?

III. Proposed Innovation, Intervention, and Strategy Action

Learning styles refer to the different methods in which people prefer to

learn. Auditory or aural learners learn best through listening to information. Visual

learners prefer to see information in charts, graphs, and images. Linguistic

learners learn through touch or movement. Other learning styles include logical

(mathematical), interpersonal (working in groups), or intrapersonal (working

alone). Learning Styles also a range of methods through which individual people

most effectively. Thus, the aims of researcher is to know the effectiveness of

Different Learning style as the method of addressing student’s needs. The

researcher came to the conclusion that one of the most effective learning style

for students is playing board games.

Board Games defines an educational game as “a specific learning tool

which requires learners to engage in some form of competitive activity

undertaken within a set of predefined rules”. It is also outlines the skills that are

developed as including decision making, problem solving and negotiation. Board

Games provide stories and information, presented in a new format. They

encourage critical thinking and problem solving and accomplish objectives of

curriculum frameworks. Board games can provide students with opportunities to

apply concepts they have learned. Board games promote collaboration, inquiry,

and critical thinking, by using games that support the curriculum, educators can

give students achievement (Using games to support the Curriculum: Getting

teachers on “Board”). Board games help to improve these skills by providing a

foundation of problem-solving skills through presenting a problem and allowing

the players to develop with multiple solutions, it is then up to the players to

determine which solutions is the most effective and thus wins the game. As we

come out of this pandemic and adjust to new directions, education can reinvent

itself and create better learning environments. Games can engage students with

different learning styles and inspire individual creativity. Board games represent

the missing tool in our toolboxes, and they can replace the traditional lectures

with a method that reaches all students. Games have the potential to lead us into

action in our communities and find solutions. In playing board games, create

three groups of student, each with an equal number, and line them up. Each

question will include a representative from each group. After the game, the team

with the greatest score will be declared the winner and get a reward. And in order

to respond to the question posed to them, each representative will proceed to the

blackboard.

All ages’ areas of the brain involved in memory formation and cognitive mental

processes are strengthened by playing board games. It is also helps develop critical

cognitive abilities like problem solving, higher order strategic thinking and decision

making. In a learning environment, teachers can use board games as a strategy in

teaching and assessment at the same time. Board games composed of all learning styles

such as visual, auditory, reading and writing and kinesthetic. Wu and Lee write the first-

hand experience is a better teacher for this subject, due to the emotional triggers inherent

in necessary behavioral changes. New perspectives can happen more productively,

allowing for self-change instead of imposed change, when players participate in games

designed to encourage climate action (Wu & Lee, 2015). Games release our creativity,
increase our efforts to express collaboration and enhance our ability to learn. According to

Mohamad et al. (2018), it involves “actual games in the classroom to enhance teaching

and learning experiences. “Qian and Clark (2016) described game-based learning as “an

environment where game content and game play enhance knowledge and skills

acquisition, and where game activities involve problem solving spaces and challenges

that provide players/learners with a sense of achievement.” Fatta et al. (2018) note that

“educational game” is a term that sometimes replaces game-based learning. With this

method of learning, students are more motivated to pay attention, learn, and participate in

predetermined activities. Students who play board games are better able to work as a

team and take ownership of their own education. They can also be an excellent tool for

classroom management and motivation. Board games can be used by teachers as a

learning method or approach to help students remember all of the concepts that have

been covered or to assess their understanding of the subject. In order to help the

students review all the topic before the periodic assessment, board games can also be

used. Board game/s are more frequently used for exercising skills or repeating

knowledge. Usually they allow 16-30 minutes to play the game on a lesson. Teachers see

many advantages of playing board games, like it is fun, it facilitate learning, and it

develops the problem-solving competence and the strategically-logical thinking. It

develops cooperation skills and act as team-building activity, etc. Teacher also aware

about the obstacles of using board games, as time and curriculum constrains, class-

management problems.
IV. Action Research Methods

A. Participants and/or source of Data and Information

The research will be conducted in Orosite High school in Orosite Legazpi

City. The 34 pupils of Grade 7 Baler, 20 boys and 14 girls who’s chosen to be the

selected respondents of this research study. Their learning skills was determined

after the conduct of the selected data gathering method. Their learning skills will

The data to be gathered will serve as a platform for providing input to encourage

the participants' ability to communicate more effectively and to further refine their

numeracy abilities.

B. Data Gathering Methods

This study will use qualitative methods approach for qualitative research.

The data gathering method include survey question and survey observation. The

survey questionnaire include five (5) questions to know the Effects of Different

Learning as the method of addressing the student’s needs of Grade 7 Baler in

Orosite High school, Orosite Legazpi City. Result from the survey questionnaire

will be recorded to further describe the impact of the chosen research study.

The research study will be implemented for a day to do the survey

questionnaire and survey observation to the student of Grade 7 Baler in Orosite

High school. The selected respondents will be visited and ask by the survey

questions in Orosite High school. The data to be gathered will serve as a

platform for providing input to encourage the selected respondents’ ability to

communicate more effectively and to further refine their learning abilities.

C. Data Analysis Plan

The survey is a list of questions aimed for extracting specific data from a

particular group of respondents. This serve as the main measure to know the

Effects of Different Learning Style as the method of addressing the student’s

needs of Grade 7 Baler in Orosite High School. The survey questioning will be

conducted to obtain feedbacks to get input on whether the intervention and

strategy are appropriate for addressing the problem. The response from survey

questionnaire will be recorded using Summary Survey. The response of the

respondents from the survey questionnaires will also be used in the discussion of

final analysis of the study.

Additionally, the data to be gained via survey questions will be used as

feedbacks and support to improve the effectiveness of Different Learning style as

the method of addressing the student’s needs.

V. Action Research Work Plan and Timelines

The Summary Survey show the percentage of use of Different Learning

style based on the response of selected respondents.

Four (4) Learning Style:

* Visual * Read and Write

* Auditory * Kinesthetic
 Visual

20 %
60 %

20 %

Kinasthetic

Read and Write

VI. Cost Estimates

Activity Description Quantity Unit Price Total Amount
Printing the Printer
Survey Bond Paper 34 200 200
Questionnaires

Transportation (Individual) 7 210 210

fees
Hard copy of Printer
Action Bond Paper 7 350 350
Research
VII. Plans for Dissemination and Utilization
The findings of the study show the percentage of use of Different Learning
styles based on the response of selected respondents. Among the four Different
Learning style, the most commonly used is Reading and Writing. Based on the
findings of data gathering, 60% of 100% shows that Reading and Writing fits the
most to student while the 20% is Visual and the other 20% is kinesthetic.
Reading and Writing is one of the Learning style that is easy to use in
teaching and for student to adopt. Reading and Writing help the students to learn
best and fast by writing, rewriting, and reading information/data.
VIII. References
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