Chapter I

Introduction

Background of the Study

There is no doubt that learners and teachers are

different in various ways. Gaining knowledge of students’

learning styles can be very helpful for both teachers and

learners. Identifying students’ learning styles in school is

considered a teacher’s responsibility (Shenoy & Shenoy,

2013). Profiling them gives the teacher a better outlook on

how learners obtain information. Also, being knowledgeable

about educational institutes' learning styles helps solve

students' learning problems and allows them to become better

learners (Sarabi, Asiabar, Jafari, Sadeghifar, Tofighi,

Zaboli, Peyman & Shams, 2014).

According to Christison (2003), learning style

refers to an individual’s preferred methods of gathering,

interpreting, organizing, and thinking about information as

well as individual differences in his or her learning

approaches based on those preferences. These styles can be

distinguished into three main categories: cognitive style

(field dependent versus field independent, analytic versus

global, and reflective versus impulsive), sensory style

(visual, auditory, tactile, or kinesthetic), and personality

style (tolerance of ambiguity and right-brain versus left-

brain dominance). Visual learners prefer information

presented in the form of graphs, diagrams, essays, and

charts because they can visualize relationships and ideas,

and they can better assimilate information. Aural learners

prefer to hear information rather than read it or see it

displayed visually. Auditory learners remember material

better if they discuss it with someone else because

recalling a conversation is easier for them. Kinesthetic

learners prefer to learn through simulation and real-life

experiences. They learn best by doing and may become

agitated if forced to sit for extended periods of time

(Flavin, 2019 et. al). Intuitive learners prefer information

derived from their imagination, reflection, and internal

memory. Sensing learners, on the other hand, prefer

information derived from their senses. They are concerned

with the here and now and prefer facts to theories. They

would like teachers to guide and instruct them (Oxford, et.

al 2001). Global learners prefer concise responses to

lengthy explanations. Analytic learners, on the other hand,

use logical analysis and thinking to solve problems. They

separate ideas and tend to place more emphasis on grammar

rules (Dornyei, 2005).

In Saudi Arabia, it was reported that learners favor

tactile, kinesthetic, auditory, and group styles and do not

prefer individual styles of learning. In Alkhatnai’s (2011)

study, a hundred students’ perceptual learning styles were

ordered from most to least preferred as follows: tactile,

auditory, visual, group, kinesthetic, and individual.

Although the tactile modality was the most preferred

learning style, the visual modality was also strongly

preferred. Similarly, Al-Hebaishi (2012) found that the

majority of eighty-eight learners who surveyed preferred a

visual learning style, followed by auditory and kinesthetic

styles.

Meanwhile, in the Philippines, a majority of Filipino

learners have an auditory and visual preference for

learning. In recent findings of Estanero and Laureiro

(2019), “More than seventy-five percent (75%) of learners

use their senses to learn more effectively. When learners

utilize their sense of sight, they are able to visualize

information, understand concepts, and retain knowledge

better. Moreover, according to Cruz (2018), research has

indicated that Filipino learners are predominantly visual

learners, meaning they learn best by seeing. This might mean

assimilating information with the help of visual aids, such

as infographics, charts, graphs, and diagrams. Additionally,

gaining knowledge from videos, pictures, clip-art, sound,

and images (Salda, 2009).

 In this light, the researcher decided and was motivated

to conduct this study in order to determine the learning

styles of learners in grade __ of Paghuliran Elementary

School in Matnog, Sorsogon. Understanding the learning

styles is important for teachers to support students’

learning inside the classroom and to actively engage with

them to help develop learning experiences that are tailored

to each student’s needs. As Tormento (2011) believes,

understanding learners’ learning styles can provide

educators with strategies to develop their lessons in ways

that facilitate meaningful learning and make education more

enjoyable.

Statement of the Problem

This study aims to determine learners’ learning styles

in Paghuliran Elementary School, Matnog I District, school

year 2022-2023. Specifically, it seeks answers to the

following questions.

1. What are the learning styles preferred among the teachers

in Paghuliran Elementary School?

2. What are the learning styles preferred among the learners

in Paghuliran Elementary School?

3. Is there a significant relationship between teachers’

preferred learning styles and learners’ preferred learning

styles?

4. Based on the findings, what could be proposed to cater to

the learning styles of learners?

Hypothesis

There are no preferred learning styles of learners in

Paghuliran Elementary School.

Scope and Delimitation

This study aims to determine learners’ learning styles

in Paghuliran Elementary School. This study will be covering

topics related to the different learning styles, and

strategies to address learners’ preferred styles. Included

in this study are the learners and teachers from

kindergarten to grade 6. School Head and non-teaching

personnel are excluded.

Significance of the Study

 This study was undertaken with the hope that the

findings may be beneficial. The researcher hopes that this

study may give an advantage to the following:

Learners. This study may help the learners in the sense that

the output of the study will put emphasis on the improvement

and utilization of learners’ preferred learning styles.

Teachers. This study may help teachers in realizing the

importance of identifying learners learning styles that will

give them a better outlook on how students obtain

information and learn. Thus, teachers will address

strategies for improving learners learning styles.

School Head. This study will be beneficial to the school

head for it will serve as a feedback mechanism on the

different learning styles of learners for the improvement

SDO Sorsogon. This study may help SDO Sorsogon by providing

actual data on the different learning styles of learners.

Thus, findings may be a reference for the development of

programs in learning in the future.

DepEd. This study may be beneficial to the DepEd in the

sense that it will give feedback on the factors attributable

to learners’ learning styles.

Parents. This study will help parents realize the importance

of learners’ learning styles in improving and excelling in

school.

Researchers. The findings and recommendations of this study

can be used in developing and conducting future studies

related to the learning styles of learners. This study may

also help other future researchers be more motivated to

conduct a similar study.

Definition of Terms

The following important terms are conceptually and

operationally defined to have a better and clearer

understanding of the study.

Learning. It is a relatively lasting change in behavior that

is the result of experience. It is the acquisition of

information, knowledge, and skills. When you think of

learning, it's easy to focus on formal education that takes

place during childhood and early adulthood. But learning is

an ongoing process that takes place throughout life and

isn't confined to the classroom.

Learning Style. It is the way that different students learn.

A style of learning refers to an individual’s preferred way

to absorb, process, comprehend and retain information.

Likewise, this refers to an individual learner’s methods of

absorbing or receiving information through which they feel

most comfortable learning and learning effectively (Oxford,

2003; Wintergerst & DeCapua, 2001; Xu, 2011; Zywno & Waalen,

2002).

Teaching Styles. These are considered to be the general

principles, educational, and management strategies for

classroom instruction. is an identifiable set of

classroom behaviors associated with and carried out by

the instructor. The chosen teaching style "is the

operational behavior of the teacher's educational

philosophy" (Conti & Welborn, 1986, p. 20).

 Chapter II

THEORETICAL, CONCEPTUAL, AND OPERATIONAL FRAMEWORK OF THE

STUDY

This chapter presents the relevant literature and

studies that the researcher considered in strengthening the

importance of the present study. It also presents the

synthesis of the art to fully understand the research for

better comprehension of the study.

Related Literature

The researcher presented articles and news coming from

various authors to introduce the ideas that will support the

present study. The pieces of literature were synthesized and

correlated to the present study.

Biggs (2001) stated that learning styles play a

significant role in the lives of learners. When students

recognize their own learning style, they will be able to

integrate it into their learning process. As a result, the

learning process will be easier, faster, and more

successful.
 Similarly, Gilakjani and Ahmadi (2011) stated that

understanding learning style helps learners in learning how

to learn. Thereby, learners become more autonomous and

accountable for their own learning. Consequently, learners’

confidence will increase and teachers’ control over learners

will lessen. At this point, learners become the center of

the learning process and control their learning while

teachers act as facilitators.

Furthermore, according to Tuan (2011), it allows

teachers to tailor lesson plans to their students'

preferences. Matching is especially important when dealing

with new or struggling learners, as they are easily

frustrated at this stage of learning. In other cases,

mismatching may be advantageous in that it allows learners

to experiment with new methods of learning, accommodate

different ways of thinking, and reflect on their own styles.

Mismatching, on the other hand, should be handled with

caution because it can result in learners dropping out.

The pieces of literature give support to the present

study. One stated the important role of learning style to

the students while the other two addressed the understanding

of the learning styles that help learners learn by

themselves and match the teacher’s styles for better

learning. The articles aligned with the objectives of the

present study and which is to determine the learning styles

of learners.

Recently, Donkoh et al. (2015) found that the majority

of students in their study were classified as a combination

of auditory and visual learners, meaning that they learn

best through hearing and seeing. Students know themselves as

well as the ways how they learn better. And they may have

reasons for their choices of learning styles. Having more

preference for a particular learning style than the other by

another student has its own reasons, and that has been

influenced by different factors like individual factors.

A study conducted by Liu (2012) proved such an idea.

Through a mixed-method approach, Liu found that the majority

of students preferred learning alone. And such a learning

style choice has been found that students expected and cared

about passing an exam and achieving their goals. For this

reason, they did not go for a group learning style, they

preferred learning hard individually instead.

The presented pieces of literature above are related to

the present study as both identified the preferred learning

style of learners with which the present study is dealing.

 Gilakjani (2012) et. al stated that many others believe

that by knowing students' preferred learning styles,

teachers can help students learn better and attain

educational objectives. For example, it can help them

understand their students' strengths and weaknesses. Also,

it allows teachers to visualize their students' learning

natures or diverse learning patterns, which is beneficial to

teachers' planning and teaching practice. In contrast, if

teachers fail to analyze or recognize the diversity of their

students, mismatches in teaching and learning styles are

most likely to occur in learning styles. Oxford (2003)

appears to agree, according to this viewpoint, if teaching

and learning styles are not matched, students will be less

confident and more concerned. This would eventually destroy

teacher-student relationships and attitudes toward the

subject.

In relation to this, Akbarzadeh and Fatemipour (2014)

investigated matches and mismatches between students'

learning styles and teachers' preferred teaching styles.

According to the findings of the study, students rated

tactile as their preferred learning style. Tactile, on the

other hand, was discovered to be a teacher’s negligible

preferred teaching style. Teachers indicated in

questionnaires that they are aware of learning style

theories but do not apply them in their classrooms.

Teachers, based on observations, do not teach in accordance

with students' learning styles.

Ghada, Rima, Nola, and Mona (2011) found that Lebanese

students have multiple learning styles, identifying as

auditory, kinesthetic, tactile, and visual learners. They

also pointed out that there are some mismatches between

teaching and learning styles. According to the findings, the

individual style was preferred by all teacher participants,

whereas this individual learning mode was not preferred by

most 50% of students. Moreover, almost 90% of the student

participants exhibited their preference for the audio

learning style, whereas only 60% of the teacher sample

expressed their favor for this style.

The pieces of literature presented above have a direct

and significant relationship with the present study in the

sense that showing the mismatched outcome between the

preferred learning styles of learners and the teaching

styles of teachers.

Related Studies

Findings from various authors will strengthen the

present study. It will serve as a guide on how the concept

and the process of the conduct of the study will be formed.

 Becker et al. (2007) stated in their study that while

traditional learning methods such as lectures, textbooks,

discussions, and so on are important and should be used in

teaching sessions, teachers should be able to diversify

their teaching styles in order to meet the learning styles

of each unique student. At the same time, teachers should

combine various pedagogy strategies in all aspects of

teaching to accommodate different learning styles.

According to Drago and Wagner (2004), learning styles

should have at least four general characteristics such as

cognitive, affective, physiological, and psychological. In

cognitive aspects, individual information processing is

influenced by cognitive aspects such as seeing, thinking,

problem solving, remembering, and linking information to

other matters. In affective aspects, learning is perceived

through one's personality in the affective dimension.

Consider characteristics like awareness, emotion,

motivation, incentive, curiosity, boredom, concern, and

frustration. While in physiological aspects, learning is

based on biological features such as senses (auditory,

visual, or kinesthetic) that are used in the learning

process. And in psychological aspects, learning is viewed in

terms of how it relates to one's internal strength and

individuality.
 Furthermore, according to Alias et al. (2005), student

diversity is a factor in the learning process that teachers

must consider. Teachers should be aware that before planning

their teaching processes and classroom assessments, they

should consider the diversity factor first. Teachers must

create the right atmosphere based on students' academic

achievement and needs, so that different learning experience

structures can be assigned to all students. This includes a

variety of learning styles such as visual, auditory, aural,

and kinesthetic.

The presented studies cited above support the

conduct of the present study as it concluded on the

importance of diversifying teaching styles in order to meet

the various learning styles of students. However, the cited

studies only conclude on the importance of diversifying

teaching styles and do not totally focus on or discuss what

strategies could be used to cater to the different learning

styles of learners with which the present study will be

dealing with.

Fleming's VARK learning style model (2006) was modified

from the VAK model to the VARK learning. This learning style

is altered by categorizing students into four distinct

modes. The various modes are based on various senses, namely

visual, aural, reading, and kinesthetic, and the model's

name derives from those senses' prefix letters (V, A, R, and

K). Visual students who are predisposed to this learning

style are more likely to be exposed to demonstration and can

learn through the description. These students prefer to use

a list to keep their learning progressing as well as to

organize their thoughts and minds. Aural students pay closer

attention to what teachers say. They would rather listen

than write lecture notes. After the lectures, they choose to

discuss the topics covered with their classmates in order to

clarify their understanding. In reading, students prefer

printed words and text as a source of information. They

appreciate lists, glossaries, textbooks, lecture notes, and

circulation. And kinesthetic learning is a measurement mode

that refers to the combination of various sense functions.

Priority kinesthetic refers to learning accomplished through

experience and practice.

Meanwhile, Ubungen (2021) reported that the Philippine

Education for All (EFA) 2015 vision and comprehensive reform

program aims to improve basic education quality for all

Filipinos by 2015. As a result of this, the Philippine

government is committed to improving education quality at

all levels (Philippine Education for All, 2015). As the

pandemic has had a significant impact on schooling this

year, teachers are challenged to address the diversity of

Filipino students and accommodate these characteristics

while motivating children to learn in a mixed manner.

Differentiated instruction would be the strategy in the

learning environment in the Philippine classroom with 40-50

kids or more, in response to the diverse levels and needs of

the children amidst the epidemic, to ensure that no one is

left behind. Teachers teaching Filipino subjects believed

they were using differentiated instruction because they used

group work and activities in the classroom, online, and in

modular, but this was not the case because they designed one

lesson for all students, and because we as teachers believe

that "one size does not fit all," the students' learning

preferences and styles were not met. Knowing the students'

different learning styles will assist the teacher in

planning and designing appropriate lessons for them.

Conducting a learning style inventory before the start of

the school year is critical because knowing the different

learning styles of the students will assist the teacher in

planning and designing appropriate lessons for them. For

instance, teaching our native language to students with

varying learning styles has never been easy, but using

differentiated instructions and conducting a learning style

inventory has greatly aided.

 The studies stated above are parallel to the

present study. One presented how different learners learn

based on their preferences or styles while the other one

presented how teachers provide the needs of the students

regarding their styles for the betterment of the learning

process which somehow related to the present study.

Synthesis of the State-of-the-art

The preceding pieces of literature and studies

gave significant insight and ideas for the conceptualization

and enrichment of the study. Likewise, the articles

presented reported on identifying the important role of

learning styles to the students and the understanding of

these styles to make students learn more effectively.

Biggs (2001) stated that learning styles play a

significant role in the lives of learners and Gilakjani and

Ahmadi (2011) stated that understanding learning style helps

learners in learning how to learn. In addition, Tuan (2011)

stated that understanding learning styles, allows teachers

to tailor lesson plans to their students' preferences.

Donkoh et al. (2015) reported that the majority of students

in their study were classified as a combination of auditory

and visual learners. And also, they reported that students

may have reasons for their choices of learning styles that

having more preference for a particular learning style than

the other has its own reasons. Liu (2012) proved such an

idea. Through a mixed-method approach, Liu found that the

majority of students preferred learning alone. Gilakjani

(2012) et. al stated that many others believe that by

knowing students' preferred learning styles, teachers can

help students learn better and attain educational

objectives. While Akbarzadeh and Fatemipour (2014)

investigated matches and mismatches between students'

learning styles and teachers' preferred teaching styles.

Ghada, Rima, Nola, and Mona (2011) pointed out that there

are some mismatches between teaching and learning styles.

In their study, Becker et al. (2007) concluded that

while traditional learning methods such as lectures,

textbooks, discussions, and so on are important and should

be used in teaching sessions, teachers should be able to

diversify their teaching styles in order to meet the

learning styles of each unique student. While Drago and

Wagner (2004) concluded that learning styles should have at

least four general characteristics such as cognitive,

affective, physiological, and psychological. Alias et al.

(2005) stated that student diversity is a factor in the

learning process that teachers must consider. Fleming's VARK

learning style model (2006) was adapted from the VAK model.

This learning style is modified by categorizing students

into four distinct modes. The various modes are based on

various senses, namely visual, aural, reading, and

kinesthetic, and the model's name is derived from the prefix

letters of those senses (V, A, R, and K). In a report by

Ubungen (2021), The Philippine Education for All (EFA) 2015

vision and comprehensive reform program aims to improve

basic education quality for all Filipinos by 2015 that

differentiated instruction would be the strategy in the

learning environment in the Philippine classroom.

Gap Bridged by the Study

The related pieces of literature and studies reviewed

have been carefully analyzed. There were ideas in the

previous studies which differ from the present study while

some bear similarities. Most of the literature presented

explained the important role of learning styles and the

understanding of the learning styles of different learners,

the reported preferred learning styles of learners, match

and mismatch of teaching styles and learning styles. Related

studies conveyed ideas about the other instruction used such

as VARK and differentiated instruction to cater to the needs

of different learners. The presented studies may be similar

to the present study which is to determine the learning

styles of learners. However, none of the studies tackled,

discussed, and conducted the strategies that could be

proposed to address the different learning styles of

learners.

Conceptual Framework

The conceptual framework of this research as shown

in figure 1 uses the Concept-Input-Process-Product Model

(CICP). The IPO model provides the general structure for

the direction of the study.

The input components include: 1. the learning styles

preferred among the teachers in Grade ___, 2. The learning

styles preferred among the learners in Grade ___ and 3. The

relationship between teachers’ preferred learning styles and

learners’ preferred learning styles.

The part of the process is the questionnaire to be

developed by the researcher and an unstructured interview.

 The output will be the proposed action plan based from the

result of the study.

INPUT PROCESS OUTPUT

1. The learning

styles preferred

among the teachers

in Grade ___,

2. The learning
Proposed Action
styles preferred  Questionnaire
Plan based from
among the learners  Unstructured
interview the result of the
in Grade ___
study
3. The

relationship

between teachers’

preferred learning

styles and
learners’

FEEDBACK

Figure 1.
Conceptual Paradigm
CHAPTER III

This chapter presents the discussion of the research

design. The sample, instrument, data collection procedures

and data analysis procedures are also included.

Research Design

This study aims to determine the determine learners’

learning styles in Paghuliran Elementary School, Matnog I

District, school year 2022-2023. This study is descriptive

quantitative type of research in the sense that the data to

be gathered will be came from the instrument. This study

will have findings on the preferred learning style of the

teachers, and of the students and will look for correlation

between the two groups.

The Sample

The primary source of this study are the 6 teachers and

their learners in Paghuliran Elementary School. Total

enumeration will be considered in choosing the respondents

since the number of teachers and learners in Paghuliran

Elementary School is manageable in number.

The Instruments

The instruments to be used in this study is the

questionnaire to be formulated by the researcher. This

questionnaire will be subject for validation and a series of

consultation will be done to come up with a bias free and

credible questionnaire. A dry run before the final

distribution of questionnaire will be conducted to test the

questionnaire in the field.

Data Gathering Procedures

To ensure the respondent’s participation and their

cooperation in answering the questionnaire, the researcher

will write a communication letter from the office of the

Superintendent requesting permission to conduct this study.

The researcher will also ask permission to administer the

survey questionnaire from the Public Schools District

Supervisor. If approved, letters will be shown to all

respondents before the administration of the questionnaire.

The researcher will be distributing the questionnaire

to the respondents and will give ample time in answering the

questionnaire. After the retrieval of the tool, it will be

siubject for treatment using statitiscal tools.

Data Analysis Procedures

The data to be gathered will be analyzed and

interpreted using statistical measures and tools. In

determining the preferred learning styles of teachers and of

the learners, frequency and rank will be utilized. Then, to

measure whethere there is a significant relationship between

the preferred learnign styles of teachers and learners, t-

test will be employed.