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Learning Style Preferences of Hospitality Management (HM) Students of

Pangasinan State University, Philippines: Basis for Enriched Pedagogical
Strategies

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 Volume 4, Issue 1, 2018
P-ISSN: 2672-2984
E-ISSN: 2672-2992
www.sajst.org

Learning Style Preferences of Hospitality Management (HM)

Students of Pangasinan State University, Philippines:
Basis for Enriched Pedagogical Strategies
Rodelyn A. Mejia, DBA; Phillip G. Queroda, Ed.D.; Sonia V. Mangrobang, MBA
Pangasinan State University

Abstract – This manuscript focused on determining the learning style preferences of Hospitality
Management (HM) students from Pangasinan State University. Selected HM students from respective year
levels served as respondents of the study and were chosen thru stratified random sampling technique. Mixed
method was utilized in the study. Survey questionnaire and interview were the instruments in gathering the
data. Indicators from the questionnaire were adapted from the Learning Styles Inventory by Wyman and
Shalaway. To obtain substantial results and findings, suitable statistical tools were made use of in the
analysis of the data such as average weighted mean and percentage. The study's findings revealed that the
students highly manifest visual learning styles.

Keywords – Learning Styles, Learning Preferences, Hospitality Management

INTRODUCTION In general, there are three major learning styles
known, the Visual, Auditory and Kinesthetic (VAK).
Learning Style
There are also other variations of the styles but just
Teachers from all walks of life are relentlessly
similar in context such as sensing-thinking, sensing
finding ways to develop their pedagogical competence
feeling, intuitive-thinking, and intuitive-feeling.
for their students to efficiently and effectively learn.
Findings revealed in the study of Camara (2018) that
This manifest from several learning theories that were
dominating learning style is not evident among the
established over time with emphasis on students’
students on their choice of strand (clustering of
desired style in learning, to wit: the personality theories;
courses in senior high in the Philippines).
information processing theories; social learning
Visual Learning Style
theories; and multi-dimensional and instructional
theories. According to Learning-styles-online.com (n.d.),
if you utilize the visual style, you prefer using images,
State University of New York (SUNY)
pictures, colors, and maps to organize information and
Cortland stated that learning styles can be defined,
communicate with others. You can easily visualize
classified, and identified in many distinct ways.
objects, plans and outcomes in your mind's eye. You
Generally, they are overall patterns that provide
also have a good spatial sense, which gives you a good
direction to learning and teaching. Learning style can
sense of direction. You can easily find your way around
also be described as a set of factors, behaviors, and
using maps, and you rarely get lost. When you walk out
attitudes that facilitate learning for an individual in a
of an elevator, you instinctively know which way to
given situation (Web.cortland.edu, n.d.).
turn.
Styles affect the learning process, from how the
Further, if you are a visual learner, use images,
students learn and how teachers deliver or execute their
pictures, color and other visual media to help you learn.
strategies and activities. It also affects the interaction of
Incorporate much imagery into your visualizations. You
the teacher with his/her students. Every child is unique
may find that visualization comes easily to you. This
in many ways and with particular styles, but these
also means that you may have to make your
diverse traits and characteristics are influenced by
visualizations stand out more. This makes sure new
several factors such as gender, culture, religion, distinct
material is obvious among all the other visual images
experiences, maturity level, and family orientation.

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you have floating around inside your head (Learning- The mixed method research design was
styles-online.com, n.d.). utilized in the study. Aramo-Immonen (2013)
defined mixed methods research as an approach
Auditory Learning Style to inquiry that combines or associates both
As stated by Fleming (2017), auditory learning qualitative and quantitative forms. Mixed
is one of the three learning styles established by the methods designs provide researchers, across
VAK model of learning. In essence, auditory learners research disciplines, with a rigorous approach to
retain information best when it is presented through answering research questions.
sound and speech.
The descriptive research design was used
Moreover, auditory learners generally in the study with the use of questionnaire. The
remember what their teacher says and readily questionnaire was content validated by experts
participate in class. They are good listeners and often from professional education department. The
very social, which means they can sometimes get indicators from the questionnaire were adapted
distracted from the lesson by everything else going on from the Learning Styles Inventory by Wyman in
in the classroom. Auditory learning methods range from Shalaway. According to Shuttleworth (2008),
studying with voice recordings to memorizing descriptive research design is a scientific method
vocabulary words by inventing short songs (Fleming, which involves observing and describing the
2017). behavior of a subject without influencing it in any
way.
Kinesthetic Learning Style
Roell (2018) defined Kinesthetic learning as The qualitative design was used by
one of the three different learning styles in VAK model means of interview with the respondents after
of learning. In essence, kinesthetic learners process answering the survey questionnaire. The data
information best when they are physically engaged gathered from the interview was reconciled with
during the learning process. the data gathered in the survey questionnaire.
Often, those with a kinesthetic learning style According to Djsresearch.co.uk (n.d.), a
have a hard time learning through traditional lecture- qualitative research design is concerned with
based schooling, because the body does not make the establishing answers to the whys and hows of the
connection that they are doing something when they're phenomenon in question.
listening without movement. Their brains are engaged,
The respondents of the study were the
but their bodies are not, which makes it more difficult
students of Bachelor of Science Hospitality
for them to process the information. Much of the time,
Management (BSHM) students of Pangasinan
they need to get up and move to put something into
State University – Lingayen Campus, Philippines
memory (Roell, 2018).
in Academic Year 2017-2018. The respondents
were chosen thru stratified random sampling. The
OBJECTIVES OF THE STUDY year levels served as strata.
The main objective of the study is to determine
the learning style preferences of Hospitality RESULTS AND DISCUSSION
Management (HM) Students of Pangasinan State
University, Philippines. More so, it sought to achieve LEARNING STYLE PREFERENCES OF
the following objectives, to wit: (1) determine extent of HOSPITALITY MANAGEMENT STUDENTS
manifestation of visual learning style preference of HM The data on the extent of manifestation of
students; (2) determine the extent of manifestation of leaning style preferences of Hospitality Management
auditory learning style preference of HM students; and (HM) students along visual, auditory and kinesthetic,
(3) determine the extent of manifestation of kinesthetic are presented in the succeeding tables.
learning style preference of HM students.
VISUAL LEARNING STYLE
Overall, the extent of manifestation of visual
MATERIALS AND METHODS learning style preference of HM students isThe descriptive-corre
high as

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P-ISSN: 2672-2984
E-ISSN: 2672-2992
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revealed in the overall mean of 3.90 as shown in Table perceived by the study of Orlanda-Ventayen and
1. Learning Styles of the Grade 8- Special Science Ventayen (2017).
Class Students of San Jacinto National High School
AUDITORY LEARNING STYLE
TABLE 1. Extent of Manifestation of Visual Learning Style In general, the extent of manifestation of
Preference of HM Students auditory learning style preference of HM students is
Mean Descri
Indicators
(N=200) ption moderate extent as revealed in the overall mean of 3.34
1. I often doodle when I am on the phone or in a meeting. 4.71 VHM as shown in Table 2.
2. When putting something together, I always read 4.64 VHM
directions first.
3. When others are talking, I usually create images in my 4.52 VHM In particular, the students manifest high on the
mind of what they are saying. following indicators, such as: I like talking better then
4. When I recall an experience, I usually see a picture of it 4.30 HM
in my mind. writing; when I recall an experience, I mostly hear
5. I prefer reading to hearing a lecture. 3.48 HM sounds and talk to myself about it; and I like music
6. I can always tell directions like north or south no matter 4.05 HM
where I am. more than art, with mean values of 3.85, 3.80 and 3.70,
7. I can multiply and add quickly in my head. 3.78 HM respectively. On the other hand, the students manifest
8. When looking at objects on paper, I can easily tell if 3.65 HM
they are the same no matter which way they are turned. moderately high in: I can easily remember what people
9. I love to write letters or in a journal. 3.55 HM
say; I get very distracted if someone talks to me while
10. I like reading more than listening to stories. 3.40 MM
11. I like to write down instructions that people give me. 3.38 MM the television is on; and I am very comfortable with
12. I like spelling and I think I am a good speller 3.32 MM social groups and do usually strike up a conversation
Overall Mean 3.90 HM
Legend: VHM=Very Highly Manifested; HM=Highly Manifested with almost anyone, with mean values of 2.64, 2.62 and
MM=Moderately Manifested; SM=Slightly Manifested
NM=Not Manifested
2.55, respectively.

Specifically, the students manifest very high TABLE 2. Extent of Manifestation of Auditory Learning
Style Preference of HM Students
extent on the following indicators, such as: I often
Mean Descri
doodle when I am on the phone or in a meeting; when Indicators
(N=200) ption
putting something together, I always read directions 1. I like talking better then writing. 3.85 HM
2. When I recall an experience, I mostly hear sounds 3.80 HM
first; and when others are talking, I usually create and talk to myself about it.
3. I know most of the words of the songs I listen to. 3.75 HM
images in my mind of what they are saying, with mean 4. I like music more than art 3.70 HM
values of 4.71, 4.64 and 4.52, respectively. On the other 5. Without music, life isn’t any fun. 3.65 HM
6. When I am alone, I usually have music playing or I 3.60 HM
hand, the students manifest in moderate extent in: I like hum or sing.
reading more than listening to stories; I like to write 7. It’s easy for me to talk for long periods of time on 3.58 MM
the phone with friends
down instructions that people give me; and I like 8. I prefer to listen to a book on audio tape rather than 3.25 MM
spelling and I think I am a good speller, with mean read it.
9. When I talk, I like to say things like “I hear you,” 3.05 MM
values of 3.40, 3.38 and 3.32, respectively. “That sounds good,” or “That rings a bell.”
10. I can easily remember what people say. 2.64 MM
It was also revealed from the interview that 11. I get very distracted if someone talks to me while 2.62 MM
the television is on.
students appreciate when instructors engage them in 12. I am very comfortable with social groups and do 2.55 MM
demonstrations, given hand-outs, being able to draw, usually strike up a conversation with almost anyone.
Overall Mean 3.34 MM
use flashcards, illustrate graphs and charts, and make Legend: VHM=Very Highly Manifested; HM=Highly Manifested
MM=Moderately Manifested; SM=Slightly Manifested
outlines. This will not be a problem for instructors NM=Not Manifested
because according to Queroda (2018) faculty members
particularly in PSU have high level of perceived It was further revealed from the interview that
knowledge on innovative instructional activities. It can some students are pleased when their instructors
also be noted that visual learning particularly on social assigned activities in pairs or small group, allow them
media contributes to the learning of the students as to record their discussions, give them the opportunity to

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P-ISSN: 2672-2984
E-ISSN: 2672-2992
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stay in front, integrate music in the lesson, let them read Moreover, it was found out from the interview
in class, and integrates activities that engage them to that some students are delighted when their instructors
participate. This will test the resourcefulness of the integrate activities which allow them to stand, do some
instructors in reaching out to the needs of the learners. exercises, and be creative.
According to Queroda (2017), teachers in selected HEIs
in Pangasinan possess a high degree of manifestation on CONCLUSION
decisiveness, resourcefulness, commitment and stress
Hospitality Management students of PSU –
tolerance. Lingayen Campus are visual learners in high extent.
KINSTHETIC LEARNING STYLE They also manifest auditory and kinaesthetic learning
Taken as a whole, the extent of manifestation of learning style preferences in moderate extent.
kinesthetic learning style preference of HM students is
RECOMMENDATION
moderate as revealed in the overall mean of 2.82 as
shown in Table 3. Faculty members should enrich their
pedagogical strategies on visual learners through
Specifically, the students manifest high on the
professional learning communities.
following indicators, such as: I learn best by doing, and
I love working with my hands and building or making The institution may engage their faculty
things with mean values of 4.12 and 3.75, respectively. members to relevant seminars, workshops and trainings
On the other hand, the students manifest in slight extent focused on differentiated instruction, inclusive
in: I like sports and I think I am a pretty good athlete; I education strategies, and learning styles.
like playing sports more than reading books; and when
I recall an experience, I remember mostly how I felt REFERENCES
about it, with mean values of 2.35, 2.20 and 1.90,
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P-ISSN: 2672-2984
E-ISSN: 2672-2992
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