THE RELATIONSHIP BETWEEN LEARNING STYLES AND ACADEMIC

PERFORMANCE OF GRADE 12 PBMS STUDENTS OF JOHN B.

LACSON COLLEGES FOUNDATION-BACOLOD (Inc.)

A Research Paper Presented to the Faculty of Senior High School

John B. Lacson Colleges Foundation (Bacolod), Inc.

In Partial Fulfillment of the Requirements for 3I’s (Inquiries, Investigations, Immersions)

S.Y. 2020 – 2021

Chu, Vince G.

Delima, Rgee Louize E.

Yecyec, Gabriel Jay O.

Proponents

Mr. Jonathan Montano

Instructor

January 2021
 INTRODUCTION

BACKGROUND OF THE STUDY

Learning can be defined as permanent changes in behavior induced by life. According to

experiential learning theory, learning is “the process whereby knowledge is created through the

transformation of experience”. Facilitating the learning process is the primary aim of teaching.

Understanding the learning behavior of students is a part of this process. Therefore, the concept

of learning styles has become a popular topic in recent literature, with many theories about

learning styles put forward to better understand the dynamic process of learning.

The development of any country be it economic, political, social, scientific, and

technological depends on academic performance of students. Students’ academic performance is

important in every country as it produces the type of graduates that will have significant impact

to the society. When student’s academic achievement is poor, it therefore means that graduates

from those schools may not be able to perform the duties they were trained to do (Nja and Obi,

2019). It is not surprising to see buildings collapse because the civil engineer did not have a good

education in school. In the medical sector, patients die in the hands of quack doctors. Fire

outbreak in homes, offices and public places becomes the order of the day, because the wiring of

buildings was poorly done by electrical engineers who did not have a good education.

The issue of student’s poor academic performance has continued unabated for a long

time. Common reasons cited by researchers include among others: lack of instructional resources

and ill-equipped school library, at times the library exist only in the consciousness of the teachers

(Nbina and Obomanu, 2011; Nkanu, 2009; Opera, 2008; Oriade, 2008). Although efforts have
been made to remedy this situation something is still missing. There is the need for an in depth

understanding of learning styles adopted by students.

Researchers have studied the relationship between students’ learning styles and academic

performance. In a research by Dalmolin et al. (2018) it was discovered that there was a positive

connection between learning styles and academic performance of students. Magulod Jr. (2019)

also conducted a research on learning styles and academic performance and found a significant

relationship between learning styles and academic performance of students. The characteristics,

strengths, and preferences in the form, in which an individual receive and process information, is

termed learning styles (Hsieh et al., 2011). Ghaedi and Jam (2014) defines learning styles as the

changes among learners in using one or more senses to understand, organize, and retain

experiences. Fatemeh and Camellia (2018) study revealed that students prefer learning with

divergent learning styles, as it enhance students' academic achievement.

Learning styles is a term that is used to explain various ways that learners acquire

knowledge. It seeks to give an explanation on how people learn. The issue of individual

difference is very crucial in learning styles, as it works under the premise that no two persons

learn in same way. There is the understanding that every student learns differently. Learning

styles therefore is an individual’s unique way of absorbing, processing, comprehending, and

retaining information.

Determining students’ learning styles provides information about their specific

preferences. 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. Therefore, determining
learning style is quite valuable in order to achieve more effective learning. Researching learning

styles provides data on how students learn and find answers to questions.

Students’ learning styles are influenced by environmental, emotional, and cognitive

factors alongside their previous experiences. Learning style is primarily concerned with ‘’how’’

students learn, not ‘’what ‘’they learn (Gokalp, 2013; Fardon, 2013). Knowledge of the various

learning style preferences of students admitted in Science Education programme will eventually

lead to more effective learning experiences. Alavi and Toozandehjani (2017) revealed that

learning styles of students can enhance their learning. In the same vein, Barman et al. (2014)

study on learning style and academic performance of students conclude that students’ knowledge

of their learning style can improve their academic performance. Therefore, in every school

environment, be it primary, secondary, or tertiary institutions, the academic performance of

students is a pointer to the quality of learning experiences. Academic performance is evaluated in

terms of students' remarkable scores across their subjects. This can be assessed through

formative and summative evaluation.

Previous research reviewed suggest that students have different learning styles of. The

influence of learning style preferences and academic performance of students among Grade 12

Pre-Baccalaureate Maritime Specialization students in John B. Lacson Colleges Foundation-

Bacolod (Inc.) prompted the researcher to investigate the relationship existing among these

variables. Recognizing students innate learning styles towards their studies will enable the school

to design and implement educational interventions with the goal of enhancing their academic

performance and the quality of their learning.

STATEMENT OF THE PROBLEM

This study was conducted to determine the relationship between the preferred learning

styles of Grade 12 Pre-Baccalaureate Maritime Specialization students of John B. Lacson

Colleges Foundation – Bacolod (Inc.) and their academic performance in school during the

School Year 2020-2021.

Specifically, this study seeks to answer the following questions:

1. What is the learning style preference of Grade 12 PBMS students?

2. What are the factors that influence the learning styles of Grade 12 PBMS students?

3. Is there a significant difference in the preferred learning styles of Grade 12 PBMS students

when they are grouped and compared according to Previous School Attended and Preferred

Course in College?

HYPOTHESIS OF THE STUDY

There is no significant difference in the preferred learning styles of Grade 12 PBMS

students when they are grouped and compared according to Previous School Attended and

Preferred Course in College.

THEORETICAL FRAMEWORK OF THE STUDY

This study will anchor to two theories about learning style. The two theories are Kolb’s

Learning Style and Dunn Learning Styles Model.

Kolb’s learning style is founded on Jung’s theory. He classified the learners according to

four categories based on their preferences on taking and incorporating information that is:

accommodator, diverger, assimilator and converger. For Loo (2004) the model is an attempt to

integrate all the four stage sequences to direct the learners from actual experiences to the

progression of ideas that will provide the facilitator for a brand-new experience. Loo (2004)

further asserted that competence is based upon the capability to act in response to various

learning situations by successfully making use of each style; nevertheless, proponents of this

theory have the same opinion that individuals have a preferred stage in which learning is found

to be most comfortable. (Goby & Lewis, 2000). Consequently (Young, 2002) noted that as

starting point for learning whichever stage favored by an individual may be considered.

According to Kolb's model, the ideal learning process engages all four of these modes in

response to situational demands. In order to have an effective learning, all four of the above

approaches must be incorporated. As individuals attempt to use all four approaches, however,

they tend to develop strengths in one experience-grasping approach and one experience-

transforming approach.

In relation to this study, the theory shows various factors influence a person's preferred

style. For example, social environment, educational experiences, or the basic cognitive structure

of the individual. In this theory, it is stated that Convergers are characterized by abstract

conceptualization and active experimentation. They are good at making practical applications of

ideas and using deductive reasoning to solve problems. Divergers tend toward concrete
experience and reflective observation. They are imaginative and are good at creating ideas and

seeing things from different perspectives. Assimilators are characterized by abstract

conceptualization and reflective observation. They can create theoretical models by means of

inductive reasoning. Accommodators use concrete experience and active experimentations. They

are good at actively engaging with the world and doing things instead of merely reading and

studying about them. With these, an individual may exhibit a preference for one of the four styles

depending on his/her approach to learning via the experiential learning theory model.

Dunn and Dunn offered another learning styles model in presenting and appraising

intelligence. The concept is founded on the theory that there is no definitive linked between

intelligence and talent or inborn capabilities (Denig, 2004; Dunn et.al 2001; Lovelace, 2005.) as

a replacement for perception, comprehension, the achievement as Denig (2004) established,

knowledge through experiences and analytical problem-solving and decision- making skills are

acceptable and valid demonstration of intelligence. This Learning Style Model, views factors

such as setting, emotionality, sociological fondness, physiological distinctiveness, and

psychosomatic processing inclinations shape student learning; The Dunn and Dunn learning style

model emphasized the notion that learners should be trained to utilize their main or principal

style of learning to study and learn new resources as confirmed by (Denig) 2004.

The Dunn and Dunn Learning Styles Model includes 20 elements that, when classified, reveal

that students are affected by their:

• Environment (sound, light, temperature, seating design).

• Emotionality (motivation, task persistence, responsibility/conformity, structure).

• Sociological preferences (learning alone, in pairs, in a small group of peers, as part of a team,

with an adult, with variety or routines).

• Physiological characteristics (perceptual strengths, time of day, need for intake, mobility while

learning).

• Psychological processing inclinations (global/analytic, impulsive/reflective).

In relation to this study, the theory shows that learning preference is divided into five

major stimuli strands. In this theory, it is stated that there is an evident room for changes and

improvements in all sectors and areas of life but most essential change that is crucial to the cause

is in educational system and the means of teaching. Education being the milestone, each nation

must follow to achieve objectives it sets for its development. It is responsibility of educators to

come up with those teaching ideologies that can give an efficient, effective, production and a

qualified staffing that can prove prosperous in future. This study focused on learning preferences

of students. By knowing what they want and how they want to get educated can be an effective

tool for educators as well. By having such in-depth information regarding the likes and dislikes

of students, the learning curve and cycle both can become more effective. This is a two-way

process in which both students and educators need to know learning preferences. Among three

styles of learners, all are beneficial but one or more are superseding others. This dominant style

is the best explanation of how learning should be done after filtering the other irrelevant or

unrelated material. One specific style may not be the only explanation to each task as other styles

may also be used in combination to get learning reach its apex of understanding for all concerned

parties.
CONCEPTUAL FRAMEWORK OF THE STUDY

The study is conducted to determine the learning style and the academic performance of

Grade 12 Students of John B. Lacson Colleges Foundation (Bacolod), Inc. during the First

semester of the School Year 2020-2021.

Learning style is defined as “a person’s preferred mode of learning (Smith (1982)."

James and Blank explain that a learning style is the “complex manner in which, and conditions

under which, learners most efficiently and most effectively perceive, process, store and recall

what they are attempting to learn” (James & Blank, 1993, p.48). Swanson quotes Reichmann's

reference to learning style as "a particular set of behaviors and attitudes related to the learning

context" and also presents Keefe's definition of learning style as "the cognitive, affective, and

physiological factors that serve as relatively stable indicators of how learners perceive, interact

with, and respond to the learning environment" (Swanson, 1995,p. 2)The study of learning styles

has brought great attention the importance of modifying curriculum and unification of the

perceptual differences of students. According to Barbe (2018) and Dunn (2018), research has

developed more complex and comprehensive models that considers the effect to other elements

of a person’s unique learning style. For example, Keefe (2017) described three dimensions of

personal preferences or styles in learning, as was stated in the dissertation by E. Paul (2001):

• Cognitive styles – information processing to include the way one encodes, Processes,

stores, retrieve, and decode information.

• Affective styles – personality dimensions to include attention span, motivation,

Interests, and emotions.

 • Physiological styles – to include gender behavior, health-related behavior, and physical

environmental conditions.

Dunn (1989) states that identifying one’s learning style is much easier than explaining its

existence. Students are affected by their own emotionality, sociological, environmental, and

physical preferences. According to Dunn, Dunn, and Price (1979) everyone learns through

complex set of reactions to varied stimuli, feelings and previously established thought patterns

that tend to be present when an individual learns. The learning process is conceived as

environmental, emotional, sociological, and physiological. The major premise of how individuals

learn, not the skills used in learning, is the foundation for the Learning Style Inventory. Learning

styles research is used in human resource management, sales, team development, counseling,

academic applications, and many other fields (Kevin, 2010). Within the Academic applications

of learning styles research, there are two general applications of learning styles information that

affect classroom instruction and student learning. These two applications (often referred to as

“using learning styles” in the classroom) are: 1. The use of learning styles information, surveys,

and prescriptions by students to increase self-awareness and study skills. 2. The use of learning

styles information, resources, facilities, and surveys by teachers and administration to customize

pedagogy and the learning environment.

Students’ academic gain and learning performance is affected by numerous factors

including learning styles, gender, age, teaching faculty, students schooling, father/guardian social

economic status, residential area of students, medium of instructions in schools, tuition trend,

daily study hour and accommodation as hostelries or day scholar. Many researchers conducted

detailed studies about the factors contributing student performance at different study levels.

Graetz (1995) suggested “A student educational success contingent heavily on social status of
student’s parents/ guardians in the society. Considine and Zappala (2002) noticed the same that

parent’s income or social status positively affects the student test score in examination.

According to Minnesota (2007) “the higher education performance is depending upon the

academic performance of graduate students. Durden and Ellis quoted Staffolani and Bratti,

(2002) observed that “the measurement of students previous educational outcomes are the most

important indicators of students future achievement, this refers that as the higher previous

appearance, better the student’s academic performance in future endeavors.

There was a considerable research that examined the relationship between students'

learning styles and their academic performance (Witkin, 1973; Gregorc, 1979; Claxton and

Murrell, 1987; Brunner and Majewski, 1990; Schroeder, 1993; Klavas, 1993). These studies

have consistently found that when learning styles were considered in the teaching process,

academic performance increased. Schroeder states that accommodating the variations in learning

styles could improve curricula and the teaching process (1993). This research will concentrate

solely on the first application which places the responsibility on the student. Ideally, the student

is expected to become more self-aware and apply the new information obtained from the BE

Learning Style Profile in the improvement of their study habits and classroom achievements.

As the premise of the present study, Threeton and Walter (2009) affirm that there is a

dearth of learning style studies of students within the trade, technology and industry sector of

career and technical education. Kolb and Kolb (2009) confirm that learning styles differ

significantly to different professional and technical fields of specialization. An individual tends

to choose degree courses where the learning environment nurtures their learning styles. This

present study focused on the assessment of the learning style preferences of students enrolled in
applied science courses with the end goal of contributing to the existing body of knowledge

about the distinct learning styles of students in these disciplines.

In this study, the researchers seek to make a connection between factors influencing their

learning styles and the academic performance of the students. The response of the respondents

made a way for the researchers to conclude and create suggestions that could benefit the

respondents, specifically on knowing the factors that influence their learning style.

To illustrate the hypothesized relationship of variables under the study, a schematic

diagram is shown in Figure 1.

Figure 1. Schematic diagram representing the hypothesized relationship of variables

under the study.

hlllmjiiimo
Previous School
Attended

Learning Styles

Preferred Course
in College
SIGNIFICANCE OF THE STUDY

This will discuss the benefits of the following subjects throughout the study.

Students. This will let the us students know the relationship between our learning styles

to our academic performance in school. With this we will have realizations and avoid being

attached to our bad learning styles preference that can destroy our focus on our studies. With this

we can inform students to make their learning styles preference better towards their studies.

Parents. To let the parents, know that bad learning styles preference of their children can

lead to poor academic performance. Parents themselves will guide their children and motivate

them to have a good learning styles preference to have a good academic performance.

Teacher. It will let teachers know what the cause is why students have poor academic

performance. The teachers would understand that students' performance in school is related to

each students' preferred learning style.

Researchers. With this we can relate as students on how different learning styles

preference can result to our academic performance. We can also know the number of students

who have bad learning styles preference that led for them to become undergraduate. We can

inform them the negative impacts and so that they may lay-low and involved themselves to much

more meaningful hobbies or preference.

Future Researchers. This study will provide them reference and give them background

or overview of the study. The ideas presented will give them additional information to the future

research.

School. To inform the school and make them aware on how the students behave on their

academics. With this schools will act and give solutions to the problem and inculcate them to

have better focus on students.

 Administration. The administration is the head of all, and it has the power regulate and

minimize the damage of bad learning styles preference of many students. To keep the students on

the right track they will act, and this study will inform them and give further explanations on

why students have poor academic performance.

DEFINITION OF TERMS

Academic Performance. Narad and Abdullah (2016) described the term as the

knowledge gained which is assessed by marks by a teacher and/or educational goals set by

students and teachers to be achieved over a specific period of time. The researchers used the term

to represent the respondents’ academic-related attitude or action with regards in their preferred

learning styles.

Learning Styles. The term speaks to the understanding that every student learns

differently, and it also refers to the preferential way in which the student absorbs, processes,

comprehends and retains information (teach.com, 2020). The term is used in this study to refer to

the way of learning that the respondents go through.

Pre-Baccalaureate Maritime Specialization. The term refers to a modified program of

the STEM strand under the Academic Track. In this specialization, six specialized subjects of the

STEM strand were retained and three were replaced with maritime – related subjects

(wbc.edu.ph, 2018). The term used in the study refers to the strand that the respondents are

enrolled in.
SCOPE AND LIMITATIONS OF THE STUDY

The scope of the study is based on the Grade 12 PBMS students of John B. Lacson

Colleges Foundation-Bacolod where the research was conducted as well as the student sample

being. The researchers will gather information on how each students’ preferred learning styles

can affect their academic performance. The researchers will also know why some students have

bad learning styles preference while others have a better one. This will further explain and

discuss the reasons beyond the attitude of the students toward their studies in school.

A delimitation of the study was based on the learning style preferences of students studying

in John B. Lacson. This study was limited only to Grade 12 PBMS students, the reason for

choosing Grade 12 students for the sample was that this is a researchers' expertise and is an area

where minorities are underrepresented. The researchers may also focus on every student who

currently involved in this crisis and who suffer because of this pandemic that changed on the way

they learned.

Limitations of the study regarded the applicability of the results to other grade level and

in other courses. The study was also not ascertaining differences, if any, by full-time and part-

time students. A limitation of this study was the researchers' connection to the students and

accessibility to all Grade 12 PBMS departments. Another limitation was that random selection of

the classes for the study may not provide a wide distribution of day classes.
 METHODOLOGY

Research Design

Descriptive Research Design since it aims to describe the relationship between the

learning styles and academic performance of the Grade 12 Pre – Baccalaureate Maritime

Specialization Students of John B. Lacson Colleges Foundation-Bacolod (Inc.).

According to McCombes S., (2019), Descriptive Research Design is a design that can use

a wide variety of research methods to investigate one or more variables. Unlike in experimental

research, the researcher does not control or manipulate any of the variables, but only observes

and measures them.

Descriptive-correlational research design will be used to determine the significant

relationship between the learning styles and academic performance of Grade 12 PBMS students.

As described by Preto R., (2007), Descriptive-correlational research design is a design

that describes the variables and the relationships that occur naturally between and among them.

This study further used Mixed Method since it deals with Quantitative and Qualitative

approaches. Creswell J., (2012), defines Mixed Method Research as a procedure for collecting,

analyzing, and “mixing” both quantitative and qualitative research and methods in a single study

to understand a research problem.

Respondents of the Study

The respondents of the study are the Grade 12 Pre-Baccalaureate Maritime

Specialization Students of John B. Lacson Colleges Foundation (Bacolod), Inc. who are
officially enrolled during the Second Semester of School Year 2020-2021. A sample size of 157

was computed using the formula by Lynch, et al. (1979).

Data Gathering Procedure

The researchers gave the research instrument to the Grade 12 Pre-Baccalaureate Maritime

Specialization Students of John B. Lacson Colleges Foundation (Bacolod), Inc. The researchers

explain the purpose of the study, why the respondents were chosen, and the importance of the

respondents' answers to the completion of the study before the respondents will answer. Further,

they were assured of the confidentiality of their identity and answers. The researchers also gave

them opportunity to ask assistance while answering the research instrument.

The data gathered was tallied and computed with the aid of Statistical Package for Social

Sciences (SPSS) to provide answers to the specific questions of the study.

Research Instrument

This study will use a research questionnaire made by the researchers. The questionnaire is

composed of three parts: the first part requires the information about the respondents; the second

part contains questions about the preferred learning styles of Grade 12 students; and the third

part contains questions to determine the factors affecting their preferred learning styles.

The following rating scale was provided for the respondents to rate exactly the

relationship of student’s preferred learning styles and academic performance:

Scale Interpretation

4 Strongly Agree

3 Agree

2 Disagree
 1 Strongly Disagree

Validity of Research Instrument

Validity refers to the accuracy of the measurement. Validity shows how a specific test is

suitable for a particular situation. If the results are accurate according to the situation,

explanation, and prediction of the researcher, then the research is valid. (Taherdoost, H., 2016)

If the method of measuring is accurate, then it will produce accurate results. If a method

is reliable, then it is valid. In contrast, if a method is not reliable, it is not valid.

The score given by the experts yielded to an Overall Mean Score of “4.00” interpreted as

"Very Good" which means that the questionnaire is "Valid".

Reliability of the Research Instrument

Reliability refers to the consistency of the measurement. Reliability shows how

trustworthy is the score of the test. If the collected data shows the same results after being tested

using various methods and sample groups, this indicates that the information is reliable. If your

method has reliability, the results will be valid. (Taherdoost, H., 2016)

Cronbach Alpha is a reliability test conducted within SPSS that is used by the researchers

to measure the internal consistency reliability of the measuring instrument (Questionnaire). It is

most used when the questionnaire is developed using multiple likert scale statements and

therefore to determine if the scale is reliable or not.

The computed Alpha score was “.712” interpreted as “Acceptable” which means that the

research instrument is “Reliable”.

Statistical Tools

Mean was used to determine the preferred learning styles of Grade 12 Pre-Baccalaureate

Maritime Specialization Students. Mean is the most common measure of central tendency and

refers to the average value of a group of numbers. The mean is a parameter that measures the

central location of the distribution of a random variable and is an important statistic that is

widely reported in scientific literature. (Salkind, N., 2010)

For the accurate identification of the relationship between the preferred learning styles of

Grade 12 Pre-Baccalaureate Maritime Specialization Students to their academic performance, the

researchers considered the following scale:

Mean Score Range Verbal Interpretation

3.25 – 4.00 Strongly Agree

2.50 – 3.24 Agree

1.75 – 2.49 Disagree

1.00 – 1.74 Strongly Disagree

Frequency Distribution was used to determine the factors influencing the learning styles

of Grade 12 PBMS students. A frequency distribution is a representation, either in a graphical or

tabular format, that displays the number of observations within a given interval. The interval size

depends on the data being analyzed and the goals of the analyst. The intervals must be mutually
exclusive and exhaustive. Frequency distributions are typically used within a statistical context

(Young J., 2020).

Analysis of Variance (ANOVA) was used to determine the significant difference in the

preferred learning styles of Grade 12 PBMS students when they are grouped and compared

according to Previous School Attended and Preferred Course in College. Analysis of variance

(ANOVA) is a statistical technique to analyze variation in a response variable (continuous

random variable) measured under conditions defined by discrete factors (classification variables,

often with nominal levels). Frequently, we use ANOVA to test equality among several means by

comparing variance among groups relative to variance within groups (random error) (Larson M.,

2018).

Statistical Package for Social Sciences (SPSS) was used by the researchers in computing

the quantitative. SPSS is the set of software programs that are combined in a single package. The

basic application of this program is to analyze scientific data related with the social science. This

data can be used for market research, surveys, data mining, etc.

With the help of the obtained statistical information, researchers can easily understand the

demand for a product in the market and can change their strategy accordingly. Basically, SPSS

first store and organize the provided data, then it compiles the data set to produce suitable output.

SPSS is designed in such a way that it can handle a large set of variable data formats.

Ethical Considerations

All the participants in this study were fully informed of what will be asked of them, how

the data will be used, and what (if any) consequences there could be. The informed consent

process was followed in this study. The identity of all the participants is kept confidential or
anonymous and the assurances extend beyond protecting their names to also include the

avoidance of using self-identifying statements and information. The research design of this study

considers the potential harm to the participants, the researchers, the wider community, and the

institution. The participants also are fully informed on what the risks are.

Results and Discussion

Table 1. Factors that influence the learning styles of students
Factors Frequency Rank
Learning Atmosphere 103 1
Peer Influence 58 8
Family Influence 77 6
Cultural Differences 30 10
Relevance of Content 46 9
Teaching Style 98 2
Learning Preference 80 5
Personality 96 3
Quality Learning Materials 63 7
Social Media Influence 88 4

As presented in Table 1, the factor with the highest frequency of “103” is “Learning
Atmosphere”. This means that most of the Grade 12 PBMS students” learning atmosphere
influence their preferred learning styles. According to the study of Ozerem, A. (2015), different
learning atmosphere of the learners influence their learning styles, learning atmosphere
according to students' learning styles included an opportunity to learn fairly, an increase in
student motivation towards the lesson, and enabling students to learn at their own pace. The
factor with the lowest frequency is “Cultural Differences” of “30”. This means that cultural
differences do not affect much the learning styles of Grade 12 PBMS students. As explained by
Fridland and Kerr (2014), cultural differences influence information processing and cognition,
but there are no such reasons to believe that cultural differences tend to influence learning styles
unlike other, for example, academic behavior or personality might have more influence in
learning styles than culture.

Table 2. Learning style preference

Questions Means Interpretation
I like to write things down or to take notes for 3.04 Agree
visual review.
I prefer working on my projects alone. 2.98 Agree
I learn better by reading than listening to someone. 2.90 Agree
 When I work alone, I learn much better. 3.08 Agree
When I study alone, I remember my lessons better. 3.15 Agree
I think the best way to remember something is to 3.38 Strongly Agree
picture it in your head.
When the teacher tells me the instructions, I 3.32 Strongly Agree
understand better.
I remember things I have heard in class better than 3.10 Agree
things I have read.
I learn more by reading textbooks than by listening 2.85 Agree
to lectures.
I learn better when I make drawings as I study. 2.61 Agree
I prefer to see information written on a chalkboard 3.24 Agree
and supplemented by visual aids and assigned
readings.
I enjoy working with my hands or making things. 3.29 Strongly Agree
I learn more when I study with a group. 3.08 Agree
I get more work done when I work with others. 3.22 Agree
I learn best in class when I can participate in related 3.28 Strongly Agree
activities.
I understand things better in class when I 2.94 Agree
participate in role-playing.
I learn more when working on a group project. 3.11 Agree
I enjoy working on an assignment with two or three 3.24 Agree
classmates.
I learn better when I listen to someone. 3.22 Agree
When someone tells me how to do something in 3.22 Agree
class, I learn it better.
I require explanations of diagrams, graphs, or 3.22 Agree
visual directions.
I can remember best about a subject by listening to 3.36 Strongly Agree
a lecture that includes information, explanations,
and discussions.
I study better with music in the background. 2.83 Agree
I chew gum, smoke or snack with friends while 2.18 Disagree
studying.
Overall Mean 3.08 Agree

As presented in Table 2, the item with the highest mean of “3.38” is “Item 6” interpreted
as “Strongly Agree”. This means that most of the Grade 12 PBMS students thinks that the best
way of learning to remember something is to picture it in their head. According to the study of
Roell, K. (2019), students with the visual learning style make up about 65 percent of the class,
they can picture what they are learning in their head. The item with the lowest mean of “2.18” is
“Item 24” interpreted as “Disagree”. This means that most of the Grade 12 PBMS students’ way
of learning is to do not chew gum, smoke or snack with friends while studying. As explained by
Frothingham, S. (2020), students who chew gum or do other activities while studying are often
labeled as hyper or unable to pay attention when they are learning since their need for movement
often appears as if they are tuned out, when in reality, they are using movement to help them
retain focus. The Overall Mean is “3.08” interpreted as “Agree”. This means that Grade 12
PBMS students have different learning styles, some preferred to work in a group while others
preferred to work alone. According to the study of Flavin, B. (2019), learners are generally
taught to believe that their learning styles are either visual, audible, or kinesthetic but studies
have found that students who thought they were visual learners, for example, did not necessarily
do better when presented with more visual material.

Table 3. Significant difference in the Preferred Learning Styles when grouped and compared
according to Previous School Attended and Preferred Course in College
Variable N Mean P value Interpretation
Categories
Public 80 3.1137 .225 Not significant
Private 77 3.0431 @ 0.05 Level

Variable N Mean P value Interpretation

Categories
BSMT 103 3.0896 .975 Not significant
BSMarE 54 3.0915 @ 0.05 Level

The computed p value for the significant difference according to Previous School
Attended was .225. Since the p>0.05, the hypothesis which states that “there is no significant
difference in the preferred learning styles of Grade 12 PBMS students when they are grouped
and compared according to Previous School Attended” is “Not Rejected”. The result means that
the previous school attended of the respondents does not influence their preferred learning styles.
According to the study conducted by According to the study conducted by Bhattacharyya, E.
(2014), students’ school background with reference to the type of previous schools attended do
not have significant difference in their preferred learning styles, the type of school education that
the students were exposed to prior entry to their current school.

The computed p value for the significant difference according to Preferred Course in
College was .975. Since the p>0.05, the hypothesis which states that “there is no significant
difference in the preferred learning styles of Grade 12 PBMS students when they are grouped
and compared according to Preferred Course in College.is “Not Rejected”. The result means that
the preferred course in college of the respondents does not influence their preferred learning
styles. According to the study conducted by Felder (2010), students” preferred course in college
does not necessarily affect the differences in their learning style preference, many students have
benefitted from learning about how they learn and how their learning patterns differed.
Summary of Findings

This study is conducted to determine the preferred learning styles of Grade 12 PBMS

students during the School Year 2020-2021.

The result of the study revealed that the factor with the highest frequency that influence

the preferred learning styles of the respondents was “Learning Atmosphere”. On the other hand,

the factor with the lowest frequency that influence the preferred learning styles of the

respondents was “Cultural Differences”.

The item with the highest mean in the preferred learning styles of the respondents was

“Item 6”, while the item with the lowest mean was “Item 24”. Overall, the respondents agree

about their preferred learning styles.

There is no significant difference in the preferred learning styles of Grade 12 PBMS

students when they are grouped and compared according to Previous School Attended.

There is no significant difference in the preferred learning styles of Grade 12 PBMS

students when they are grouped and compared according to Preferred Course in College.
Conclusions

The following are the conclusions based on the results of the study.

The previous school attended of the respondents have not created differences in their

preferred learning styles. (Citation)

The preferred course in college of the respondents have not created differences in their

preferred learning styles. (Citation)

Recommendations

The following are the recommendations of the researchers:

1. Students may endeavor to identify their unique learning styles and use them. Students

may consider the result of this study as bases for improving their learning styles.

2. Parents may encourage each child to learn from his/her personal strengths. They may

jointly seek out creative ways to master difficult subject areas. They may improve their

support to their children so that their preferred learning styles will be improved.

Additionally, parents may provide, quality learning materials, tutors, and technical

support such as provisions of strong and steady internet connection, and good-

conditioned gadgets.

3. Teachers vary their teaching methods and strategies to pave way for students to use

different learning styles.

4. The school and administration may design and develop a program such as seminars that

would help students in improving their learning styles. School administrators should

provide learning resources that covers all the learning styles.

5. A further study is recommended for future researchers that would involve other variables

and respondents about learning styles.

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