i

Republic of the Philippines

Department of Education
Region VII, Central
Visayas
ABELLANA NATIONAL SCHOOL
Osmeña Blvd., Cebu City

DIFFERENT LEARNING STYLES IN GRADE 8 SPS

NEPOMUCENO

A Research Proposal
Presented to the English Faculty Of
Abellana National School
Cebu City

In Partial Fulfilment
of the Requirements for the Junior High School
English Subject
ANS English Department

By:
GENZ HUMPHREY LAPIÑA
MARK ANDREW PACAÑA
CHELSEA MAE BERONGA
MARIA NADINE LABAY
VINCE LUIS MALGUE
JHON ERROL METAS
RIC JEAN BOHOL

April 2024
 ii

ABSTRACT

This study aimed to determine the learning styles of Grade 8 SPS

Nepomuceno students of Abellana National School, Cebu City S.Y. 2023-2024.

Based on the presentation, analysis and interpretation of data, the

following findings were established: Most of the Grade 8 SPS Nepomuceno

intelligence are Visual.

The VARK modalities help the student to build connections between

Visual, Auditory, Read/Write and Kinesthetic. To improve the respondent’s

different ways of learning styles. Based on the research, 11 out of 26 student

respondents of Grade 8 SPS Nepomuceno are Visual hey prefer looking at

things to absorb information rather than listening to it (auditory) or using their

hands (kinesthetic). Also, this theory of learning strategies will assist

individuals, including students, in determining their preferred learning style.

They will be able to build on their strengths and do more exploring.

 iii

ACKNOWLEDGEMENT

The researchers would like to give gratitude to the following:

To Grade 8 SPS Nepomuceno, for giving information to make the researchers

study relevant and also for answering interview questions honestly.

To the parents/guardians, for giving the financial and moral support of this

study.

To Ms. Sena Marcia Simacon, for giving some instructions and for trying their

best to guide the researchers to make the study relevant.

To the friends and class, makes for some advice and guidance on what the

researchers should correct in this study.

To our special someone, for giving inspiration that gives the researchers power

to do this study easily.

To God Almighty, for giving blessings and power to the researchers to not give

up despite the challenges in making this research study.

 iv

DEDICATION

First and foremost, we, the researchers, would want to dedicate this work to everyone

who helped make this research study a success. We also want to thank our friends and

family for inspiring us to do this research and for their unwavering support.
v
 vi

Table of Contents
page
Abstract.........................................................ii
Acknowledgement.......................................iii
Dedication.....................................................iv
Table of Contents.........................................v
List of Tables................................................vi

CHAPTER I
Introduction..................................................1
Rationale of the Study.................................1
Theoretical Background.............................3
Literature Review.........................................7
Definition of Terms.....................................10
THE PROBLEM............................................13
Statement of the Problem..........................13
Significant of the Study..............................15
RESEARCH METHODOLOGY.....................16
Research Design........................................16
Research Environment..............................16
Research Subject.......................................16
Research Instrument.................................17
Research Procedure..................................17

CHAPTER II
Presentation, Analysis
and Interpretation of Data.........................18
Different Learning Styles in Grade-8 Nepemuceno..............................................21
Different Learning Styles Prevailed the Least Based on Grade-8 Nepemuceno...............22

CHAPTER III
Summary......................................................23
Findings........................................................23
Conclusion...................................................24
REFERENCE..................................................25
Online Sources.............................................25
APPENDIX.....................................................30
Transmittal Letter.........................................30
Sample Questionnaire.................................32
Scoring Point................................................33
Documentation.............................................34
Curriculum Vitae...........................................34
 1

CHAPTER I

THE PROBLEM AND ITS SCOPE

INTRODUCTION

Rationale

Students have different methods used to gain information effectively

while learning. Some students listen, some take notes, and some are making sketches. To

learn efficiently, they need to understand better how to gain information. Alternatively,

enhance the methods used so they have accurate data of the information they receive. It

is necessary to know the students' capabilities to be innovative. Learning styles state that

there are different learning styles. Different styles for each student depending on the

methods used. The fact that Researchers Pashler, McDaniel, Rohr, and Roben state that

the term "learning styles" refers to the concept that individuals differ regarding what

mode of instruction or studying is most effective for them. (Harold Pashler) Learning

styles are proposed for the students to know and understand their capabilities in doing

something. Giving the students a better lifestyle with positive mindsets, improving their

confidence, and helping them make accurate decisions in life.

Nowadays, the world is filled with infectious diseases like COVID-19, making students

study and learn at home, where many students have suffered, and it has affected their

mental and physical health at the same time. Students also suffer from their financial

status, yet they continue to learn and study. Other effects state that the learning processes

have been significantly impacted by technology. Numerous learners have adopted

technology-based learning systems as the preferred form of learning (Beng, 2023).

 1

Because of this, it is then necessary to identify learners' learning styles to deliver

appropriate resources, engage them, increase their motivation, and enhance their

satisfaction and learning outcomes. Helping the students engage more in activities rather

than on gadgets can ruin your motivation and cause them to lose focus. They are making

the students more responsible by teaching them the basic house chores and how to

survive daily, where students become prosperous individuals who impact the nation

shortly.

Generally, learning style plays a vital role since students have different terms of learning

styles as the area of modern language, teaching, and learning has evolved over the last

several decades. Instructors and students have seen several significant shifts in language

teaching, learning techniques, and approaches. Learning styles can help students

enhance and hone their capabilities in doing something. We could improve our

capabilities if only everyone could coordinate and cooperate. Studying learning styles

helps people figure out how they learn best, which can lead to more effective studying

techniques and improved academic performance. By understanding their preferred

learning style, they can adapt their study methods to match it. When someone knows

how they learn best, like reading or doing, they can study in a way that suits them. For

example, if someone learns better by reading, they might focus on written materials like

textbooks and notes. If someone learns better by doing, they might engage in hands-on

activities or experiments. Learning about different learning styles can also improve

communication and collaboration, as individuals can better understand how others

absorb information. Knowing one's learning style can boost confidence and motivation

by providing a clearer path to success. Studying learning styles helps people do better in
 1

school by finding the best way for them to learn. To sum it up, people have different

learning styles and are clever in their ways and ideas. People do not learn in just one

way. They learn in different ways and use it then apply it to make clever things on their

own.

Theoretical Background

This study focuses around Fleming's VARK Learning Theory.

and Mills, bolstered by related research and studies that may support the current research

According to Neil Fleming's VARK model, learners are classified based on their

preference towards Visual, Auditory, Reading and Writing, or Kinesthetic learning.

Visual(V):

Some people like to receive knowledge in visual representations, which are visually

appealing. This type of learning is known as visual learning style. Graphs, charts, maps,

diagrams, and other visual aids are useful tools for helping visual learners acquire and

understand information more efficiently. Through the utilization of these visual cues,

learners with this particular learning style may improve how well they perceive and

retain knowledge in a way that best fits their cognitive preferences.

Auditory(A):

An individual with an auditory learning style prefers to learn by hearing, which means

that they process knowledge best when exposed to auditory stimuli like music, videos,

and discussions. Conventional educational environments are usually ideal for auditory
 1

learners, who get the most out of actively listening to lectures, taking part in class

discussions, and taking in information via their senses. This allows them to retain and

comprehend material better.

Read and Write(R):

Read-and-write learners are more likely to learn from textual resources and sense

comfort in working with written language. They learn best when they are interacting

with written materials, whether they are found in textbooks, handouts, or notes. Due to

this inclination, they frequently turn to dictionaries and other reference resources for

help in order to improve their comprehension and draw connections between ideas.

Kinesthetic(K):

Kinesthetic learning, sometimes called tactile learning, is an acknowledged learning

style in which people learn best when they physically engage in activities such as

touching, moving, or doing tasks through the use of their hands. Because they like to

actively participate in the learning process and become physically involved, these

learners are sometimes referred to as hands-on learners because it helps them better

assimilate and remember new knowledge. This learning style is especially helpful for

those who do best in hands-on, interactive learning situations because it places a strong

emphasis on the value of physical experiences and interactions in improving knowledge

and memory retention.

 1

It is important to identify and recognize students' learning styles since doing so may

enhance the quality of the learning process. Teachers can utilize the VARK model to aid

with methods on how to effectively plan and support student learning based on their kind

of learning style. Individual learning preferences are known as learning styles. It

contains a questionnaire that determines a person's preferred sensory modality for

learning. It is about how learners absorb, perceive, interpret, express, retain, and recall

new information. Student learners are capable of using all of these sensory modes of

learning; however, each individual has a unique preference, or set of preferences, in

which one mode is often dominant. Learners with a single learning style preference are

referred to as unimodal, whereas others preferring a variety of styles are known as

multimodal. Of the multimodal learners, there are subclassifications for bi-, tri-, and

quad modal learners, who prefer to use two, three, or four styles, respectively. Quad

modal or multi-modal learners is flexible for all of the learning styles (VARK), tri-modal

learners is flexible for only just three learning styles (VRK, VAK, VAR, ARK),bi-modal

learners refers to a learners that acquires knowledge using two types of content at the

same time. (VR, VA, VK, RK), and unimodal learners refers to a learner who has a

strong preference in a single mode of learning (V, A, R, K).

 1

REVIEW OF RELATED LITERARURE

Age and Learning Styles

According to Ahmet Bilal Özbek; Minna Torppa they studied the associations between

childhood-identified learning disabilities and adult-age mental health and whether adult-

age reading and math skills, coping styles, or resilience influenced the associations. The

participants were 159 Finnish adults (60.4% males). Of them, 48 (30%) had a reading

disability (RD), 22 (14%) had a math disability (MD), 21 (13%) had RD + MD

identified in childhood, and 68 (43%) were population-based controls, matched based on

gender, age, and place of residence. At ages 20-40 (M [subscript age] = 29), they

reported their mental health, coping styles, and resilience, and their reading and math

skills were assessed.

Gender and Learning Styles

Different students(male/female) use different styles of learning and acquiring knowledge

from various sources during their learning journey. Learning styles could be defined as

“an individual’s natural, habitual and preferred way of absorbing, processing and

retaining new information and skills” Learning styles are diverse among different

students, with a preference for a certain sensory mode to receive and process that

acquired information. Thus, identifying learning styles among different students is

essential, helping students try to strengthen their preferred learning style and improve

other nonpreferred learning styles (AB Eid,2021). Recently much of that research has

focused on male and female brains but more specific research has also focused on male

and female learning style differences. The most consistent findings on gender
 1

differences in connection to learning-styles have been that males tend to be visually and

tactually stronger than females whereas females are stronger auditorily. Therefore, girls

are likely to learn more from lectures than boys are. It has been found that males are

more kinesthetic and learn best by doing rather than by being passive. Boys' need for

active participation has been attributed to how their brains process information. Another

very important learning-style difference is that females enjoy learning with varied

strategies whereas males need more structure and routine especially when learning new

and difficult content.

Differences of learning styles

According to the International Journal of Research in Medical Sciences Shah K et al. Int

J Res Med Sci. Two hundred junior residents, 98 males (49%) and 102 females (51%)

returned the completed questionnaire voluntarily. The responses were tallied and

assessed for learning style preference, gender difference in learning style preference and

correlation between learning styles (Table 1). Forty-nine students [(23 males and 26

females)] preferred unimodal learning. Among the unimodal learners two (0.3%)

students preferred visual, 17 (36.5%) preferred auditory, seven (11.1%) preferred read-

write and 23 (49.2%) preferred kinesthetic mode of learning. One hundred and fifty-one

students [(74 males and 78 females) 70.7%] preferred multimodal learning. Among the

multimodal learners 38 (25%) students preferred bimodal, 37 (24.3%) preferred trimodal

and 77 (50.66%) preferred quad modal learning. (CC Chen, KT Jones, K Moreland).
 1

DEFINITION OF TERMS

Absorb-take up the attention of (someone); interest greatly.

Accurate-correct in all details; exact.
Acknowledge-acceptance of the truth or existence of something.
Activity-a thing that a person or group does or has done.
Acquire-buy or obtain (an asset or object) for oneself.
Aid-help, assist, or support (someone or something) in the achievement of something.
Appeal-make a serious or urgent request, typically to the public.
Application-the action of putting something into operation.
Assimilate-take in (information, ideas, or culture) and understand fully.
Auditory-relating to the sense of hearing.
Capability-the power or ability to do something.
Classification-the action or process of classifying something according to shared
qualities or characteristics.
Cognitive-of, relating to, or being conscious mental activities.
Cooperate-work jointly toward the same end.
Collaboration-a partnership; a union; the act of producing or making something
together.
Comprehend-include, comprise, or encompass.
Concept-an abstract idea; a general notion.
Connection-a relationship in which a person, thing, or idea is linked or associated with
something else.
Cues-thing said or done that serves as a signal to an actor or other performer to enter or
to begin their speech or performance.
Efficiently-in a well-organized and competent way.
Emphasis-special importance, value, or prominence given to something.
Engage-participate or become involved in.
Enhance-intensify, increase, or further improve the quality, value, or extent of.
Experience-encounter or undergo (an event or occurrence).
 1

Experiment-scientific procedure undertaken to make a discovery, test a hypothesis, or

demonstrate a known fact.
Express-convey (a thought or feeling) in words or by gestures and conduct.
Focus-the center of interest or activity.
Ideas-thought or suggestion as to a possible course of action.
Impact-the action of one object coming forcibly into contact with another.
Inclination-person’s natural tendency or urge to act or feel in a particular way; a
disposition or propensity.
Information-facts provided or learned about something or someone.
Innovative-a new method, idea, product, etc.
Interact-act in such a way as to have an effect on another; act reciprocally.
Interpret-explain the meaning of (information, words, or actions).
Kinesthetic-relating to a person’s awareness of the position and movement of the parts
of the body by means of sensory organs (proprioceptors) in the muscles and joints.
Knowledge-facts, information, and skills acquired by a person through experience or
education; the theoretical or practical understanding of a subject.
Learning-knowledge acquired through experience, study, or being taught.
Method-particular form of procedure for accomplishing or approaching something,
especially a systematic or established one.
Modality-particular mode in which something exists or is experienced or expressed.
Outcome-the way a thing turns out; a consequence.
Path-way or track laid down for walking or made by continual treading.
Performance-the action or process of carrying out or accomplishing an action, task, or
function.
Plan-a detailed proposal for doing or achieving something.
Perceive-become aware or conscious of (something); come to realize or understand.
Preference-greater liking for one alternative over another or others.
Process-series of actions or steps taken in order to achieve a particular end.
Prosperous-successful in material terms; flourishing financially.
Questionnaire-a set of printed or written questions with a choice of answers, devised for
the purposes of a survey or statistical study.
 1

Recall-bring (a fact, event, or situation) back into one’s mind; remember.

Representation-the action of speaking or acting on behalf of someone or the state of
being so represented.
Resources-a stock or supply of money, materials, staff, and other assets that can be
drawn on by a person or organization in order to function effectively.
Retain-continue to have (something); keep possession of.
Retention-the fact of keeping something in one’s memory.
Ruin-the physical destruction or disintegration of something or the state of
disintegrating or being destroyed.
Satisfaction-fulfillment of one’s wishes, expectations, or needs, or the pleasure derived
from this.
Stimuli-a thing that rouses activity or energy in someone or something; a spur or
incentive.
Studies-the devotion of time and attention to acquiring knowledge on an academic
subject, especially by means of books.
Style-a distinctive appearance, typically determined by the principles according to which
something is designed.
Support-bear all or part of the weight of; hold up.
System-a set of things working together as parts of a mechanism or an interconnecting
network.
Technology-machinery and equipment developed from the application of scientific
knowledge.
Tools-any instrument or simple piece of equipment that you hold in your hands and use
to do a particular kind of work.
Type-category of people or things having common characteristics.
Utilization- action of making practical and effective use of something.
Value-the regard that something is held to deserve; the importance, worth, or usefulness
of something.
Visual-picture, piece of film, or display used to illustrate or accompany something.
Vital role-highlights the crucial significance of a job or function, implying that it is
required for the success or general well-being of a system.
 1

THE PROBLEM

Statement of the Problem

The study aimed to determine the different learning styles of Grade

8 – SPS Nepomuceno of Abellana National School, Cebu City S.Y. 2023-

2024.

Specifically, the study sought to answer the following questions:

1. What is the profile of respondents in terms of age and respondents?

1.1 Age?
1.2 Gender?

2. What Learning Style/s acquired the most?

3. What Learning Style/s? acquired the least?

 1

Significance of the Study

This study is significant to the following groups:

8 SPS Nepomuceno Students. This study can help them improve and know better about
their learning skills

8 SPS Nepomuceno Teacher. This study can help the teacher to provide a better learning
material based on the learning styles his/her student attained.

School Administration. This study will give the school administration an idea on how
to improve their way of developing the students’ way of learning.

Department of Education. This research will demonstrate the benefits of the VARK
Learning Strategy for both teachers and students.

Parents. This study will help the parents understand their child’s way of learning and
can hopefully help them improve these said skills.

The Researcher. This study will assist the researcher in determining the kinds of
learning techniques applied by the 8 SPS Nepomuceno Students.

Future Researchers. This study can be used as reference to future researchers that
might be conducting related studies.
 1

RESEARCH METHODOLOGY

Research Design

This study utilizes the survey type of research using a standardized

questionnaire. Therein, the researcher made use of the quantitative type of

research in line with a descriptive survey.

Research Environment

The researchers conducted the research in the room RSD Building

of Abellana National School located at Osmena Blvd., Cebu City.

Research Subjects

The research respondents are the Grade 8 SPS Nepomuceno of Abellana

National School.

Research Instruments

A standardized and a customized questionnaire will be utilized to

gather the needed data to complete the study. Then the respondents
 1

checked their preferred answer.

Research Procedure

The researchers asked permission to the adviser of Grade 8 SPS

Nepomuceno on April 4, 2021 to conduct a survey. The adviser gave the

schedule on the same day after asking for permission conducting our

study on April 4,2024 at Room 202 12PM – 1PM.

 1

CHAPTER II

PRESENTATION, ANALYSIS AND INTERPRETATION OF

DATA

This chapter includes the presentation, analysis and interpretation of data

gathered. This also includes the statistical results of the conducted survey, related

to the research problem posted.

Learning styles of Grade 8 SPS Nepomuceno (S.Y. 2023-2024)

This section presents the learning style of Grade 8 SPS Nepomuceno based on the

VARK model of learning styles.

Profile of the respondents

TABLE 1

Profile of the respondents in terms of age and gender

Gender No. of Respondents Percentage (%)

Male 10 38.46%

Female 16 61.53%

Age in Years No. of Respondents Percentage (%)

13 9 34.61%

14 17 65.39%

Table 1 represents the profile of the respondents in terms of age and gender of the

Grade 8 SPS Nepomuceno. Though 26 out of 32 students were able to take the

questionnaires. As shown above the table shows that majority of the respondents
 1

are female students with 15 responses with a percentage of 42.30%, while the

male respondents have 11 respondents with a percentage of 57.70% which makes

up the total population.

On the other hand, in terms of age. The table above presents the ages of the

respondents, in where majority of the students are under the age of 14 which

consists 16 respondents with a percentage of 72.72%%, while students under the

age of 13 which consists 6 respondents with a percentage of 27.27% which makes

up of the total population.

TABLE 2
Profile of the respondents and Learning style

Age in Years No. of Respondents Percentage% Learning Style

14 7 41.17% Visual

4 23.52% Auditory

3 17.65% Read and write

3 17.65% Kinesthetic

13

5 55.55 Visual

3 33.33 Auditory

0 0 Read and write

1 11.11 Kinesthetic

Gender No. of Respondents Percentage% Learning Style

Female 7 43.75 Visual

5 31.25 Auditory
 1

2 12.5 Read and write

2 12.5 Kinesthetic

Male

5 50% Visual

3 30% Auditory

1 10% Read and write

1 10% Kinesthetic

Table 2 Represents The profile of the respondents and its Learning Styles of The Grade 8

SPS Nepomuceno. As shown above it illustrates that there is a total of 17 respondents

under the age of 14. Of 17 students under the age of 14 there are 7 Visual Learners with

a percentage of 41.17% followed by Auditory Learners having 4 responses with a

percentage of 23.52%. Lastly, the Read and write and Kinesthetic Learners which has 3

responses with a percentage of 17.65%. While students under the age of 13 has 9

responses out of 26 students. Which has 5 visual learners with a percentage of 55.55%

followed by Auditory which has 3 responses with a percentage of 33.33%. Lastly

kinesthetic learners which has 1 response with a percentage of 11.11%. Leaving Read

and write zero responses.

On the other hand, in terms of gender most of the female students are Visual learners

which has 7 responses with a percentage of 43.75% which makes up of the total

population, out of 16 female students. It is followed by Auditory which has 5 responses

with percentage of 31.25%. Lastly, the read and write and kinesthetic Learning with a

percentage of 12.5% that has 2 responses. While the males are also mostly visual
 1

learners which has 5 responses that has a percentage of 50% which makes up the total

population, out of 10 responses. Its followed by Auditory that has 3 responses with a

percentage of 30%. Lastly, are Read and Write and, Kinesthetic Learners with 1

responses each that has a percentage of 10%.

What learning styles prevailed the most?

Figure 1.

Learning Style prevailed the most based on the Learning style Test Taken by the

Grade 8 SPS Nepomuceno.

GRADE 8 SPS NEPOMUCENO LEARNING

STYLE

Visual
16%
Auditory
Read and Write
10% 43% Kinesthethic

31%

Figure 1 shows that the Learning style that has the greatest number of total responses

from the students is the Visual which has a total of 11 responses which makes up of the

total population having a percentage of 43%. Means that they prefer looking at things to

absorb information. They enjoy reading picture books or some Manga, manhwa and

comics.
 1

What learning styles prevailed the least?

Figure 2.

Learning Style prevailed the least based on the learning style test taken by the

Grade 8 SPS Nepomuceno.

Figure 2 shows that the Learning style that has the least number of total responses from

the students is the Read and write learning style which has a total of 3 responses which

makes up of the total population, having a percentage of 10%. Mean that some of the

students are someone who learns best by reading and writing. They enjoy reading books

and writing their understanding of the contents.

 1

CHAPTER III

SUMMARY, FINDINGS, AND CONCLUSION

This chapter contains the summary of the study, the findings based

from the data gathered and statistical treatment, the conclusion and the

recommendations proposed by the researcher pertaining to the use of the

VARK modalities as strategy in reading comprehension.

Summary

Specifically, the study sought to answer the following questions:

1. What is the profile of respondents in terms of age and gender?

1.1 Age?
1.2 Gender?

2. What Learning Style/s acquired the most?

3. What Learning Style/s? acquired the least?

This study is conducted in Abellana National School Junior High

School Department located at Osmena Blvd., Cebu City. It is a public

school with the total population of 2900 students. The main instrument

used in this study was a standardized questionnaire.

Findings

Based on the presentation, analysis and interpretation of data, the

following findings were established:

1. Mostly of the students aged 14 and 13 intelligence is Visual. While the mostly
of both genders Male and Female is also Visual.
2. The Learning style acquired the most of Grade 8 SPS Nepomuceno is Visual.
3. The Learning style acquired the least of Grade 8 SPS Nepomuceno is Read
and Write.
 1

CONCLUSION

The VARK Model helps the students to easily corresponds to their learning style.

Though, mostly of the Grade 8 SPS Nepomuceno are Visual Learners.BY using the

VARK model they can easily determine their learning styles and can find ways to

improve it. These students are mostly visual learners, in where they are better to take

information by having visual aids, or any pictures, drawings that illustrates their current

topic. Teachers should use a picture like illustration or really illustrations. To enhance

the respondent's various learning methods even further. As classroom numbers increase

and technology advancements continue to influence the sorts of students entering higher

education, it may become more crucial to have a deeper grasp and knowledge of

learning styles. Teachers should work hard to teach in a multi-style way that reaches as

many kids as possible in a particular class while still pushing every student to advance as

a learner, even while research in this field is ongoing.

 1

REFERENCES

Online Sources

Age and Learning styles: Malcolm Knowles (1913-1997) Adult Learning

Theory reference retrieved from May 19 2013 eLearning Industry was an
American educator well known for the use of the term Andragogy as
synonymous to adult education. According to Malcolm Knowles, andragogy
is the art and science of adult learning, thus andragogy refers to any form of
adult learning. (Kearsley, 2010). https://elearningindustry.com

Cabual, R. A. (2021, April 2). Learning styles and preferred learning

modalities in the new normal. Open Access Library Journal.

Retrieved March 16, 2023, from

https://www.scirp.org/journal/paperinformation.aspx?paperid=108

297

Filiz, K., ; Fethi, K. (2017, October). The effects of Auditory Learning

Strategy on Learning Skills of Language Learners (Students’

Views). Retrieved April 3, 2023, from

 1

Hatami, S. (2013, October). Learning Styles. Academic.oup.com.

Retrieved February 16, 2023, from

https://academic.oup.com/eltj/article/67/4/488/485178

IAC Publishing. (2020, March 25). What are the advantages and

disadvantages of visual learning? Reference. Retrieved February

16, 2023, from

https://www.reference.com/world-view/advantages-

disadvantages-visual-learning-5ede107612d4e80
 1

Morgan, K. (2016, September 29). Advantages & disadvantages of

different learning styles. Education. Retrieved February 16, 2023,

from https://education.seattlepi.com/advantages-disadvantages-

different-learning-styles-3581.html

Poth, R. D. (2009). What are Vark Learning styles? What are VARK

Learning Styles? Retrieved February 16, 2023, from

https://blog.definedlearning.com/blog/what-are-vark-learning-

styles#:~:text=VARK%20learning%20styles%20are%20visual,rea

d%2Fwrite%2C%20and%20kinesthetic

Pritishkumar. (2014). Understanding the VARK model. Retrieved 2023,

from https://pubmed.ncbi.nlm.nih.gov/24823519/#:~:text=The%20

VARK%20learning%20style%20model,%2C%20and%20kinesthet

ic%20(K)

Ruha Last Modified Date: February 09, L. (2023, February 9). What are

the pros and cons of auditory learning? Language Humanities.

Retrieved February 16, 2023, from

https://www.languagehumanities.org/what-are-the-pros-and-cons-

of-auditory

learning.htm#:~:text=The%20advantages%20that%20can%20be,di

fficulty%20with%20detailed%20written%20material
 1

Vark modalities: What do visual, aural, read/write & kinesthetic

really mean? VARK. (2023, February 16). Retrieved March 16,

2023, from https://vark-learn.com/introduction-to-vark/the-vark-

modalities/

Vincent, A., & Ross, D. (n.d.). Learning style awareness - pbworks.

Retrieved April 3, 2023, from

http://eflpresentations.pbworks.com/f/Good+summary+of+learning

+style+models.pdf

Wilson, M. (n.d.). Students’ Learning Style Preferences and Teachers’

Instructional Strategies: Correlations Between Matched Styles and

Academic Achievement. Retrieved April 4, 2023, from

https://files.eric.ed.gov/fulltext/EJ995172.pdf

Yourtherapysource. (2022, September 10). Kinesthetic learners. Your

Therapy Source. Retrieved February 16, 2023, from

https://www.yourtherapysource.com/blog1/2022/09/10/kinesthetic-

learners/
 1

Republic of the Philippines

Department of Education
Region VII, Central
Visayas
ABELLANA NATIONAL SCHOOL
Osmeña Blvd., Cebu City

APPENDICES
Appendix A. Transmittal Letter

MRS.CHARISS DABOCO
Class Adviser
Grade 8 – SPS NEPOMUCENO

Dear Ma'am,
Peace be with
you!

We, the Grade 10 - SPS OWEN, would like to ask for your consent
to conduct our study entitled “Different Learning Styles in Grade 8 SPS
Nepomuceno”. We wish to have your advisory class as the main
respondents of our research paper, which is a major requirement for our
English subject. Rest assured that the data gathered will be treated with
utmost confidentiality.

Thank you and God bless!

The researchers:
GENZ HUMPHREY LAPIÑA
MARK ANDREW
PACAÑA VINCE LUIS
MALGUE
JOHN ERROL METAS
MARIA NADINE LABAY
CHELSEA MAE BERONGA
 1

Republic of the Philippines

Department of Education
Region VII, Central
Visayas
ABELLANA NATIONAL SCHOOL
Osmeña Blvd., Cebu City

Appendix B. Sample Questionnaire

 1

Republic of the Philippines

Department of Education
Region VII, Central
Visayas
ABELLANA NATIONAL SCHOOL
Osmeña Blvd., Cebu City

Appendix C. Scoring Point

 1

Republic of the Philippines

Department of Education
Region VII, Central
Visayas
ABELLANA NATIONAL SCHOOL
Osmeña Blvd., Cebu City

Appendix D. Documentation
 1

Curriculum Vitae

PERSONAL

INFORMATION

Name: Genz Humphrey S. Lapiña

Age: 15
Date of Birth: July 8, 2008
Address: Upper Arcos, Brgy Sapangdaku, Cebu City
Citizenship: Filipino
Status: Single

Father’s name: Genil R. Lapiña

Occupation: Messenger
Contact Number: N/A

Mother’s name: Ivy Marie S. Lapiña

Occupation: Accountant
Contact Number: 09452489974

Educational Background
Elementary:
Guadalupe Elementary School 2012-2020
Junior High School:
University of Cebu – Main Campus (S.Y. 2020-2021)
Abellana National School (S.Y. 2022-2023)
 1

PERSONAL INFORMATION

Name: Chelsea Mae Beronga

Age: 16
Date of Birth: April 29,2008
Address: Purok Macopa laray brgy. San Roque Talisay City
Citizenship: Filipino
Status: Single

Father’s name: Levie B. Oporto

Occupation: N/A
Contact Number: N/A

Mother’s name: Marycris Beronga

Occupation: Sirc Yram Agnoreb
Contact Number: 09602428778

Educational Background
Elementary: City Central (2014-2020)
Junior High School: Abellana National School (S.Y 2020-2023)
 1

PERSONAL INFORMATION

Name: Vinz Luis C. Malgue

Age: 15
Date of Birth: June 30, 2008
Address: V.rama Osting Radiator Lower Kawayan Sambag 2,
Cebu City
Citizenship: Filipino
Status: Single

Father’s name: Jundell Malgue

Occupation: N/A
Contact Number: N/A

Mother’s name: Nanette C. Malgue

Occupation: N/A
Contact Number: 09453646613

Educational Background
Elementary:
Guadalupe Elementary School 2012-2020
Junior High School:
Abellana National School (S.Y. 2022-2023)
 1

PERSONAL INFORMATION

Name: Jhon Errol Metas D.

Age: 15
Date of Birth: July 3, 2008
Address: Cogon Pardo, Cebu City
Citizenship: Filipino
Status: Single

Father’s name: Mc Joey Metas

Occupation: Seaman
Contact Number: N/A

Mother’s name: Christine Metas

Occupation: businesswomen
Contact Number: N/A

Educational Background
Elementary:Regino Mercado Elementary School (S.Y.2012-2020)
Junior High School:
Abellana National School (S.Y. 2022-2023)
 1

PERSONAL INFORMATION

Name:Mark Andrew C Pacaña

Age:15

Bithdate:8/8/8

Address:609Tres de Abril St. Labangon, Cebu City

Citizenship:Filipino

Status:Single

Father

Richard C Pacaña

Fore Man

09078869401

Mother

Merlyn C Pacaña

House wife

09814478132

Educational Bcakground

Elementary: Labangon Elementary school (2012-2020)

High School:

Don Sergio Osmeña Sr. Memorial National High school (2020-2022)

Abellana national school (2022-present)

1
 1

PERSONAL INFORMATION
NAME: MARIA NADINE V. LABAY
AGE: 16
DATE OF BIRTH: JANUARY 18, 2008
ADDRESS: 409-I SANCIANGKO STREET BARANGAY PAHINA
CENTRAL CEBU, CITY
CITIZENSHIP: FILIPINO
STATUS: SINGLE

FATHER’S NAME: MARLON B. LABAY

OCCUPATION: CARPENTER

MOTHER’S NAME: DINA C. LABAY

OCCUPATION: CARETAKER
CONTACT NUMBER:09531730987

ELEMENTARY: REGINO MERCADO ELEMENTARY

SCHOOL
SCHOOL YEAR:2012-2020

JUNIOR HIGH SCHOOL: REGINO MERCADO NIGHT HIGH SCHOOL

SCHOOL YEAR: 2021-2022

ABELLANA NATIONAL SCHOOL

SCHOOL YEAR:2022-2023