RRL

LEARNING STYLE

According to Wahab and Nuraeni (2020), He defines that learning styles as the manner in which
individuals perceive and process information in learning situations. He argues that learning style
preference is one aspect of learning, and refers to the choice of one learning situation or condition over
another. Learning style is owned by humans in absorbing, organizing and processing information
received. By realizing this, someone will be easier in thinking. For that reason, an educator must know the
learning style of the students .There are characteristics of learning styles that possessed by learners, and it
influences the learning processing, and communication. If the student knows the characteristics of his
own learning style, then the student will be easy to motivate himself in learning. Students are encouraged
to utilize their learning styles optimally in order to achieve effective results. For this reason, the
researchers aim to explore the extent of the benefits of understanding student learning style
characteristics. With this information, lecturers are expected to enhance the quality of their teaching.

Every students have different learning styles and we cannot make a child learn the way we want
them to learn. A child's ability to understand and remember lessons depends on their unique way of
learning. The curriculum of learning, teaching materials, and teaching should be appropriate for the needs
of learners from the point of physical ability, their cognition, social and emotional. The researchers found
a variety of learning styles in students that can be classified according to certain categories.1) the visual
style which refers to individuals who prefer to process science through vision, 2) the auditory prefers
information through hearing, 3) kinaesthetic is more preferable to obtain information through movement,
practice and touch. Therefore, each learner has their own learning style so that educators can find and
adapt the teaching style.

Payapron (2020) claims that knowing the learning style of the student provides a good start for
the design of effective instruction. As the students were placed at the core of the learning process in a
learner-centered classroom, understanding how students learn and which learning styles they prefer is
perhaps a useful step in moving towards a student-centered classroom. By considering the student
learning styles, instructors can design effective learning activities and create a positive learning
environment that increases student engagement. When students engage in the lessons or classroom
activities, they can likely process and retain information better. In this study, most students preferred
multi-modal learning styles; this implies that the students learn better when they are taught by multiple
modes of information presentation than when single-mode learning is being used. Using a variety of
learning modes will help to enhance the student’s abilities to memorize, retain, and recall information. In
their study, they found that kinaesthetic was the most prominent single mode of learning among first-year
students. This result demonstrates that students prefer active participation in the knowledge acquisition
process. Therefore, active learning strategies accommodate multiple learning styles, such as role-playing,
debates, games, and discussions that the class needs to promote in the classroom. The study highlights the
importance of instructors being aware of students' learning styles and adapting teaching methods to
enhance academic performance. Multimodal and kinesthetic learning strategies, such as role-playing,
debates, and hands-on activities, are recommended to accommodate diverse learning preferences.
 Based on Pineda(2021) Students possess diverse learning abilities and each individual
characteristics require strategies to enhance academic success. When students are aware of their learning
styles, they can learn more effectively and enhance problem-solving skills. However, aligning students'
learning preferences with teaching strategies remains a challenge for educators, as students often struggle
to grasp lessons delivered in ways that differ from their preferred learning styles. Teachers must
understand their students' interests and talents to tailor their instructional methods. Factors like gender,
age, family background, and creative thinking impact learning styles. They suggested that learning is
enhanced through sensory modalities like visual, auditory, visual-iconic, and kinesthetic approaches, with
the VAK model serving as a widely recognized framework for classifying these learning styles.
Appropriate instructional methods should be tailored to students' learning style preferences. All three
learning styles (visual, auditory, and kinesthetic) influence academic performance in subjects like
Filipino, English, Mathematics, and Science. However, according to their study, only the visual learning
style significantly affects academic performance in Filipino. This highlights the need for English,
Mathematics, and Science teachers to adopt strategies suited to their students' learning preferences to
boost performance. Guidance counselors, school administrators, and parents should collaborate to support
students in developing their interests and abilities through targeted programs.

In the study by Dewi N. (2019) diverse teaching and learning styles arise from the interaction
between students and the teaching styles demonstrated by lecturers. This dynamic creates a chain reaction
that influences students' learning style preferences. Learning styles refer to students' preferred approaches
to learning, while teaching styles involve the methods and beliefs that lecturers use to present lessons.
Teaching style encompasses the behavior, beliefs, and instructional methods lecturers use to present
lessons. Students’ learning styles are influenced by genetic coding, personality development, and
environmental factors. Additionally, the variation in teaching and learning style preferences can lead to
both matches and mismatches between lecturers’ teaching styles and students' learning styles. Research
indicates that when teaching styles match students' learning preferences, students tend to retain more
information, perform better, and gain more knowledge. However, when there is a lack of investigation
into the matching of these styles, it affects academic performance.

Those study focuses on recognizing students' learning patterns. This thesis will be a great help to
our study as it describes and explains the different meaning of learning style. In their studies they
describe that knowing students' learning styles is essential for educational approaches because it
influences how they receive, organize, and remember information. Understanding their unique learning
patterns allows pupils to motivate themselves and improve their learning efficiency. This supports an
inclusive educational environment that addresses the student's different learning ways, with teaching
materials, curriculum, and instructional methods that are tailored to the student's learning styles. Also, it
helps us to understand the broad meaning of the learning style; it enlightens us to the different learning
styles of the student. It is not also about the progress of the learners or students; it is also about how the
teacher will handle the different learning styles of the students, how the teacher will assess and evaluate,
or how the teacher will teach.
READING AND WRITING

On the other hand the present study highlights issues within the Reading and Writing curriculum,
which is considered "idealistic, complex, and demanding" (Jaca et al., 2019), often setting high
expectations without accounting for students' diverse contexts. Learners particularly , struggle with
reading and writing proficiency due to the complexity of these skills (Atanacio-Blas et al., 2018; Farkas
& Jang, 2019). Pablo and Lasaten (2018) emphasize that students' sociocultural and linguistic diversity
contributes to these challenges. They suggest that teachers should understand students' backgrounds and
difficulties to inform their teaching strategies.

According to Urbano(2021) They identified key challenges faced by senior high school students
in reading and writing skills. In reading, students struggle with recognizing text structures such as
comparison, definition, narration, and mechanics, and organizing information .These difficulties lead to
reluctance in reading long texts and hinder comprehension. In writing, students face issues like a lack of
background knowledge, poor citation practices, grammar errors, shallow vocabulary, and insufficient
experience with different writing patterns. In their study they highlights that the students' limited reading
comprehension affects their writing skills. To address these needs, senior high school reading and writing
courses must focus on building these competencies, as both skills are mutually supportive. Developing
strong reading and writing abilities prepares students for college and future employment.

The connection between this study about the reading and writing of Filipino students and our
study is relevant to understanding one of the students' primary learning styles. As researchers, we aim to
explore the significance of reading and writing about students' academic performance. Our goal is to
identify the obstacles that students experience in these areas, particularly when reading and writing about
history, as well as interpreting historical data. This research will allow us to investigate the specific issues
students face when reading and writing, which can improve historical literacy. Before enhancing students'
historical literacy, it is critical to recognize the obstacles they have in their learning styles, particularly in
reading and writing, so that we can effectively address these concerns.

KINESTHETIC

Bangola(2016) claims that in his study kinesthetic learning is the most preferred major learning
style among nursing students, indicating a need to move around for better learning, while it is the least
favored minor style. This reflects how students' active nature, especially in hands-on professions like
nursing, shapes their study habits. The findings also showed that individual learning is highly preferred,
with group learning ranking the lowest, possibly due to cultural factors among the participants. Students
demonstrated a high level of comfort in structured learning environments, favoring person-centered
approaches over objective ones. Teachers are encouraged to adopt student-centered methods to facilitate
learning rather than simply providing information. Kinesthetic learners tend to excel when they engage in
hands-on activities, learning best through physical movement and action. They may prefer pacing while
studying or taking breaks to move around. The research also revealed that students have diverse learning
preferences. When teachers align their teaching methods with students' individual learning styles and
strengths, it benefits both students and educators. Understanding different learning styles empowers
students to harness their natural abilities, enhancing their learning experience.

This study is important as it provides insights into how kinesthetic learners absorb information
and in which specializations this learning style is most applicable. It is closely related to our research, as
kinesthetic learning is one of the primary learning styles of the students we are studying. In history
subjects, kinesthetic learners tend to excel through activities such as role-playing and acting, which
involve physical movement. The relationship contributes to our study by providing a better grasp of how
to determine whether students excel in such activities and learn efficiently through movement-based
assignments.

SELF REGULATE/Self study

According to Avecilla, P. A. (2023) explains that since the pandemic began, both instructors and
students have faced significant challenges adapting to a new educational system. Teachers have had to
rethink how to use technology effectively to keep students engaged and safe during this period. One key
goal for educators is to promote student learning, especially since the shift to flexible learning has
reduced class time compared to traditional face-to-face instruction. This shift demands greater learner
autonomy, and instructors must adapt their teaching methods to meet the unique needs of each student.

It is crucial to identify which teaching styles best motivate students to become self-regulated
learners, as it play a significant role in academic success. The study evaluated how students perceive their
teachers' teaching styles in virtual classrooms and examined the impact of these styles on self-regulation
and motivation. The researchers emphasized the importance of understanding how different teaching
methods influence students' motivation and self-regulation. They suggested that exposing students to a
variety of teaching styles can improve these skills and recommended further research to explore the
effects of various instructional strategies on motivation and self-regulation.

This study helps the researchers identify and assess the students' self-regulation and
motivation.This study assists the researchers in identifying and determining the students' self-regulation
and motivation. This study helps us understand the impact of teaching styles on students' motivation and
self-regulation, which have a direct impact on their academic success. This study is related to our research
because it focuses on how students learn and how teaching styles influence their motivation and learning.
This study gives useful insights into the relationship between teaching strategies and learning results,
which may be used in enhancing historical literacy. This is relevant to our study because it highlights how
educators' teaching approaches can have a significant impact on students' learning processes, ability to
develop their learning styles, and overall academic achievement.

HISTORY

According to Wissinger,D.R(2018) Educational reform has completely changed how history and
social studies are taught in recent years, aligning them with the Common Core State Standards (CCSS)
and the College, Career, and Civic Life (C3) frameworks. These reforms promote disciplinary literacy,
which focus on subject-specific reading, writing, and thinking skills. This movement represents a five-
decade transition in historical study, from perceiving history as a collection of objective facts to
understanding how the past originated through the interpretation of historical data, such as source
documents and artifacts.

Base on their study, there was some evidence that learners often struggle to develop a
deeper understanding of history because of difficulties with controlled attention and short-term memory
and this affect the learners’ ability to memorize and recall the lesson. Students, who struggle with reading
and writing, including students with learning disabilities, have several learning needs that make
disciplinary literacy challenging. Students with below-grade-level reading skills especially struggle with
reading and comprehending informational texts. (Swanson, Wanzek, Vaughn, Roberts, & Fall,
2015).Additionally Students with learning difficulties often struggle with the argumentative writing
common in social studies. Writing in history requires constructing persuasive arguments, addressing
counterarguments, and responding to opposing views. However, these tasks are challenging for struggling
learners due to difficulties in considering multiple perspectives and socio-emotional limitations that
hinder their sense of historical empathy.

Many subject matter teachers struggle to incorporate new, rigorous standards for students
who have learning difficulties. Modern standards combine reading, writing, and content to promote
literacy development, indicating a transition in social studies education. This change requires a deeper
understanding of educational strategies in order to support diverse learners. In response, the current study
aims to create and modify a historical literacy intervention using an iterative design experiment that
addresses both current requirements and the needs of academically diverse students.

This study used a design-based research framework and ongoing data collection to examine a
historical literacy intervention across and they explored students’ growth from pretest to post test on
reading comprehension and a historical writing measure, comparisons of students of different ability
levels, and fidelity of implementation. The results demonstrated that students of all ability levels
improved their reading comprehension over time, which was consistent with earlier studies on critical
reading practices. Furthermore, the study reveals that a scaffolded teaching strategy, which includes
modeling and guided practice by general education social studies teachers, serves a wide range of
students. It recommends ongoing coaching for content teachers to enhance instruction for students with
learning difficulties. Additionally, using customized materials for reading and argumentative writing in
history is more effective than generalized content, supporting the development of discipline-specific
skills. The investigation provides information to identify, implement, and improve teaching practices that
were considered evidence-based for developing students’ historical literacy.

This study is relevant to our research since it focuses on the learner's challenges in establishing
historical literacy. Our study is relevant to this research because many students have low levels of
historical literacy, and by investigating the causes for this, we want to identify solutions to improve
students' historical literacy. One of the elements contributing to this problem is that history often requires
extensive memorization, data analysis, and the use of multiple learning techniques. These learning
differences have a considerable impact on students' capacity to succeed in history. This study provides
evidence that learners commonly struggle to build a better grasp of history and contributes to our research
by providing insight into the difficulties students confront while learning history. This insight allows us to
better address the factors.

HISTORICAL

Andal & Hermosa (2023) explained that activities that do not align with students' preferred
learning styles are often uninteresting and ineffective. Aside from crafting contextualized learning
activities based on students’ learning styles their study aim to enhance Grade Eight students’ historical
thinking skills in Araling Panlipunan. In their study they found that visual learning styles had the highest
mean across all MELCs, making them the most common preference, while auditory learning styles had
the lowest mean. Visual learners benefit from using images, mental imagery, and graphic organizers to
better absorb information, whereas few students prefer auditory learning, which relies on hearing.

The learning preferences of Grade 8 students in Araling Panlipunan were explored, focusing on
different learning styles visual, auditory, and kinesthetic for various MELCs (Most Essential Learning
Competencies). For MELCs 1, 4, and 7, students preferred visual learning strategies. These included
visualizing mental pictures of events and using colorfully highlighted words in lessons. For MELCs 1, 4,
and 8, the preference shifted towards auditory learning, where students favored hearing lessons explained
by others, particularly through collaborative learning activities. This highlights the importance of
listening to explanations and discussions. Kinesthetic learning was identified as a key tool for helping
students grasp historical events and concepts through active engagement, such as role-playing or physical
representation of ideas.

Their findings suggest that students prefer visual strategies, particularly mental imagery and
visual aids such as highlighted texts and pictures, to better understand historical content. However,
auditory learning, especially peer explanations and discussions, also played a crucial role in supporting
their learning. The study emphasizes the importance of incorporating these preferred learning styles into
teaching practices for enhanced student engagement and understanding. The study recommends that to
improve the efficiency of teaching and learning the Araling Panlipunan teachers may develop further their
historical thinking abilities. This will also improve students' acquisition of these abilities.

According to D. Kumalasari, & Agustunova, D. (2022)The issue of low literacy competence

is widespread in higher education globally, affecting countries like Indonesia, South Africa, Sweden, and
even the United States. In the Philippines, literacy problems in higher education highlight the need for
targeted reading comprehension programs, differentiated instruction, and literacy coaches to address these
challenges (Gatcho & Gutierrez, 2018).

Many universities worldwide address this issue by offering transition courses that improve
students' reading and writing skills, such as summarizing texts, asking questions, and connecting ideas.
However, integrative approaches that embed literacy development within students' academic disciplines
are seen as more effective. These strategies, such as Writing in the Disciplines (WID) and Writing Across
the Curriculum (WAC), emphasize the development of reading and writing skills specific to each field of
study. Academic Socialization further suggests that students must adapt to the academic culture for
success.

In history education, enhancing historical literacy involves more than just reading historical texts
at face value. It requires students to critically analyze the purpose of the writing, assess the credibility of
sources, and understand the historical narrative's broader context. Developing historical literacy also
requires lecturers to adopt new roles as literacy mentors, which can be challenging, particularly for senior
faculty without prior experience in literacy instruction.

This research is highly relevant to our study as it focuses on the development of historical literacy
among students. Both studies emphasize that identifying students' learning styles can enhance their
historical literacy. This study is beneficial to the researcher, as it offers valuable insights into potential
ways to improve students' historical literacy. Additionally, it provides important information on learning
styles and how to enhance them.