Chapter 2

Review of Related Literature and Studies

In this chapter, the researchers conducted an extensive,

careful, and thorough search. This study exhibits the related

literature, and studies that the researchers contemplated,

deliberated, and examined to ascertain and determine the

importance, meaning, sense, and significance of this study.

Related Literature

The development of a country relies on the capability of its

human resources, particularly in the field of Information

Technology and Industrial Technology. High standards are

crucial in defining objectives, components, and processes for

these programs. In the Philippines, higher education

institutions (HEIs) must produce competent graduates with the

skills and attributes needed to deal with the 21st-century

work environment. To ensure quality learning experiences, it

is essential to consider students' different learning styles

and preferences. Learning styles are characteristics,

strengths, and preferences in how people receive and process

information. This study aims to assess the learning style

preferences of students enrolled in applied science courses,

contributing to the existing body of knowledge about distinct

learning styles in these disciplines. Awareness of these

learning styles can lead to more effective learning

experiences, enhance self-actualization, and facilitate

teachers to employ suitable teaching strategies. Learning

styles and study habits play a crucial role in students'

academic performance. Research has shown that students'

learning styles can improve their educational experience and

predict their academic performance. Study habits, particularly

in applied science courses, have been found to be a predictive

factor of academic performance. Studies have found a positive

association between study habits and academic achievement.

In higher education institutions, academic performance is an

indicator of a quality learning experience. Factors such as

intellective and non-intellective factors affect students'

academic performance. Understanding students' learning style

preferences and habits is essential for designing effective

educational interventions. This study was conducted among

students at Cagayan State University in Lasam, Philippines,

focusing on students enrolled in Bachelor in Information

Technology and Bachelor in Industrial Technology programs.

These courses require students to develop conceptual skills,

critical thinking, and creative abilities as their graduate

attributes. By recognizing these innate learning dispositions

and attitudes, universities can design and implement

educational interventions to enhance students' academic

performance and the quality of their learning experiences.

This study aimed to assess the learning styles, study habits,

and academic performance of undergraduate students in applied

science courses at Cagayan State University at Lasam. The

research objectives included identifying students'

preferences, assessing their study habits, describing their

academic performance, testing significant differences, and

determining the relationship between these factors. The study

tested hypotheses at a 0.05 alpha level, indicating no

significant differences in learning styles, study habits, or

academic performance.

According to Crosthwaite (2015), The findings dispel the myth

of the "quiet," "rote-learning" Asian student and indicate

that a wide variety of learning styles can be found in

language learning groups consisting of only one cultural

member. The proficiency test scores and participation levels

of the test and control groups differed relatively slightly,

indicating that using participation as a gauge of course

achievement had little effect on performance. Individualistic

learners typically performed worse on proficiency tests and in

participation than learners with learning styles more suited

for group work in the classroom.

According to Yousefi Afshari Z, Pourhossein Gilakjani A.

(2023), The study investigated the impact of learning styles

on EFL learners’ reading comprehension skills improvement and

self-efficacy perceptions. To this end, 60 intermediate

male/female EFL learners at Pasargad Language Center in

Langarud, Iran with the age range from 14 to 20 were selected

based on the results of Michigan Test of English Language

Proficiency. Next, they were randomly divided into two groups

of 30. Then, the participants in both groups sat for a pretest

of the English reading comprehension test, and answered the

English proficiency background form, self-efficacy scale, and

Maggie McVay Lynch learning style inventory. Next, the

experimental group received learning-style-based activities,

while the control group continued to work in the traditional

way, with no regard for learning styles.

According to Alison J. Green (2016), A conceptual model for

hospitality education is presented with a focus on testing an

active learning theory by using the Felder-Soloman (2001)

Index of Learning Styles (ILS). The ILS and the four

dimensions, active–reflective, sensing–intuitive, visual–

verbal, and sequential–global, are discussed. A total of 365

participants responded to the ILS and overall results found

that the students were active learners. The outcomes of the

ILS were active, sensing, visual, and sequential learners.

Once the results were completed, it could then be applied to

the Green and Sammons (2013) Hospitality Learners Model. The

model, which includes several different “layers”—andragogy,

instructional design systems, learning theories (peer, active,

and experiential), technology, and evaluation—is discussed.

According to Helen S. Lepke Ph.D (2017),Individual learning

styles, their complex mechanisms and their elusive

physiognomies, have become the focus of increased

experimentation in many subject matter areas. This article

describes the salient features of five testing instruments

which, though dissimilar in scope and emphases, illustrate the

direction of recent trends. Included are Harry Reinert's ELSIE

(Edmonds Learning Style Identification Exercise) with its

major emphasis on the learner's preferred method of adopting

and internalizing words; Joseph Hill's Cognitive Style

Interest Inventory, a broad-base instrument which examines the

interacting influences of communicative symbols, sensory

experiences, and programmatic cues; Anthony Papalia's Learning

Modalities and Individual Differences Inventories, a

comparative approach in which the student's self-assessment of

his cognitive preferences is juxtaposed with the teacher's

observations; David E. Hunt's Paragraph Completion Method,

which probes into the learner's conceptual maturity level; and

the Dunn, Dunn, and Price Learning Style Inventory which is

designed to analyze the influences of environmental,

emotional, sociological, and physical stimuli in determining

individual learning patterns.

According to Lillian L.C. Wong (2016), The paper presents the

results of a comparative investigation into the learning

styles and strategies of effective and ineffective language

learners. Subjects for the study were one hundred and ten
undergraduate university students in Hong Kong. They were

categorized as ‘more effective’ or ‘less effective’ learners,

on the basis of their scores on a standardized public English

examination administered at the end of secondary school.

Subjects completed an online questionnaire through which data

were collected on their learning strategy preferences as well

as patterns of language practice and use. The study revealed

key differences in learning strategy preferences, learning

styles and patterns of language use. Implications of the study

are presented and discussed.

According to Obergriesser and Stoeger (2020), Studies have

shown that the student's use of these strategies has a

significant and positive correlation with learning

satisfaction. This phenomenon influences the student's self-

efficacy, academic emotions, and learning outcome

According to Saqr et al. (2023), Students with effective

learning strategies are able to set learning goals based on

their awareness of what they have learned and what they need

to learn, to monitor learning and learning achievement, to

evaluate their learning processes and to use and adjust – that

is , transfer – their learning strategies into new contexts.

According to Shanon M. Pella (2020), In this yearlong case

study, six English teachers in an urban high school in

Northern California engaged in sustained collaboration focused

on developing and enacting strategies to improve the writing

skills of their culturally and linguistically diverse

freshmen.

According to Ildi Kurniawan (2023), This research aims to find

out the types of learning strategies in speaking for

presentations applied by the fourth semester students of the

English Education Study Program at the University of Bengkulu.

According to Vivat Thongchotchat (2021), Learning styles,

learners’ preferred ways to learn, can be applied to design

personalized learning courses for the individual learner. One

of those applications is the recommender system. This study

ran a systematic literature review on the recommender system

utilizing learning styles from two dependable academic

libraries, IEEE Xplore and ScienceDirect, which included six

reviewed topics; research objective, research methodology,

educational recommendation, learning styles theory, learning

style identification, and recommendation algorithm. Finally,

the obtained information was examined and summarized in order

to develop a unique strategy for leveraging the utilization of

learning style theory for a recommender system to improve

learning efficiency.

According to Irvine (2016), The concept of learning styles is

based on the theory that an individual responds to educational

experiences with consistent behavior and performance patterns.

The complexity of the construct, the psychometric problems

related to its measurement, and the enigmatic relationship

between culture and the teaching and learning process means

that the body of research on learning styles must be

interpreted and applied carefully. Analyses presented in this

paper suggest that the widespread conclusions in the

literature that African American, Hispanic American, and

Indian students are field-dependent learners who prosper

academically when taught with field-dependent teaching

strategies are premature and conjectural. Research does not

support the supposition that members of a particular ethnic

group have the same learning style. The body of research does

have implications for enhancing the academic achievement of

culturally diverse students by reminding teachers to be alert

to individual students' learning styles as well as their own

actions and methods in reference to their students' cultural

experiences and preferred learning environments.

According to Gilbert C. Magulod Jr. (2018), This study

examined the learning style preferences, study habits and

level of academic achievement of students enrolled in applied

science courses of one campus of a public higher education

institution in the Philippines. The study employed descriptive

correlational research design to a total of seventy-five

respondents who were purposively sampled. Two sets of

standardized instruments were utilized by the researcher.

Results of the study revealed that the students of applied

sciences courses preferred visual, group and kinesthetic as

major learning styles while they manifest a moderate level of

study habits. They also have a good level of academic

achievement. Test of difference revealed that academic

performance, father's occupation and type of high school

graduated from spelled significant differences in their

perceptual learning styles. They also spelled differences in

their study habits when grouped according to academic standing

in high school, writing skills, mothers’ education, and test

anxiety. Finally, there were significant relationships between

learning styles, study habits and academic performance of

students in applied science courses. The implications of the

study can guide instructors to plan and deliver suitable

instructional interventions.

According to Robert Easterbrook (2020), The theory of learning

styles has received criticism, based on evidence from teaching

to a learning style and the data collection method. Criticism

of theorised cognitive entities is nothing new. Teaching does

not produce equal learning outcomes, and using psychometrics

to choose suitable employees is questionable. Yet personality

is promoted over learning style. When the validity and

reliability of the data collection methods are compared, the

differences diminish, leaving the assumptions about real

cognitive entities underlying the phenomenon to be questioned.

There is as much data to infer a learning style as there is a

personality type. A learning style can be deduced from

research into language learning, drawing from the study of

language learning strategies.

According to Shahzad Farid (2017), The behavioristic approach

influences almost each dimension of educational research and

has been considered as a paradigm shift in Psychology. Unlike

cognitive styles, learning styles were also acknowledged as a

product of behavioristic movement and then it surged into the

educational and Psychological research domains. The expansion

of the learning styles produced scattered and confusing

literature that became obstacle to comprehend the construct

that were concise, categorized and synchronized in several

researches to depict an explicit theoretical as well as an

empirical manifestation of learning styles.

According to Kolb's (2018), experiential learning theory is

prevalent in educational settings, becausehis theory explains

more about the teaching and learning process (Cited by Reid,

1995). Manyresearchers and instructors have adopted his theory

and applied it into different educationalareas. The most

important thing is that he has proposed four learner types on

the basis of hislearning theories. And the four learner types

are converger, diverger, assimilator, andaccommodator.

Related Studies

Learning styles refer to how students process, inculcate, and

understand information. In both the traditional face-to-face

classes and in the new learning modalities, instances that the

students’ learning styles have been overlooked are inevitable

that may result in their poor academic performance. Challenge

was left on teachers in the utilization of appropriate

teaching strategies for the students to maximize the functions

of their learning styles. Using the descriptive correlational

and comparative design, this study was conducted to examine

the relationship of selected sociodemographic characteristics

and the dominant learning styles of 385 junior high school

students from a city in Nueva Ecija, Philippines to their

academic performance. Results revealed that the online

learning, absence of assistance when answering written works,

absence of tutor, number of siblings, place of residence,

academic awards in Grade 6, average hours of review, parents'

educational background, and monthly family income could make

students performed better in science under the new normal

education. Moreover, ANCOVA revealed that the students’

dominant learning styles have no significant relationship on

their academic performance in science. The study concluded

that some sociodemographic characteristics may have either

positive or negative effect on students’ academic performance

but have found out that the dominant learning styles have no

known influence

According to Yao Feng, Fernando Iriarte, and Jorge Valencia

(2020), Examining the innate connections between Chinese

students studying Spanish as a foreign language and their

academic achievement was the goal of the current study. To do

this, learning styles and strategies were determined using an

adaptation of the Honey-Alonso Learning Styles Questionnaire

(CHAEA) and an adaptation of the Strategy Inventory for

Language Learning (SILL) questionnaire.

 According to Kexuan Chen (2023), More and more people these

days believe that learning processes for students should take

precedence over teaching methods in the classroom. Studies on

students' learning styles are brought about by this.

"student-oriented" educational approach. When learning a

language, learning styles are crucial. This essay examines

several definitions of learning styles, learning style-related

variables, and research on the effects of various learning

styles on academic performance and learning outcomes. In order

to help students learn a foreign language more effectively and

to provide teachers with some guidance on how to teach

students with varying learning styles, the researcher examines

the relationship between learning styles and language

acquisition by analyzing the results from various learning

styles.

According to Ian Isamonger and Chris Sheppered (2018), This

paper presents the findings of a survey on the perceptual

learning styles of Korean students (n=710) after reviewing the

research on learning styles in general and cross-cultural

perceptual learning styles in particular. The study is a

replication of two other investigations that were conducted in

the same field, and the results are thoroughly examined in

light of those earlier studies' conclusions. Examined in terms

of a variety of variables, such as age, gender, year of study,

major field, time spent abroad, and attendance at private

language schools, are preferences for various perceptual

learning styles as well as preferences for individual and

group instruction. Results contradict some of the earlier

findings while also validating some of the earlier research in

the field.

According to Dincer Bicer (2020), The purpose of this study is

to look into how teachers and students at a public

university's foreign language preparatory school learn.

Additionally, it seeks to determine whether there is a

statistically significant difference between the academic

accomplishment levels of students who have different learning

styles and those of students who share their instructors'

learning styles. Quantitative data for this study was gathered

from a learning styles questionnaire, placement exam results,

and average exam scores for the term among the students. 139

students and 12 professors at Bulent Ecevit University's

Compulsory Foreign Language Preparatory School had their

learning styles determined in the spring 2012-2013 semester

using the learning styles inventory. The Chi Square test was

used to analyze the data.

According to Harold Pashler (2020), The term “learning styles”

refers to the concept that individuals differ in regard to

what mode of instruction or study is most effective for them.

Proponents of learning-style assessment contend that optimal

instruction requires diagnosing individuals' learning style

and tailoring instruction accordingly. Assessments of learning

style typically ask people to evaluate what sort of

information presentation they prefer (e.g., words versus

pictures versus speech) and/or what kind of mental activity

they find most engaging or congenial (e.g., analysis versus

listening), although assessment instruments are extremely

diverse. The most common—but not the only—hypothesis about the

instructional relevance of learning styles is the meshing

hypothesis, according to which instruction is best provided in

a format that matches the preferences of the learner (e.g.,

for a “visual learner,” emphasizing visual presentation of

information).

According to Butlern(2017) , learning style is a general

concept which highlights the learning differences like the

quality of an umbrella. Every individual has a different

style. This can be in clothes worn, the music listened and the

colors selected by and the friends and social groups of the

individuals. Those different individual styles help the

individual to identify a learning style.

According to Allport(2016) , learning style is defined as

perception, thought, remembering or problem-solving of the

individual in the way that s/he is used to do. It is assumed

that these definitions include cognitive processes and the

individuals use the learning style that they are used to.

Allport, in his study of learning styles, used the style

concept in 2016 and then in 2021. He also concentrated on the

individual differences among students.

According to previous studies of Jafari H (2019), good study

habits include studying in a quiet place,studying daily,

turning off devices that interfere with study (such as TV and

mobile phones), taking notes of important content, having

regular rests and breaks, listening to soft music, studying

based on own learning style, and prioritizing the difficult

contents.

According to Joy Xu (2021), Effective study strategies

(including efficient note-taking, time management, and active

recall methods) are an important key to academic success.

According to Hilmi Hilmi (2023), This study examines active

learning strategies in classrooms, highlighting their

effectiveness in promoting student activity, self-development,

self-conceptualization, and meaning-building for effective

learning objectives.