Enhancing Academic Excellence: The Influence of Different Learning Styles on the

Educational Achievement of Academic Track Students

A Research Paper

Presented to

Mr. Windee Nuñal

Hinigaran National High School
Hinigaran, Negros Occidental

In Partial Fulfillment of the Requirements in Inquiry, Investigation, Immersion

Arangorin, Vesidel T.
Capio, Rey Xander L.
Dignadice, Mariel
Dumadiego, Ayisha G.
Echelico, Ann Marie
Estandarte, Kivan Rylan C.
Guilaran, Allan Jay G.
Mantalaba, John Kimuel
Rather, Ayesha T.
Santero, David R.
Tan, Christian Rey C.
Vargas, Nathaniel A.
Villaflor, Kiara Czarina V.

May 2024
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Acknowledgment

The researchers would like to take this opportunity to extend their utmost gratitude to every

single individual that supported them throughout the process of conducting their research study.

First and foremost, to the Highest Heavenly Father who always been there, watching and guiding

every single step they take to make this study a successful one, for providing them strength and

the capability to bring this piece of work into success.

To Mrs. Anabella F. Pascua, Ph.D. Principal II of Hinigaran National High School for

allowing the researchers to conduct the study inside the school premises. To Mr. Windee Nuñal

the Inquiry, Investigation, Immersion adviser, who shared her knowledge and suggestions to help

the researchers understand and enlighten their minds which inspires them to have the courage to

pursue their study and for the criticisms intended to provide suggestions for the improvement of

the research paper, also for helping the researchers with the summation of the statistical data. To

Mrs. Airyl P. Francisco, in providing knowledge and giving insight to the study. To Sir Kyle Denev

V. Villaflor, class adviser, for his unending support and dedication to helping the researchers in

any way that he can.

They would also like to express their deepest appreciation to the respondents who have

participated in their study. To their beloved family and friends who have accompanied them and

those who were very supportive throughout their journey. And lastly, for those persons who have

given them much support, inspiration, and motivation, yet, their names were not mentioned, the

researchers were equally grateful.

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Abstract

Learning styles refer to the specific educational approaches individuals prefer when

processing information, developing competencies, producing outputs, and achieving learning

goals. The researchers aim determine the influence of different learning styles on the educational

achievement of academic track students. This study utilized a quantitative correlational research

design. The researchers utilized the stratified random sampling technique in choosing the

participants. With 1371 students enrolled in grade 11 and 12 academic track, using Slovin’s

Formula, the target population was estimated at 310. The respondents are 194 HUMSS Students,

50 ABM students, and 66 STEM students. The researchers of this study adopted the Index of

Learning Styles (ILS) Learning Style Questionnaire. The Felder-Silverman Index of Learning

Styles (ILS) is a prominent tool for identifying student preferences across four key learning

dimensions. The ILS utilizes a 44-item questionnaire where students choose between two answer

choices that reflect their preferences on each dimension. The influence of different learning styles

on learner/s academic achievements was then measured using mean scores and standard

deviations. The findings suggested that regardless of the demographic profile, the preferred

learning styles of students does not affect their academic achievement. Among the four different

learning styles, the most predominant learning style preferred by the students is the sensing or

intuitive learning style. Overall, there is no significant difference between the preferred learning

style and academic achievement of students.

Keywords: Learning Style, Active and Reflective Learners, Sensing and Intuitive Learners, Visual
and Verbal Learners, Sequential and Global learners
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TABLE OF CONTENTS

Acknowledgement . . . . . . . . . 2

Abstract . . . . . . . . . . 3

CHAPTER 1: Introduction

Background of the study . . . . . . . 9

Statement of the Problem . . . . . . . 11

Hypothesis . . . . . . . . . 12

Scope and Delimitations . . . . . . . 12

Theoretical Framework . . . . . . . 13

Conceptual Framework . . . . . . . 13

Significance of the Study . . . . . . . 15

Definition of Terms . . . . . . . . 18

CHAPTER 2: Review of Related Literature

Learning Style . . . . . . . . 21

Active/Reflective Learners . . . . . . . 24

Sensing/Intuitive Learners . . . . . . . 27

Visual/Verbal Learners . . . . . . . 31

Sequential/Global Learners . . . . . . . 35
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Learning Style on the Educational Achievement . . . . 38

Synthesis . . . . . . . . . 41

CHAPTER 3: Research Methodology

Research Design . . . . . . . . 43

Context and Participants . . . . . . . 43

Research Instruments . . . . . . . . 44

Data Gathering Procedures . . . . . . . 46

Data Analysis . . . . . . . . . 46

CHAPTER 4: PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

Table 1 Table of Frequency and Percentage of Respondents . . 47

Table 2 Table of Frequency and Percentage of Learning Styles . . 48

Table 3 Table of Influence of Different Learning Styles

on Educational Achievement . . . . . . . 49

CHAPTER 5: SUMMARY OF THE FINDINGS, CONCLUSION, AND

RECOMMENDATIONS

Summary of the Findings . . . . . . . 53

Conclusion . . . . . . . . . 54

Recommendations . . . . . . . . 55
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References . . . . . . . . . . 57

Appendix . . . . . . . . . . 60
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TABLE OF FIGURES

Figure 1 . . . . . . . . . . 15
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TABLE OF TABLES

Table 1.1 Year-Level . . . . . . . . . 47

Table 1.2 Strand . . . . . . . . . 48

Table 2.1 Learning Styles . . . . . . . . 48

Table 3.1 Year-Level . . . . . . . . . 49

Table 3.2 Year-Level . . . . . . . . . 50

Table 3.3 Year-Level . . . . . . . . . 51

Table 3.4 Year-Level . . . . . . . . . 52

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Chapter 1
INTRODUCTION

Background of the Study

Education is a dynamic process that encompasses the transmission of knowledge,

behaviors, and abilities from one generation to another through various methods like teaching,

research, and training. It can occur in both formal and informal environments. In contemporary

society, education and learning hold immense significance in shaping the lives of individuals and

the overall community. It offers numerous advantages, particularly in personal and social aspects,

as it is an invaluable asset that cannot be deprived of by an individual (PDFCOFFEE, 2024).

Learning is an essential process encompassing the acquisition or adaptation of knowledge,

behaviors, skills, values, or preferences. It holds significant importance in both professional and

personal spheres, fostering personal development by shaping character, broadening understanding,

and enhancing life experiences. It serves as a gateway to opportunities, involving elements such

as trial and error, determination, and the satisfaction of achievement. Furthermore, learning equips

individuals with diverse problem-solving strategies and the capacity for critical thinking (Claire,

2024). While many associate learning with formal education in childhood and young adulthood, it

is, in fact, a continuous journey that extends beyond the confines of the classroom throughout one's

life (Cherry, 2022).

Learning styles refer to the specific educational approaches individuals prefer when

processing information, developing competencies, producing outputs, and achieving learning

goals. These styles are closely tied to the unique needs, interests, and abilities of each learner as

they navigate the various challenges of academic pursuits (Ibarrientos, 2021). It is widely
 10

recognized that people exhibit preferences for different learning styles and techniques. Learning

styles can be categorized into common patterns that learners tend to exhibit. Importantly, most

individuals possess a blend of these styles, rather than adhering to a single dominant approach.

Some learners may rely more heavily on one or two styles, while others flexibly adapt their

approach based on the demands of the situation. Crucially, there is no single "correct" combination

of learning styles - the optimal mix is highly personalized. Additionally, learning styles are not

fixed traits, as individuals can develop competencies in less dominant styles as well as further

refine their preferred approaches over time.

The dimensions of active or reflective engagement, visual or verbal modalities, sequential

or global understanding, and sensing or intuitive perception delineate individuals' preferences in

processing information. Active learners thrive on hands-on experiences and group collaboration,

while reflective learners prefer independent contemplation or working with a familiar partner.

Visual learners are inclined towards graphical representations like diagrams, while verbal learners

prefer written or spoken explanations. Sequential learners excel in step-by-step progression,

whereas global learners grasp information holistically and engage in systemic thinking. Sensing

learners favor practical and factual approaches, while intuitive learners lean towards conceptual

and innovative thinking, often delving into theories and meanings (Nafea, Siewe & Fe, 2019).

Different students have different requirements when it comes to learning, as they have

unique learning styles. By offering various assessment options that cater to these needs, the

traditional method of memorization is eliminated, and the diverse nature of learners is

acknowledged (Pauline & Collings, 2018). Furthermore, there is a notable connection between

students' preferred learning styles and their academic success, with the strongest correlation being

observed between the auditory learning style and academic achievement (Hamed & Almabruk,
 11

2021). The results also indicated a significant correlation between academic performance and

learning style (Mohammadi et. al., 2022).

As a result, there is a growing need for more research initiatives to identify and streamline

appropriate learning activities that cater to the needs of modern-day learners. This is crucial, as the

learners are the central focus of the teaching and learning process, a universal principle that

transcends educational systems. This principle is highlighted in the study by Carague, which

emphasizes that the progress and development of the Philippines and its people are directly

proportional to the investment in education and the expansion of intellectual pursuits among the

population. Furthermore, the study emphasizes that education should be made accessible to all as

a matter of constitutional rights.

In summary, the text underscores the growing importance of learning styles and the need

to prioritize learners as the centerpiece of the teaching and learning process, a principle that is

widely recognized and advocated for in contemporary global education. The study aims to

determine the influence of various learning styles on the academic performance of students in

academic track. It seeks to identify how different learning preferences affect the educational

outcomes of students and to offer valuable insights for educators, policymakers, and stakeholders

in improving the overall educational experience and outcomes for students.

Statement of the Problem

Generally, this study sought to determine the influence of different learning styles on the

educational achievement of academic track students.

Specifically, this study seeks to answer the following questions:

1. What is the demographic profile of the respondents when grouped according to:
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1.1. Year level

1.2. Strand

2. What are the predominant learning styles students used when grouped according to:

2.1. Year level

2.1. Strand

3. Is there a significant difference between the different learning style preferences and academic

achievement when grouped according to:

3.1.Year level

3.2.Strand

Hypothesis

1. There is no significant difference between the different learning style preferences and

academic achievement when grouped according to:

1.1. Year level

1.2. Strand

Scope and Delimitation

The main objective of this study is to determine if using different types of collaborative

learning has any influence on student achievement. The study will also seek to understand various

aspects of learning styles and their relationship with academic achievement among students.

The intended respondents are Grade 11 and Grade 12 academic students during the second

semester of the S.Y. 2023–2024 at the school premises. The researchers will provide online

surveys to senior high school academic track students. The study will only focus on the influence
 13

of different types of collaborative learning among senior high students of Hinigaran National High

School.

Theoretical Framework

Experiential Learning Theory

In the study of Kolb (1984), it states that in the Experiential Learning Theory, individuals

have different learning style preferences that influence how they perceive and process information.

These preferences can be categorized as Active/Reflective and Sensing/Intuitive Learners. Active

learners prefer to learn by doing, while reflective learners prefer to observe and think about the

information. Sensing learners focus on facts and details, while intuitive learners are more interested

in concepts and theories. Research has shown that matching teaching methods to students' learning

style preferences can improve academic achievement.

Cognitive Theory of Multimedia Learning

The study of Mayer (2005) states that the Cognitive Theory of Multimedia Learning

suggests that students learn better when information is presented in both visual and verbal formats,

as this aligns with the Visual/Verbal learning style preference. This theory posits that the human

information processing system has separate channels for processing visual and verbal information

and that learners can construct a deeper understanding when both channels are engaged.

Holistic-Analytic Theory

According to the study of Riding and Cheema (1991), the Holistic-Analytic Theory

describes Sequential/Global learning styles, where sequential learners prefer to process

information in a linear, step-by-step manner, while global learners take a more holistic approach.
 14

Research has found that students with a global learning style may struggle in traditional, sequential

instructional environments and that providing opportunities for both sequential and global

processing can enhance learning outcome.

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Conceptual Framework

Paradigm of the study

Input Process Output

1. Insights into how

1. Demographic different learning styles
impact academic
Profile of the achievement of
Respondents: 1. Survey students.
2. Identification of
1.1 Year Level 2. Mode of Data significant differences
Gathering: in learning style
preferences and
1.2 Strand a. Online
Questionnaire academic success
2. Identify based on year level and
3. Data Analysis strand.
predominant
learning styles 3. Recommendations for
students use. educational strategies
tailored to specific
learning styles to
enhance academic
outcomes.

Figure 1. Conceptual Paradigm of the Study “Enhancing Academic Excellence:

The Influence of Different Learning Styles on the Educational Achievement of

Academic Track Students”

This framework will serve as a blueprint for this study. The input-process-output model technique

is used in this investigation, as shown in Figure 1. The input provides respondent profiling,

specifically their demographic profile when grouped by year level and student strand. The process

component consists of surveying respondents, collecting data via online surveys, and analyzing
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the results. Finally, the result brings the study's conceptual framework to a close. It provides the

study's findings on the how different learning styles impact the academic achievement of students.

Significance of the Study

The results of the study may be beneficial to the following:

School Administrators. This study will be useful to school administrators since it offers

information about the influence of different learning styles on student academic achievement in

academic tracks. This data can help administrators adapt their teaching methods to match the

learning styles that students prefer, leading to a better academic outcome.

Teachers. This study could provide valuable advice and recommendations for teachers to

match their teaching approaches to the preferred learning styles of students in order to enhance

academic success. Thus, teachers can create a more supportive and enriching educational

experience by realizing and addressing the individual learning styles of their students.

Students. This study could be advantageous for students by improving their learning

approaches to achieve better educational outcomes. It could also help to identify how they prefer

to learn as well as motivate them to become more involved in discussions, leading to their

academic success.

Parents. This study provides parents with valuable insight into their child's learning

preferences, which may enable them to support and teach their children even at home. They can

gain additional insights into how their child learns and improves the parent-child bond.
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Researchers. This study could help researchers better understand learning styles and how

they influence academic students' academic outcomes. They could subsequently use these findings

to conduct more investigations on other dimensions of learning styles.

Future Researchers. This study offers a basis for future researchers who want to

investigate the influence of learning styles on students' academic success; therefore, it can be used

as a reference. The findings deliver valuable points that may become the foundation for more

systematic inquiry in this area.

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Definition of Terms

Activist. Activist is defined as individuals who organize in order to influence another

public or public through action that may include education, compromise, persuasion, pressure

tactics or force. (Activist. Retrieved by

https://www.sciencedirect.com/science/article/abs/pii/S0363811101000868)

Operationally, activist is a learning style understand information best by doing something

active with it e.g. discussing or applying it or explaining it to others.

Educational achievement. Educational achievement represents performance outcomes

that indicate the extent to which a person has accomplished specific goals within instructional

environments, particularly in schools, colleges, and universities. It encompasses cognitive skills,

subject-based knowledge, and intellectual growth. (Educational achievement. Retrieved by

https://www.researchgate.net/publication/351870823_Academic_Achievement)

Operationally, educational achievement refers to the measurable outcomes and

accomplishments attained by individuals in their educational pursuits, such as academic

performance, test scores, graduation rates, and the acquisition of knowledge and skills.

Global. "Global" means "happening all over the world" or "involving the entire earth; not

limited or provincial in scope". (Global. Retrieved by

https://www.vocabulary.com/dictionary/global)

Operationally, global refers to a learning style that earn in large jumps, absorbing material

almost randomly without seeing connections, and then suddenly "getting it."
 19

Intuition. Intuition is usually defined as the capability to act or decide appropriately

without deliberately and consciously balancing alternatives, and without following a certain rule

or routine, and, possibly, without awareness. (Intuition. Retrieved by

https://www.sciencedirect.com/science/article/abs/pii/S1747938X13000110)

Operationally, intuition refers to a learning style that prefer discovering possibilities and

relationships.

Learning styles. Learning styles refers to the concept that different people prefer to

process information in different ways and therefore learn more effectively when they receive

instruction in a way that conforms to their preferences. (Learning styles. Retrieved by

https://journals.sagepub.com/doi/full/10.1111/j.1539-6053.2009.01038.x)

Operationally, learning style refers to an individual's preferred way of learning or acquiring

new information, which can vary from person to person and may include visual, sensing, active,

or other methods.

Reflectors. Reflectors tend to learn by observing and thinking carefully about something

that has happened and thinking about the consequences of what will happen when he is about to

express an opinion. (Reflectors. Retrieved by

https://expertprogrammanagement.com/2020/10/honey-and-mumford/)

Operationally, reflectors refers to a learning style that prefer to think about things quietly

first.

Sensing. Sensing learners prefer information that arises from the senses. They think about

here and now and prefer facts to theories. (Sensing. Retrieved by

 20

https://www.google.com/url?sa=t&source=web&rct=j&opi=89978449&url=https://www.engr.nc

su.edu/wp-content/uploads/drive/1WPAfj3j5o5OuJMiHorJ-

lv6fON1C8kCN/styles.pdf&ved=2ahUKEwik8eXB0OaFAxUUm1YBHa7dC7sQFnoECBwQA

Q&usg=AOvVaw33dYJ33Ag8eg2wdGjxRHiH)

Operationally, sensing refers to a learning style that tend to like learning facts.

Sequential. Sequential is a dynamical invariants in central pattern generators from auto-

organized constraints in their sequence time intervals. (Sequential. Retrieved by

https://www.sciencedirect.com/science/article/pii/S0925231224001498)

Operationally, sequential refers toa learning style that tends to gain understanding in linear

steps, with each step following logically from the previous one.

Verbal. Verbal involves using language effectively and communicating clearly. (Verbal.

Retrieved by https://www.skillsyouneed.com/ips/verbal-communication.html)

Operationally, verbal refers to a learning style that gets more out of words such as written

and spoken explanations.

Visual. Visual are the sensory experiences we gain through our sense of sight. (Visual.

Retrieved by

https://www.scirp.org/reference/referencespapers?referenceid=3499995)

Operationally, visual refers to a learning style remember best what they see e.g. pictures,

diagrams, flow charts, time lines, films, demonstrations etc.

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CHAPTER 2

Review of Related Literature

This chapter contains literature and studies on learning styles and educational achievement.

These resources, which included reviews of the topic and the background information needed to

carry out this investigation, were acquired from journals, websites, theses, and dissertations.

Learning Style

Learning style refers to students’ propensity to adapt such techniques in their learning as a

level of obligation to develop a learning strategy and understanding consistent with the demands

of learning in class/school and the subjects' needs (Ariastuti & Wahyudin, 2022).

Felder's study in 2020 aims to describe and review the origins of a learning style model

that assesses students' preferences for different approaches to instruction. Assessing individual

students' learning style preferences and sharing the results with them offers several benefits. It

helps students become aware of their probable learning strengths and identifies areas where they

might face academic challenges. Additionally, understanding their own and their teammates'

learning style attributes can enhance teamwork by fostering better mutual understanding and

resolving potential conflicts (Felder, 2020). The role of learning styles in instructional design

traces back to early formulations of the concept. It is based on the understanding that each learning

style category, such as sensing and intuitive or visual and verbal, is associated with specific skills.

Success in most professions requires skills from both categories within each learning style

dimension. The optimal teaching approach involves balancing the preferences of students with

different learning styles rather than favoring some preferences over others. This balance depends

on various factors, including the subject, course level, students' prior knowledge, and the
 22

instructor's familiarity with alternative teaching strategies. Achieving this balance ensures that

students are exposed to both their preferred and less preferred learning styles, allowing them to

develop essential skills that they might not acquire if only their preferences were catered to.

Learning styles represent common patterns of student preferences for specific forms of instruction

and the associated student attributes. These opposing learning style categories are not rigid

either/or labels; an individual's preference may vary in strength from strong to mild. Preferences

can also change with education, life experiences, and the context of instruction. Familiarizing

students with their learning style preferences enhances their awareness of their natural learning

strengths and highlights potential learning needs that could pose academic challenges if neglected.

However, it is essential to note that learning style preferences do not determine students'

capabilities and should not be the sole basis for curriculum or career guidance.

Identification of students' learning styles in the teaching and learning environment holds

significant importance in enhancing both teaching and learning perspectives. Wanniarachchi and

Premadasa (2024) conducted a study to explore the application of Machine Learning Techniques

for identifying students' learning styles in online learning environments based on the Felder-

Silverman Learning Style (FSLSM) identification model. The Felder-Silverman Learning Style

approach (FSLSM) is a widely used method for understanding students' learning preferences.

Unlike other models, FSLSM categorizes learners into four dimensions, allowing for a more

detailed analysis of individual learning inclinations. These dimensions include Active and

Reflective learning styles, Sensing and Intuitive learning styles, Visual and Verbal learning styles,

and Sequential and Global learning styles. The FSLSM offers valuable insights into how

individuals approach education, going beyond simplistic groupings based on broad characteristics

like age or gender. This approach enables educators to tailor teaching methods effectively,
 23

maximizing the benefits of instructional efforts. The understanding component of the Felder-

Silverman learning style identification model (FSLSM) delineates an individual's preferred

method of acquiring new knowledge or ideas. The results indicate that the learning pattern for the

selected data sample can be identified as Global-Mild, Visual-Strong, Sensing-Moderate, and

Reflective-Strong. This information aids teachers in improving and developing course materials

to align with students' preferences. In conclusion, learners exhibit unique learning patterns,

underscoring the importance of identifying students' learning styles in designing learning content

for both traditional physical classrooms and online learning environments.

Learning style is one of the significant elements in learning process that helps students

achieve their learning goals. Nevertheless, students should be aware of their own style in learning

which make them maximally enhance learning. Therefore, in study of Muluk, Habiburrahim and

Rechal (2020), they examined students’ awareness of learning styles and their perception of their

learning styles, especially students in fifth semester of English Education Department, UIN Ar-

Raniry. After obtaining the data from the questionnaire and interpreting the result in the previous

chapter, the data shows that 60% - 90% of students were aware of their learning styles and most

of them prefer Visual learning styles. Majority of students acknowledged the importance of

learning styles on their learning experiences. The fact that they asked for feedback and assistance

from both their peers and lecturers indicates that they appreciate the diversity in the way they learn.

It means that students acknowledged that learning style was an important factor in learning due to

the activation of students’ senses. Learning style has a strong relation with learning environment

which helped students upgrade and improve their learning experiences. Learning environment

helps students to broaden their knowledge and encourage them to become more active in learning

process. Based on the respondents’ point of view, they apply more than one learning styles to make
 24

them easier in understanding the materials and actively exchanged the learning style based on their

needs. They often combine learning style to have a better performance. In addition, the majority

of students apply different learning styles for different subjects. They often combine their learning

style to cover their weakness in learning.

Active/Reflective Learners

According to Bouronikos (2022), Active learners actively seek information and prefer

hands-on activities and discussions to engage with it. They are deeply interested in participating

actively in the learning process. Active learners excel when they discuss the information they have

acquired, experiment with it, or apply it practically. On the other hand, Reflective learners view

learning as a personal endeavor rather than a collaborative one. They tend to introspect on new

information, asking questions and critically analyzing their existing ideas. Engaging in critical

reflection is a valuable method to enhance critical thinking skills (Bouronikos, 2022).

In line with the research of Tosuncuoglu (2019), he argues that reflective learning is a

crucial aspect of professional development for educators, allowing them to improve their teaching

practices. The study focuses on the ever-changing nature of education and the need for teachers to

keep pace with these advancements. In the study, the definition of reflective learning, drawing on

the work of scholars like Schön (1983, 1991) who categorize reflection into different modes such

as reflection-in-action, reflection-on-action, and reflection-for-action. The study also explores

frameworks for analyzing reflective practice, mentioning models by Boud (2001), Kolb (as cited

in Rivers et al., 2014), and Gibbs (as cited in Rivers et al., 2014). He recognizes the importance of

learning styles and acknowledges the work of researchers like Dunn and Griggs (1998) who

emphasize the impact of learning styles on student success. Tosuncuoglu (2019) seeks into the

historical background of reflective learning, tracing its roots back to John Dewey's work in the
 25

early 1900s (Dewey, 1933). The study describes the concept of reflective thinking as a crucial

component of both learning and teaching, emphasizing its role in critical evaluation and improved

understanding. The survey results show some indecisiveness regarding practical aspects of

reflective learning, participants generally agreed on its importance for cognitive, metacognitive,

critical thinking, affective learning, moral development, and classroom management. The study

found statistically significant differences in critical thinking, affective learning, and classroom

management between the three groups. Students scored lower on these aspects compared to

teachers and instructors, suggesting a need for targeted interventions to develop these skills in

students.

Moreover, in the study conducted by Vokić and Aleksić (2020), the researchers highlighted

the benefits of active learning for specific learner types, while acknowledging the need for a

multifaceted approach to cater to diverse learning styles. The study found that active learning

methods promote creativity, with students exhibiting a higher average creativity level compared

to those in passive learning environments. This aligns with the concept that active learning

encourages students to engage with the material, think critically, and apply concepts in practical

ways. The study suggests a relationship between learning styles and the preference for active

learning. The study surveyed participants to measure their creativity and preferred learning styles.

The average creativity score was 3.85 with a range of 2.4 to 5. Most learners (83.3%) had a

dominant style, while some (16.7%) had two equally strong styles. Reflectors were the most

common learning style (45.7%), followed by theorists, activists, and pragmatists. A small group

(4.8%) didn't have a clear preference. Learning style distribution varied: 25% preferred one style,

30.9% preferred two, 28.6% preferred three, and 10.7% preferred all four styles. It suggests a

relationship between learning styles and the preference for active learning. Students identified as
 26

reflectors, activists, and pragmatists demonstrated a greater inclination towards active teaching

methods. These learning styles emphasize reflection, experimentation, and practical application

all of which are distinguished by active learning strategies. This highlights the fact that some

students, particularly those with a theoretical learning style, may benefit from a more passive

approach that includes traditional lectures and teacher feedback. The study revealed a positive

correlation between active learning methods and creativity. Students being involved in active

learning environments exhibited a significantly higher average creativity level compared to those

in passive settings. This suggests that active learning upholds a deeper understanding of the

material, encouraging students to think critically, analyze information, and apply concepts in

different ways.

In addition, the study conducted by Epiquén, Butangan, and Rivera (2021) aimed to

determine the benefits of using active learning in developing communication skills in first-cycle

accounting students at the National University of Ucayali. The research objective was to evaluate

the influence of active learning on the development of communication competencies in second-

cycle accounting students. The data collection instruments were applied to 22 evaluated students,

and the results showed that in the pre-test, 40% of students were at a deficient level, while 60%

were at a regular level. None of the students reached the good or excellent levels. However, in the

post-test, 50% of students achieved a good level, and another 50% reached an excellent level in

their communication skills. The comparison of communication skills between the pre-test and

post-test revealed a significant improvement. The mean score in the pre-test for first-cycle students

was 11.13, with a median of 11 and a mode of 10. The maximum score was 14, and the minimum

was 8. In the post-test, the mean score increased to 16.77, with a median of 17 and a mode of 18.

The maximum score was 19, and the minimum was 14. The difference in means between the two
 27

measurements confirms the significant influence of active learning on the development of

communication competencies. The hypothesis test using the Student t-test statistic showed a p-

value (0) < 0.05 at the proposed significance level, leading to the acceptance of the alternative

hypothesis. This means that the application of active learning significantly influences the

development of communication competencies in second-cycle accounting students at the National

University of Ucayali. The results suggest that the active learning method is the most efficient in

teaching and learning processes, as it allows students to perform tasks more easily and engages

them in attractive experiences. The active learning style, as described by the author, is

characterized as creative, innovative, adventurous, vital, and participatory. Developing

communication skills requires didactic procedures from the teacher, as well as an active learning

style from the students. The application of active learning not only enhances creative abilities but

also encourages students to apply their knowledge beyond theoretical concepts. This poses a

significant challenge for teachers in achieving the desired competencies. In conclusion, the

application of active learning significantly improves the communication competencies of second-

cycle accounting students at the National University of Ucayali. It enhances oral and written

communication skills, as well as the production of texts in first-cycle accounting students. Active

learning proves to be an effective method for developing communication skills and engaging

students in the learning process.

Sensing/Intuitive Learners

The learner's personality plays a crucial role in how they manage their emotions and

feelings while engaging in the learning process. Individuals with a sensing preference, also referred

to as sensual learners, have a tendency to gather information through their five senses and arrange

it in a sequential manner. On the other hand, intuitive learners show an inclination towards theories
 28

and possibilities. They find joy in speculating while learning and gravitate towards utilizing their

imagination as a learning approach (Nag, 2018).

In Maharani's 2019 study, a qualitative descriptive analysis was conducted to assess

students' creative thinking abilities based on sensing and intuitive personality types. The sample

included 6 students, with 3 possessing sensing personalities and 3 having intuitive personalities,

selected through purposive sampling. The data on students' creative thinking abilities were

validated using technical triangulation involving written tests and interviews. The findings suggest

that students with sensing personalities exhibit better creative thinking abilities compared to those

with intuitive personalities. Sensing personality students excel in authenticity, fluency, flexibility,

and elaboration. The mathematics teacher in the class attributed this difference to the sensing

students' higher interest in learning and understanding concepts. This contrasts with Kiswanto's

2015 research, which indicated that students with intuitive personalities have a better grasp of

concepts. Tambunan's 2016 study supported the teacher's observation by linking high interest in

learning to improved creative thinking abilities. Additionally, Trianggono's 2017 research

highlighted a positive correlation between understanding concepts and creative thinking abilities.

The study revealed that students with sensing personalities offer multiple answers, approach

problems differently, and provide detailed solutions. On the other hand, students with intuitive

personalities present various solutions and detailed explanations but may contain errors. In

conclusion, students with sensing personalities demonstrate proficiency in providing solutions

based on diverse learning experiences, mastering authenticity, fluency, flexibility, and elaboration.

Meanwhile, students with intuitive personalities excel in offering multiple solutions and detailed

explanations but may struggle with providing varied answers and solutions based on learning
 29

experiences. Overall, students with intuitive personalities show competency in flexibility and

elaboration but may need improvement in fluency and originality.

Following the analysis of Chopra's (2021) aimed to explore the integration of Intuitive

Pedagogical Processes in teaching to enhance students' personal development. A survey involving

44 teachers from a school teaching students in grades VI to XII revealed several key findings. The

majority of teachers reported implementing solutions effortlessly for academic and non-academic

issues on the spot, utilizing intuition for checking rational analyses, and integrating intuitive and

rational thinking based on contextual needs. The study highlighted that open-mindedness and

excitement for learning were the most utilized pedagogical processes, followed by curiosity,

modeling intuitive insights, and self-acceptance. Case studies illustrated real classroom scenarios

showcasing the application of intuitive thinking. Case Study 1 demonstrated intuitive decision-

making in a sports context, where Simran's football skills allowed her to navigate obstacles

effectively. Case Study 2 emphasized how career choices are influenced by instinct and

experience, not just psychometric testing. Case Study 3 showcased intuitive decision-making in

problem-solving, where Ronnie anticipated challenges and proposed viable solutions. The study

advocated for the harmonious integration of Intuitive Pedagogical Processes in teaching to foster

personal development guided by reflection and mindfulness. The incorporation of meditation or

mindfulness activities was deemed essential for developing an intuitive mind. The study proposed

a model illustrating different types of Intuitive Thinking and pedagogical strategies for the 21st-

century classroom. Teachers were encouraged to create a learning environment free from anxiety

by incorporating strategies such as modeling intuitive insights, self-acceptance, open-mindedness,

excitement for learning, curiosity, and perseverance. The study emphasized the importance of

recognizing and nurturing intuitive learning to prepare children for lifelong learning. In
 30

conclusion, the study underscored the significance of intuition in teaching and learning,

emphasizing the need to cultivate intuitive thinking in students. It highlighted the dynamic and

unpredictable nature of classroom situations, requiring teachers to act swiftly based on intuition.

The study findings aligned with the belief that fostering intuition in students is essential for

preparing them to navigate the challenges of the 21st century. Ultimately, the study emphasized

the critical role of intuition in education, echoing Einstein's sentiment that true education endures

beyond memorized knowledge.

As indicated by Makwana's 2023 study focused on assessing the Personality Profiles of

management students in selected business schools in Gujarat, particularly emphasizing the

Perceiving Function, Sensing (S), and Intuition (N) personality dimensions. The research sample

comprised 1067 management students from the first and second years, including both males and

females. The study employed a cluster model with proportionate sampling to ensure a fair

representation across districts and schools in Gujarat. The NERIS Type Explorer Scale was utilized

for personality assessment, and demographic details were collected for analysis. The study

revealed that 69.5% of management students exhibited Sensing (S) personality traits, while 30.5%

displayed Intuitive (N) personality traits. Sensing personalities were predominant, indicating a

preference for observable realities and straightforward conclusions. Male students showed a

Sensing (S) prevalence of 70.1%, slightly higher than the 68.9% observed in female students. The

research highlighted that Sensing (S) was the dominant personality dimension for students from

vernacular medium schools and those pursuing BBA, B.Com, B.Tech/B.E, and B.Pharm degrees.

Additionally, students in their first and second years of study predominantly exhibited Sensing (S)

traits. The Chi-Square test identified significant relationships between Sensing (S) / Intuitive (N)

Personality Traits and various demographic variables, including Educational Qualification,

 31

Institute/University of Study, Place/City of Institute/University of Study, Year of Study, and Area

of Specialization Pursuing/Plan. The analysis also indicated that prior work experience influenced

Intuitive (N) tendencies among respondents. The study underscored the importance of Sensing (S)

and Intuitive (N) personality dimensions in understanding students' behavior, decision-making,

and responses to pressure. Notably, the regression model showed a significant relationship

between Sensing (S) / Intuitive (N) and Personality Type, with no moderating effects observed.

The findings emphasized the diversity in personality profiles among management students and the

impact of demographic factors on personality traits. In conclusion, the study's results highlighted

the significance of Sensing (S) and Intuitive (N) personality dimensions in the management student

population, shedding light on the varied responses and preferences within this cohort. The research

provided valuable insights into the relationship between personality traits and demographic

variables, contributing to a deeper understanding of students' psychological profiles in educational

settings.

Visual/Verbal Learners

Operiano (2022) discusses that a prevalent learning style is visual learning, where

individuals prefer learning through visual or spatial means like graphic designs, charts, diagrams,

images, and any visual representation of ideas. Characteristics of visual learners include the ability

to remember information and details by visualizing them and making connections between data

visually as they learn. On the other hand, verbal learning involves learning through linguistic cues

and responses, emphasizing the importance of auditory and visual learning in children's education.

Verbal learners excel in retaining information through reading, speaking, and writing, effectively

processing information presented in words, whether spoken or written. They often utilize study

aids such as reviewers or flashcards to aid in understanding and memorizing concepts.

 32

According to Kamolova's 2023 study, visual learning is a form of learning where students

utilize graphs, charts, maps, and diagrams to absorb knowledge. Visual learners tend to perceive

and learn information more effectively when it is organized and communicated using images,

pictures, colors, and visual aids. These learners can work independently and leverage their

problem-solving skills to their advantage. The study suggests that most children learn best through

visual means rather than solely auditory input. While the visual learning style is considered

effective, it works best when combined with other approaches, such as auditory and hands-on

exercises. To cater to visual learners in the classroom, the study recommends several strategies for

teachers, including dedicating wall space for visual displays, utilizing diagrams, charts, and graphs,

teaching students to use visual organizers like Venn diagrams and tables, implementing color-

coding techniques, and providing visual timetables to help students understand their daily routines.

Visual thinkers possess unique skills in object visualization, which allows them to envision scenes

in rich detail, and spatial visualization, which enables them to evaluate distances, dimensions, and

velocities. These components of visual thinking help learners examine visual details and prepare

for action. The study emphasizes that visual handouts and materials can significantly benefit the

teaching and learning process, as they can motivate students, improve information retention,

facilitate conceptual understanding, and create a stimulating learning environment. The study

concludes that recognizing students' learning styles is crucial, and in primary education, the

majority of students are visual learners who thrive with the support of visual aids. Incorporating

visual elements into the curriculum can enhance students' understanding and interest, as visual

learning aligns with their developmental needs and preferences at that stage.

Consistent with this, the study conducted by Candilas et al. (2023) aimed to explore the

implications of college students' verbal learning styles on their oral English skills. The results
 33

indicated that verbal learning styles, particularly in terms of memory, were moderate, signifying

participants' ability to remember and recall information in detail. This finding aligns with Rodigier

et al. (2011), emphasizing the mind's remarkable capacity for storing and retrieving information.

Additionally, participants demonstrated a high level of understanding of lexicon, suggesting

familiarity with words and ease in comprehending written material, as highlighted by Rash (2013),

who emphasized the correlation between vocabulary comprehension and language proficiency.

Moreover, hobbies played a significant role, with participants showing a great extent of

engagement in learning and information acquisition, particularly through reading and exploring

new topics, as supported by Braze et al. (2015), who emphasized the value of vocabulary

acquisition and interest in expanding language skills through diverse activities. Regarding oral

English skills, participants exhibited good proficiency in pronunciation, vocabulary, grammar,

fluency, and comprehension. Pronunciation was highlighted as a key strength, with participants

effectively articulating words, consistent with Nguyen and Newton (2020), who emphasized the

importance of pronunciation in language learning. Vocabulary, grammar, and fluency were also

noted as strengths, with participants displaying a strong command of language fundamentals,

essential for effective communication, as supported by Alqahtani (2015), Eisenmann and Summer

(2017), and Housen et al. (2012). Furthermore, comprehension was a notable skill, with

participants demonstrating a high level of understanding and interpretation of spoken and written

language, in line with Gilikjani and Sabouri (2016), who stressed the significance of

comprehension in language learning. The study revealed a significant correlation between students'

verbal learning styles, particularly memory, and their oral English skills, specifically

pronunciation, highlighting the importance of memory in verbal communication. This finding

underscores the essential role of memory in language articulation and communication, aligning
 34

with Mulyani and Sartika (2019) and Hubber (2022), who emphasized the link between memory,

pronunciation, and effective communication. The study's implications suggest that memory plays

a crucial role in oral language proficiency, supported by theories such as Jean Piaget's Cognitivism

Theory, emphasizing the role of memory and cognitive processes in language learning and

expression.

In conjunction with the study of Muslim et al. (2022), researchers examined how a student's

learning intensity and preferred learning style, particularly visual learning, impacted their

performance in a macroeconomic theory course. The findings support the growing body of

research that emphasizes the positive influence of visual learning on educational achievement.

students who are visual learners tend to absorb information more effectively when presented

through visual aids like images, diagrams, and charts, compared to solely relying on text-based

instruction (Agung Rinaldy Malik et al., 2020; Liberna, 2018). This aligns with the idea that visual

learners process information more efficiently through visual channels. Additionally, the study

suggests that repeated exposure to visual learning methods can strengthen these preferences and

potentially lead to improved learning outcomes (Muslim et al., 2022). This implies that by

habitually incorporating visual elements into the learning process, educators might cultivate

stronger visual learning skills in students. The study acknowledges visual learning as just one piece

of the puzzle when it comes to student achievement (Muslim et al., 2022). Other internal and

external factors also play a role in determining academic success. The research by Esia-Donkoh

(2020) and Ozdemir et al. (2018) reinforces this concept by categorizing visual as one of the

primary learning styles alongside others like auditory and kinesthetic.

 35

Sequential/Global Learners

Cowins (2017) explains that Sequential learners excel when learning through a step-by-

step process, approaching tasks systematically and thriving when information is presented in a

logical sequence. These learners are adept at following structured paths to problem-solving,

allowing them to tackle parts of problems even without complete comprehension. Conversely,

Global learners grasp overarching concepts spontaneously before delving into specifics. Often,

they can swiftly find solutions to problems but might struggle to articulate the precise methods

used to reach those solutions.

In a recent study conducted by Baskaran et al. (2021), the focus was on exploring the

learning styles of sequential and global learners among higher education students. The objective

of the study was to identify the preferred learning style and understand its implications for teaching

strategies and curriculum design. To gather data, the researchers surveyed 100 undergraduate

students randomly using an online survey platform, specifically "Google Forms." A self-

administered questionnaire with close-ended questions was prepared and distributed among dental

students. The survey results revealed that 57.69% of the students preferred a sequential learning

style, while the remaining 42.31% preferred a global learning style. This finding suggests that a

significant portion of the student population favors learning in an organized and systematic

manner. The study highlights the importance of tailoring teaching strategies and curricular to

accommodate the preferred learning style of students. Since a majority of the participants

expressed a preference for sequential learning, it is crucial for educators to provide a structured

and step-by-step approach to enhance student understanding. By aligning the teaching methods

with the sequential learning style, educators can potentially improve student comprehension and

academic performance. Understanding the learning style preferences of students can have a
 36

significant impact on their educational achievement. By recognizing that most students lean

towards a sequential learning style, educators can adapt their instructional techniques to facilitate

better understanding and knowledge retention. This insight can guide the development of teaching

strategies and curricula that cater to the needs of students in academic tracks, ultimately enhancing

their educational outcomes. The findings emphasize the importance of considering individual

learning styles when designing educational approaches. By incorporating sequential and global

learning strategies, educators can create a more conducive learning environment that promotes

student understanding and academic success.

On top of that, the study conducted by Brundha (2021) aimed to analyze the preference of

higher education students towards global, sequential, or mixed learning styles. The study was

conducted with 100 students from various academic backgrounds, including medical, dental, and

engineering programs in Chennai, India. The researchers employed a quantitative approach,

utilizing the "Index of Learning Style Questionnaire," a standard 44-item survey, to assess the

students' learning style preferences. The sample size was calculated using G power analysis,

ensuring statistical rigor. The findings revealed that the majority of the study population (61%)

exhibited a well-balanced preference for both global and sequential learning styles. This was

followed by a preference for global learning (24%) and sequential learning (15%). Further analysis

showed that the sample consisted of 30% medical students, 20% dental graduates, and 50%

engineering students. The researchers conclude that it is beneficial to incorporate both global and

sequential learning approaches in higher education institutions, as these learning styles exist on a

continuum, with some individuals favoring one over the other, and others utilizing a combination

of both. By supporting both global and sequential learners, educators can cater to the diverse needs

of their students, potentially enhancing their creative thinking and leading to a more thorough
 37

understanding of the subject matter. The findings of this study suggest that a balanced approach to

teaching, incorporating both global and sequential learning methods, can be advantageous for

higher education students. This approach can help students develop a well-rounded understanding

of the subject matter, fostering their ability to think creatively and attend to details. By catering to

the diverse learning preferences of students, educators can create a more inclusive and effective

learning environment.

Furthermore, in the study conducted by Benabbes et al. (2023) investigates the potential of

learning management systems (LMSs) and technological advancements in enhancing e-learning

through personalized learning experiences based on individual learners' needs and styles. The

primary objective of the study was to predict learners' styles using the Felder Silverman Learning

Style Model (FSLSM) and employ an unsupervised clustering technique to group learners based

on their preference degree for the sequential/global dimension of the FSLSM. Additionally, the

study aimed to evaluate the effectiveness of the proposed method in meeting learners' preferences

for global and sequential learning styles within a predefined learning context. To gather data, the

researchers employed a mixed-methods approach. They utilized a questionnaire to collect

information about learners' systemic and contextual knowledge, as well as their learning

preferences. Furthermore, they analyzed learning traces, which likely encompassed data derived

from learners' activities and interactions within the LMS. The study's findings indicated that a

majority of learners expressed strong, balanced, or moderate preferences for global and sequential

learning styles within the predefined learning context. These results suggest that the personalized

approach to e-learning, tailored to individual learners' styles, effectively fulfilled their preferences.

By recognizing and understanding the learning styles of academic track students, researchers can

assess how these styles impact their educational achievement. The personalized approach to e-
 38

learning, as demonstrated in the study, which tailors the learning experience to individual learners'

styles, can be considered as a potential factor that influences educational achievement.

Learning Style on the Educational Achievement

Learning styles have become increasingly important in education, as they impact various

aspects of the learning process. They have been found to have a significant influence on academic

performance, indicating a substantial correlation between learning style and academic success.

Furthermore, learning styles can provide insights into how students process information and solve

learning problems, even when participating in the same learning activities (AL-Roomy, 2023).

The study by Andriani (2023) aims to investigate the correlation between students' learning styles

using the Felder-Silverman Learning Style Model (FSLSM) and their academic achievement in

the online learning environment among ninth-grade students of MTs An-najah. During online

teaching and learning, proponents of learning styles suggest that learning style can impact a

student's success, measured through academic achievement in English tests. The students'

achievement is based on their comprehension, understanding, and mastery of information or skills

acquired during the learning process. It is believed that tailoring instruction to match each student's

learning style can enhance their academic performance during online learning. The study identified

correlations between students' learning style model and their English final achievement test in

online learning, particularly in the dimensions related to processing information (active and

reflective learning styles) and perceiving information (sensing and intuitive learning styles). While

various factors such as motivation, environment, and internet connection can influence student

achievement, the study observed that teaching activities in online learning were effective for

active, reflective, sensing, and global learning styles. For instance, group and individual

assignments catered to active and reflective learners, while the material used incorporated both
 39

theoretical explanations and practical examples, benefiting sensing and intuitive learners.

However, the study also found no correlation between students' learning style model and their

academic achievement in certain dimensions, such as receiving information (Visual and Verbal)

and understanding information (Sequential and Global). This lack of correlation was attributed to

differences in student motivation, environment, and other factors. For instance, teaching activities

in online learning were observed to be less effective for visual, verbal, sequential, and global

learning styles due to limited face-to-face interactions and a lack of visual aids for visual learners.

In analyzing the data, the study revealed significant correlations between the active, reflective,

sensing, and intuitive dimensions of the FSLSM and students' English final achievement test in

the online learning environment. On the other hand, the visual or verbal and sequential or global

dimensions did not show correlations with academic achievement. These findings align with

previous research indicating varying relationships between learning styles and academic

performance. Notably, the study's results showed similarities with prior research by Zagulova et

al. (2019), highlighting correlations between sensing and intuitive learning styles and academic

performance, while no correlation was found in the visual or verbal dimension. Additionally,

unlike their findings, this study did not find a correlation with sequential and global learners in

relation to students' English achievement tests.

In their study, Josiah, Jesse, and Mankilik (2020) aimed to determine the achievement of

secondary school students in Physics before and after exposure to Felder-Silverman's learning

styles. They also explored the effects of gender and school type on students' achievement in

Physics within the context of Felder-Silverman's learning styles. The study findings revealed that

among senior secondary two (SSII) students in Physics, the visual/verbal and sensing/intuitive

learning styles of the Felder-Silverman model were associated with higher mean achievement
 40

scores compared to the active/reflective and sequential/global learning styles. However, no

significant main effect of Felder-Silverman's learning styles on students' achievement in Physics

was observed. Regarding gender differences, male students exposed to sensing/intuitive,

active/reflective, and sequential/global learning styles achieved higher mean scores compared to

their female counterparts. Interestingly, female students in the visual/verbal learners group

achieved slightly higher scores than their male counterparts. The study also examined the effects

of school type on students' achievement in Physics. It was found that among active/reflective

learners, those in public schools achieved higher mean scores than their counterparts in private

schools. However, there was no significant difference in the mean achievement scores of

visual/verbal learners between the two school types, although, on average, students in private

schools achieved slightly higher scores. Additionally, among sequential/global learners, those in

private schools had marginally higher mean achievement scores compared to those in public

schools. Furthermore, the study did not find any significant interaction effects between Felder-

Silverman's learning styles and school type on students' achievement in Physics. However, it was

concluded that the learning styles alone had an effect on students' achievement, while school type

did not significantly influence the results. From the findings and discussions of the study, it can be

concluded that Felder-Silverman's learning styles did not have a statistically significant effect on

students' achievement in Physics in Bassa Local Government Area, Plateau State, Nigeria. The

learning styles also did not show gender discrimination in terms of achievement and demonstrated

no preference for any particular school type.

Additionally, the study conducted by Hidayat, Adi, and Surarso (2021) aimed to detect

students' learning styles and determine the correlation with their level of motivation and learning

performance. The researchers used correlation coefficients to determine the learning style
 41

category. A higher coefficient value indicates a stronger tendency towards a particular learning

style. Scores ranging from 9-11 were classified as strong learning styles, indicating a strong

tendency in one learning style and weakness in the other. Scores of 5-7 fell into the intermediate

category, suggesting a moderate tendency towards one learning style and a less strong preference

for the other. Finally, scores of 1-3 fell into the balanced category, indicating a balanced learning

style but with a slightly higher inclination towards the learning style receiving grades of 1-3. Based

on the results of the research and data analysis, it was observed that students showed a tendency

for active learning styles rather than reflective learning styles. In terms of active learning styles,

no students fell into the balanced category, 18 students (34%) were classified as moderate, and 29

students (55%) were classified as strong. Similarly, students showed a preference for sensing rather

than intuitive learning styles, with no students falling into the balanced category, 19 students (36%)

classified as moderate, and 28 students (53%) classified as strong. Additionally, students

demonstrated a tendency for visual rather than verbal learning styles, with no students in the

balanced category, 15 students (28%) classified as moderate, and 28 students (53%) classified as

strong. Lastly, students displayed a preference for sequential rather than global learning styles,

with no students in the balanced category, 18 students (34%) classified as moderate, and 17

students (32%) classified as strong. Based on these findings, it is recommended that teachers

design lessons that accommodate students' individual learning styles. By doing so, it is expected

that students' academic achievements will improve, and they will gain greater confidence in their

academic abilities.

Synthesis

In this chapter, the researchers explored various studies aimed at understanding and

identifying the influences of learning styles, educational achievement, and individual preferences
 42

on academic success. Through an in-depth analysis of the literatures, researchers obtained insights

into the importance of recognizing and accommodating diverse learning styles. These styles

encompass dimensions such as sensing/intuitive, active/reflective, visual/verbal, and

sequential/global, each wielding a significant impact on a students’ learning process. The findings

underscored the need for educators to discern and cater to these preferences, thereby tailoring

instruction to optimize learning experiences and address potential challenges effectively. Notably,

active learning methodologies emerge as formidable tools for engaging students and nurturing

essential skills such as creativity and communication. Furthermore, the nuanced aspects of learning

styles, such as the creative potential inherent in sensing learners and the pivotal role of intuition in

pedagogical practices, are elucidated through meticulous investigation. The efficacy of visual

learning strategies, particularly for the younger demographic, is emphasized, shedding light on the

critical role of memory in language acquisition and verbal communication. Recent research

endeavors delve deeper into delineating the dichotomy between sequential and global learners,

elucidating their prevalence among students and advocating for tailored teaching strategies to

accommodate these distinctive styles. Through rigorous investigation, the link between learning

styles and academic achievement is validated, highlighting the affirmative outcomes of aligning

instructional methods with individual preferences.

 43

Chapter 3

Research Methodology

This section of the research paper contains the research design, context and participants,

research instruments, method for data collection, and data analysis procedure. The data was

collected, evaluated, and interpreted to justify the research problems.

Research Design

This study utilized a quantitative correlational research design. With correlational

research, a researcher evaluates two variables and determines the statistical relationship

between them independently of any other variable. This kind of non-experimental research

methodology is used when testing hypotheses. It is crucial to distinguish between categorical

and numerical data in statistical analysis since the former has discrete categories or labels and

the latter is composed of quantifiable amounts (Fleetwood, 2023).

The researcher used a correlational research design to examine the influence of different

learning styles on the educational achievement of academic track students. This design allows

a detailed understanding of the influence of different learning styles on various aspects of

student’s academic achievements. Through data collection and analysis, the researcher seeks

to identify data about how different learning styles influence students as they reach their

academic goals.

Context and Participants

The respondents are the Grade 11 and 12 Academic Track Students of Senior High School

Namely Accountancy Business and Management (ABM), Humanities and Social Sciences
 44

(HUMSS), and Science Technology Engineering and Mathematics (STEM) of Hinigaran

National High School. The respondents are 198 HUMSS Students, 47 ABM students, and 65

STEM students.

The researchers utilized the stratified random sampling technique in choosing the

participants. According to Hayes (2023), stratified random sampling is a sampling technique

that divides a population into smaller subgroups known as strata, based on some shared

characteristics. Stratification is used to ensure that each stratum is included in the sample and

to make conclusions about certain demographic subgroups.

With 1371 students enrolled in the grade 11 and 12 academic track, using Slovin’s Formula,

the target population was estimated at 310. The entire population is divided by the number of

students in each strand. The calculated total sample size will be multiplied by the percentage

result of students per strand. After determining the sample size for each stratum, simple random

sampling will be used to select the participants.

Research Instruments

The researchers of this study adopted the Index of Learning Styles (ILS) Learning Style

Questionnaire. The Felder-Silverman Index of Learning Styles (ILS) is a prominent tool for

identifying student preferences across four key learning dimensions. Developed by Richard M.

Felder and Barbara A. Soloman, the ILS offers a framework for educators and researchers to

understand how students take in and process information.

 45

The ILS utilizes a 44-item questionnaire where students choose between two answer

choices that reflect their preferences on each dimension. The questionnaire is available online

for free, making it a widely accessible tool (Felder & Soloman, 2010).

The ILS has undergone validation efforts to assess its reliability and validity. Studies by

Felder and colleagues demonstrated internal consistency through Cronbach's alpha coefficients

exceeding 0.7 for each dimension (Felder & Spurlin, 2005). Test-retest reliability has also been

established, indicating the questionnaire produces consistent results over time (Felder & Brent,

2005).

Regarding validity, factor analysis studies support the four-factor structure of the ILS,

suggesting it measures the intended learning style dimensions (Harvey et al., 1999).

Additionally, research has found correlations between ILS preferences and student

performance in various learning contexts, providing evidence for its construct validity (Felder

& Baker, 1988).

It's important to acknowledge that the ILS is not without limitations. Critics argue that

learning styles are not fixed but can be flexible, and the binary nature of the questionnaire may

not capture the full spectrum of student preferences (Coffield et al., 2004).

Despite these limitations, the Felder-Silverman ILS remains a widely used and valuable

tool. Researchers can leverage the ILS to explore student learning styles within a particular

group or context. Educators can utilize the results to tailor their teaching methods to cater to

diverse learning preferences, potentially enhancing student engagement and achievement.

 46

Data Gathering Procedure

The researchers prepared a formal letter to the senior high school principal to conduct the

study. The researchers also consulted some experts before conducting the survey.

An online form is administered with a letter for formality that the given data will be used

for research purposes only. The survey questionnaire is a 2-part form consisting of the

demographic profile of the respondents and a 44-item survey questionnaire. A forced-choice

format was incorporated into the questionnaire to generate quantifiable data. The distribution

of the questionnaire to the respondents then followed. All of the data were then collected,

tallied, and analyzed.

Data Analysis

The descriptive-correlational research analysis is used in this study. According to research

methods principles, descriptive correlational designs serve a dual purpose. They are used to

describe characteristics of a situation at a specific point in time and to explore potential

relationships between variables existing within that situation (McBurney & White, 2009). The

influence of different learning styles on learner/s academic achievements was then measured

using mean scores and standard deviations. Then a correlational analysis is used to know the

influence of different learning styles on student’s academic achievement. This is interpreted

using the following range (Brigula, R., et. al, 2012): 4.51 to 5 (very effective); 3.51 to 4.50

(effective); 2.51 to 3.50 (moderately effective); 1.51 to 1.50 (less effective); 1.0 to 1.50 (not

effective).
 47

Chapter 4

Presentation, Analysis, and Interpretation of Data

This section contains a discussion of the results and interpreted data of the study.

Specifically, it presents and describes the Influence of different learning styles on the educational

achievement of academic track students of Hinigaran National High School.

Level of Effectiveness
4.51 - 5 extremely influential
3.51 – 4.50 very influential
2.51 – 3.50 somewhat influential
1.51 – 2.50 slightly influential
1 – 1.50 not at all
influential
Table 1.1

Frequencies and Percentage of the Year-Level of the Respondents

Year Level Frequency Percent

11 152 49.0

12 158 51.0

Total 310 100

Table 1.1 shows the frequency of the year level of students who took the survey conducted

by the researchers. The Grade 11 students have a frequency of 152 or 49.0%, while the Grade 12

students have a frequency of 158 or 51.0% with a total frequency of 310 or 100%.
 48

Table 1.2

Frequencies and Percentage of the Strand of the Respondents

Strand Frequency Percent

ABM 47 15.2

HUMSS 198 63.9

STEM 65 21.0

Total 310 100

Table 1.2 shows the frequency of the strand of students who took the survey conducted by

the researchers. The ABM students have a frequency of 47 or 15.2%, while the HUMSS students

have a frequency of 198 or 63.9%, and lastly, the STEM students have a frequency of 65 or 21.0%

with a total frequency of 310 or 100%.

Table 2.1

Frequencies and Percentage of the Learning Type Preference of the Respondents

Strand Frequency Percent

Active/Reflective 63 20.3

Sensing/Intuitive 95 30.6

Visual/Verbal 87 28.1

Sequential/Global 65 21.0

Total 310 100

 49

Table 2.1 shows the frequency of the learning style preference of students who took the

survey conducted by the researchers. The active/reflective students have a frequency of 63 or

20.3%, while the sensing/intuitive students have a frequency of 95 or 30.6%, then the visual/verbal

have a frequency of 87 or 28.1%, and lastly, the sequential/global students have a frequency of 65

or 21.0% with a total frequency of 310 or 100%.

Table 3.1

Influence of Different Learning Styles on the Educational Achievements of Students when grouped

according to their Year-Level

Learning Types Year-Level Mean Std. Deviation Interpretation

11 2.971 0.857 Somewhat influential

Active/Reflective
12 2.643 0.826 Somewhat influential

11 2.766 0.698 Somewhat influential

Sensing/Intuitive
12 2.708 0.617 Somewhat influential

11 2.692 0.655 Somewhat influential

Visual/Verbal
12 2.625 0.789 Somewhat influential

11 2.742 0.682 Somewhat influential

Sequential/Global
12 2.677 0.727 Somewhat influential

11 2.790 0.725 Somewhat influential

Total
12 2.665 0.728 Somewhat influential

Table 3.1 illustrates that both grade 11 and grade 12 respondents’ learning styles are

somewhat influential on their educational achievements with a mean of 2.790 and 2.665,

respectively. This means that both grade 11 and grade 12 students have the same level of influence.

Based on these findings, it can be inferred that different learning styles are equally influential in
 50

acquiring academic achievements. Additionally, different learning styles have a similar influence

on both grade levels in academic achievement.

Table 3.2

Influence of Different Learning Styles on the Educational Achievements of Students when grouped

according to their Year-Level

Sum of
Variations df Mean Squares F p-value
Squares

Learning Styles 0.828 3 0.276 0.519 0.670

Grade Level 1.255 1 1.255 2.30 0.126

Interaction 0.876 3 0.292 0.549 0.649

Within 160.677 302 0.532

Total 163.694 309

Table 3.2 illustrates A two-way ANOVA was performed to analyze the influence of

students’ different learning styles and grade level on their academic achievements. A two-way

ANOVA revealed that there is no significant interaction between the influence of students’

different learning styles and grade level (F(3, 302) = 0.549, p = .649). Simple main effects analysis

showed that different learning styles did not have a statistically significant influence on students’

academic achievements (p = .670). Simple main effects analysis showed that grade level did have

a statistically significant influence on students’ academic achievements (p = .126).

 51

Table 3.3

Influence of Different Learning Styles on the Educational Achievements of Students when grouped

according to their Strand

Learning Types Strand Mean Std. Deviation Interpretation

ABM 2.833 0.753 Somewhat influential

Active/Reflective HUMSS 3.000 0.863 Somewhat influential

STEM 2.231 0.599 Somewhat influential

ABM 2.667 0.767 Somewhat influential

Sensing/Intuitive HUMSS 2.803 0.654 Somewhat influential

STEM 2.563 0.512 Somewhat influential

ABM 2.571 0.646 Somewhat influential

Visual/Verbal HUMSS 2.769 0.783 Somewhat influential

STEM 2.429 0.598 Somewhat influential

ABM 2.444 0.527 Somewhat influential

Sequential/Global HUMSS 2.878 0.748 Somewhat influential

STEM 2.400 0.507 Somewhat influential

ABM 2.617 0.677 Somewhat influential

Total HUMSS 2.854 0.757 Somewhat influential

STEM 2.726 0.556 Somewhat influential

Table 3.3 illustrates that all strands, ABM, HUMSS, and STEM, respondents’ learning

styles are somewhat influential on their educational achievements with a mean of 2.617, 2.854,

and 2.726, respectively. This means that all strands have the same level of influence. Based on

these findings, it can be inferred that different learning styles are equally influential in acquiring

academic achievements. Additionally, different learning styles have a similar influence on all

strands in academic achievement.

 52

Table 3.4

Influence of Different Learning Styles on the Educational Achievements of Students when grouped

according to their Strand

Sum of
Variations df Mean Squares F p-value
Squares

Learning Styles 0.509 3 0.170 0.335 0.800

Strand 10.443 2 5.222 10.323 0.000

Interaction 2.185 6 0.364 0.720 0.634

Within 150.733 298 0.506

Total 163.694 309

Table 3.4 illustrates A two-way ANOVA was performed to analyze the influence of

students’ different learning styles and strand on their academic achievements. A two-way ANOVA

revealed that there is no significant interaction between the influence of students’ different learning

styles and strand (F (6, 298) = 0.720, p = .634). Simple main effects analysis showed that different

learning styles did not have a statistically significant influence on students’ academic

achievements (p = .800). Simple main effects analysis showed that strand did have a statistically

significant influence on students’ academic achievements (p < .000).

 53

Chapter 5

Summary of Findings, Conclusions, and Recommendations

Summary of Findings

The significant findings of the study are the following:

1. Profile of the Respondents

Based on the analysis of the participants' Year Level, the study findings indicate that the

survey encompassed a nearly equal distribution of students from Grade 11 (49%) and Grade 12

(51%). Furthermore, the students were categorized into three different strands, with the majority

belonging to the Humanities and Social Sciences (HUMSS) strand, accounting for 63.9% of the

respondents. The next significant strand was Accountancy, Business, and Management (ABM),

representing 15.2% of the participants. Lastly, the Science, Technology, Engineering, and

Mathematics (STEM) strand comprised 21.0% of the respondents. These results suggest that Grade

11 students and those in the HUMSS strand exhibit a greater interest in exploring the relationship

between their learning styles and academic achievements.

2. Predominant learning styles students used

The majority of students prefer the sensing/intuitive learning style (30.6%). However,

when examining the data by year level, all learning styles are equally influential in predicting

academic achievement for both Grade 11 and Grade 12 students. Similarly, when examining the

data by strand (ABM, HUMSS, and STEM), all learning styles are found to have some influence

on academic achievement
 54

3. Is there a significant difference between the different learning style preferences and

academic achievement when grouped according to:

3.1. Year level

3.2. Strand

The study revealed that there is no significant interaction between the influence of students'

different learning styles and grade levels. The relationship between learning style and academic

achievement is the same for both Grade 11 and Grade 12 students. For the strand, the study shows

that there is no significant interaction between the influence of students' different learning styles

and strands. The relationship between learning style and academic achievement is the same for all

three strands.

These findings suggest that using a diverse approach to teaching that incorporates multiple

learning styles may be beneficial to address the varied preferences and influences on student

learning. However, it is important to remember that the effectiveness of learning styles can vary

widely among individuals. Therefore, it is important to consider the unique needs and responses

of each student.

Conclusions

From the findings of this study, the following conclusions are drawn:

1. Based on the results of the demographic profile, the preferred learning style of students

does not affect their academic achievement regardless of their grade level and strands.
 55

2. Based on the results, the most predominant learning style preferred by the students is

the sensing or intuitive learning style.

3. Based on the average mean, there is no significant difference between the preferred

learning style and academic achievement of students.

Recommendations

Based on the conclusions of this study, the following recommendations are offered:

1. School administrators should take into account the impact of students' learning styles in

the academic curriculum to enhance effectiveness and offer engaging learning

experiences.

2. Teachers should employ teaching strategies tailored to their students' learning styles,

leading to improved classroom performance. Acknowledging the impact of different

learning styles, teachers can adjust their instructional approaches to foster a more dynamic

and participatory learning environment.

3. Students should actively embrace and implement a learning style that matches their

personal preferences and strengths, as doing so can substantially enhance their academic

achievements. Identifying and adopting an appropriate learning style enables students to

maximize their learning potential, improve information retention, and attain higher levels

of academic success.

4. Parents are urged to encourage all of their children to actively engage in classroom

discussions, as this can help in their academic performance. With parental support, this

involvement can positively contribute to their children's academic development and

accomplishments.
 56

5. Future researchers should aim to incorporate learning styles into their studies by ensuring

that participants utilize them. Additionally, it is advisable to gather a sizable sample size

to yield more extensive results for improved data analysis.

 57

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 60

APPENDIX A
LETTER FOR THE PARTICIPANTS

Republic of the Philippines

Department of Education
Region VI-Western Visayas
Division of Negros Occidental
HINIGARAN NATIONAL HIGH SCHOOL
Hinigaran, Negros Occidental

Good day!
We, the Grade 12 Stem Newton (Group 4), asking for your cooperation to answer our
survey for our research in 3i’s, entitled “Enhancing Academic Excellence: The Influence of
Different Learning Styles on the Educational Achievement of Academic Track Students”. Your
cooperation is very much appreciated. Thank you for your time.

https://forms.gle/t4ps23F3iTeneYDT7

Rey Xander Capio

Lead Proponent
 61

APPENDIX B

CURRICULUM VITAE

VESIDEL T. ARANGORIN
RESEARCHER
Sto. Rosario Subd., Brgy. Nanunga, Hinigaran, Neg.
Occ
09454723634
[email protected]

PERSONAL PROFILE
I am a driven and accomplished senior high school student who embraces
challenges with a determined and resilient spirit. As a passionate and academically-driven
young woman, I consistently strive for excellence and have achieved remarkable
academic success throughout my high school journey. With a thirst for knowledge and a
commitment to personal growth, I eagerly embrace opportunities to expand my horizons
and make a positive impact in both my academic and personal pursuits.

EDUCATIONAL BACKGROUND
SENIOR HIGH SCHOOL:
HINIGARAN NATIONAL HIGH SCHOOL
SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS
2022 - 2023

JUNIOR HIGH SCHOOL:

HINIGARAN NATIONAL HIGH SCHOOL
With High Honor
2018-2022

ELEMENTARY SCHOOL:
HINIGARAN ELEMENTARY SCHOOL - B
With High Honor
2011-2018

SKILLS AWARDS AND RECOGNITION

⚫ Collaboration Skills ⚫ Consistent Academic Awardee
⚫ Creativity ⚫ Cinegaran Film Festival Overall
⚫ Problem-solving Skills Champion
⚫ Academic skills ⚫ Elocution Overall Champion
⚫ Communication Skills
 62

Capio, Rey Xander L.

Researcher

Burgos St., Brgy. II, Pontevedra, 6105, Negros Occidental

(+63) 976-195-9316
[email protected]

PERSONAL PROFILE
I am a dedicated and motived high school student seeking admission to the
Technological University of the Philippines Visayas to pursue a degree in Bachelor of
Science in Mechanical Engineering. Eager to contribute to the academic background,
leadership skills, and passion for Mechanical Engineering.

EDUCATIONAL BACKGROUND
HINIGARAN NATIONAL HIGH SCHOOL
Science, Technology,
Engineering, &
Mathematics (STEM)
Strand
2022 - 2023

HINIGARAN NATIONAL HIGH SCHOOL

With High Honors
2018-2022

PONTEVEDRA SEVENTH-DAY ADVENTIST ELEMENTARY SCHOOL

With High Honors
2012-2018

SKILLS AWARDS AND RECOGNITION

1. Great communicating skills ⚫ 1st Place Math Quiz Bee
2. Hardworking ⚫ 2nd Place Science Quiz Bee
3. Responsible and trustworthy ⚫ Third Place in NutriQuiz
4. I can acquire new skills quickly ⚫ 1st Place Video Casting (Elocution)
5. Critical and analytical thinking ⚫ 1st Place Verse Choir (Elocution)
skills ⚫ Overall, Champion (Cinegaran Film
6. Have great multi-tasking skills Festival)
 63

MARIEL M. DIGNADICE
RESEARCHER
Coruña St. Brgy. III Hinigaran, Negros Occidental
09214475937
[email protected]

PERSONAL PROFILE
I have a strong drive to succeed in all aspects of life. I’m a strong communicator with strong
interpersonal skills who can handle different people and situations with ease. I’m well-equipped to
work both independently and as part of a team.

EDUCATIONAL BACKGROUND
HINIGARAN NATIONAL HIGH SCHOOL
Science Technology Engineering
Mathematics (STEM)
2022-2023, 2023-2024

HINIGARAN NATIONAL HIGH SCHOOL

Science Technology Engineering Curriculum (STEC)
Consistent With Honor – 2018-2021
With High Honor – 2021-2022
2018 - 2022

HINIGARAN ELEMENTARY SCHOOL-A

Consistent With Honor
2012 – 2018

SKILLS AWARDS AND RECOGNITION

• Communication Skills • Art Contest District Level (2015)
• Hardworking • Pagbigkas ng Tula Champion (2016)
• Knowledgeable about Computer • First Place (Champion) in Verse Choir
• Critical Thinking District (2018)
• Fluent in Hiligaynon, and Tagalog • First Place (Champion) in Verse Choir
• Creativity Municipal (2018)
• Teamwork • First Place (Champion) – Verse Choir
Area (2018)
• Third Place – Verse Choir Provincial
 64

AYISHA G. DUMADIEGO
ENTREPRENEUR

Pueblo San Roque Subd., Brgy. Gargato, Hinigaran, Neg Occi.

09507826086
[email protected]

PERSONAL PROFILE
I am Ayisha G. Dumadiego, a STEM student from Hinigaran National High School. A
consistent academic achiever while maintaining a positive and motivated mindset throughout
my elementary and high school years.

EDUCATIONAL BACKGROUND
HINIGARAN NATIONAL HIGH SCHOOL
SCIENCE TECHNOLOGY ENGINEERING AND MATHEMATICS (STEM)
2022-2023, 2023-2024

HINIGARAN NATIONAL HIGH SCHOOL

With High Honors
2018 - 2022

HINIGARAN ADVENTIST ELEMENTARY SCHOOL

Silver Awardee
2012-2018

SKILLS AWARDS AND RECOGNITION

• Graphic designing • Silver Academic Excellence (2017)
• Illustrating • Central Philippine Union
• Sketching Conference
Achievement Test Silver Performer
(2018)
• Central Philippine Union
Conference
Achievement Test Bronze Performer
(2017)
• Academic Achiever
 65

ANN MARIE A. ECHELICO

RESEARCHER

Purok 1,Brgy. Quiwi,Hinigaran,Negros Occidental

09207028912
[email protected]

PERSONAL PROFILE
Born on 9th day of September, 2006.A hardworking and passionate student of Hinigaran National High
School with a record of academic success. Developed a high adaptibility of time-management skills and
responsibilty with the help of determination and perseverance to do excellent work and achieve
success.

EDUCATIONAL BACKGROUND
SENIOR HIGH SCHOOL:HINIGARAN NATIONAL HIGH SCHOOL
S.Y. 2022-Present
With High Honors
JUNIOR HIGH SCHOOL:HINIGARAN NATIONAL HIGH SCHOOL
S.Y. 2018-2020
With Honors
S.Y. 2020-2022
With High Honors
QUIWI ELEMENTARY
SCHOOL
S.Y. 2012-2016 With Honors

S.Y. 2016-2018 With High Honors

SKILLS
AWARDS AND RECOGNITION
• Organization skills 1st place Essay Writing in Filpino-District & Municipal level
• Critical-thinking skills 2nd place Essay Writing in Filipino-Cluster 3 level
• Organization skills 1st place Essay Writing in Filipino-School level
• Literacy skills
• Emotional Intelligence
• Problem-solving skills
• Adaptibilty skills
 66

Kivan Raylan C. Estandarte

Researcher

Pajanconi Subdivision, Brgy. Anahaw, Hinigaran

(+639515656198)
[email protected]

PERSONAL PROFILE
I am Kivan Raylan Estandarte, Senior High School student, aiming to pursue admission into the
prestigious University of the Philippines Diliman in their Bachelor of Science in Computer Science
program. Striving to develop a strong foundation in computer science, I aim to leverage my
technical acumen, problem-solving skills, and passion for innovation to contribute to the ever-
evolving field of technology. With a drive for continuous learning and a commitment to
excellence, I seek to make a meaningful impact in the realm of computer science and drive forward
the possibilities of the digital era.

EDUCATIONAL BACKGROUND
HINIGARAN NATIONAL HIGH SCHOOL
Science, Technology, Engineering,
& Mathematics (STEM) Strand
2022 - 2023

HINIGARAN NATIONAL HIGH SCHOOL

With High Honors
2018-2022

HINIGARAN ADVENTIST ELEMENTARY SCHOOL

With High Honors

2012-2018

SKILLS AWARDS AND RECOGNITION

• Memorization ⚫ First Place, Speech Choir SDA
• Effective communication and Excellence 2016
teamwork ⚫ Champion, Interbarkada Basketball
• Attention to detail and accuracy League 2017
• Problem-solving and analytical thinking
 67

ALLAN A G. GUILARAN
RESEARCHER

Brgy. Anahaw, Hinigaran, Neg. Occ.

09064803339
Ajguilaran257 gmail.com

PERSONAL PROFILE
Age: 18 years old
Sex: Male
Date of Birth: May 16, 2005
Place of Birth: Hinigaran Hospital
Citizenship: Filipino
Parents: Anne G. Guilaran
Radne G. Guilaran

EDUCATIONAL BACKGROUND
SENIOR HIGHSCHOOL: HINIGARAN NATIONAL HIGH SCHOOL
Science, Technology,
Engineering, and
Mathematics (STEM)
2022-PRESENT

JUNIOR HIGHSCHOOL: HINIGARAN NATIONAL HIGH SCHOOL

•With Honors
S.Y. 2018-2022

ANAHAW ELEMENTARY SCHOOL

•Consistent Honor Student
2012-2018

SKILLS AWARDS AND RECOGNITION

• Creativity • Consistent Honor Student
• Memorization • Cinegaran Film Festival
Overall Champion
 68

JOHN KEMUEL C. MANTALABA

RESEARCHER

Ricardo Village, Brgy. III Hinigaran Negros Occ.

09652678856
[email protected]

PERSONAL PROFILE
John Kemuel Mantalaba, a determined Grade 12 STEM student at Hinigaran National High
School, possesses exceptional abilities that make him stand out among his peers. His remarkable talent
lies in his ability to effortlessly memorize complex information, whether it's scientific concepts,
mathematical formulas, or historical facts. John's analytical skills are equally impressive, as he excels in
tackling challenging problems by breaking them down into manageable parts and developing innovative
solutions. In addition, John's efficient task management skills allow him to handle multiple
responsibilities simultaneously, demonstrating his excellent time management and organizational
abilities. A highly promising student with a bright future ahead in the STEM field.

EDUCATIONAL BACKGROUND

Hinigaran National High School Quezon National High School

Science, Technology, Engineering and Mathematics Strand Athletic
2023-2024 2012-2018

Camotes National High School Pinamantawan Elementary School

Science, Technology, Engineering and Mathematics Strand With Honor
With Honors 2012-2017
2022- 2023

Himamaylan National High School

Athletic
With Honors
2019- 2022

SKILLS AWARDS AND RECOGNITION

• Motorcycle Mechanic
Javelin Throw Champion, 2016-2017
Shotput Throw 1st Placer, 2022
Discus Throw 2nd Placer, 2023
 69

CURRICULUM VITAE

Personal Background

Name: Ayesha Zahoor .T. Rather

Date of Birth: July 22 2006
Place of Birth: Riverside Hospital, Negros Occidental
Address: Headquarters, Brgy. Gargato, Hinigaran, Negros
Occidental
Parents: Mittchel P. Tabia
E-mail: [email protected]
Mobile number: 09212094433
Skills

• Time Management
• Good and active listener
• Technology and information literate
• Strong critical thinking skills
Educational Attainment

Senior High School: Hinigaran National High School

Junior High School: Al Dura International School , Hinigaran National High School
Elementary : Al Dura International School

Awards and Recognition

• With High Honors

• With Honors
• Bronze Medalist
• 2nd place Science Quiz bee
• 1st and 2nd place Declamation contest
• Champion Debate team
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DAVID LAUDEN R.
SANTERO
RESEARCHER
Quincihan arangay II inigaran egros Occidental
09631674612
Davidsantero gmail.com

PERSONAL PROFILE

David Lauden R. Santero a attentive and detail-oriented individual with a passion for
delivering exceptional results. Known for my ability to carefully listen, observe, and respond
effectively in diverse situations.

EDUCATIONAL BACKGROUND
GRADE 12-STEM 3
2022 - present
HINIGARAN NATIONAL HIGH SCHOOL
with Honors
2022 - 2024
FUNDAMENTAL BAPTIST CHRISTIAN SCHOOL
2010 - 2022

SKILLS AWARDS AND RECOGNITION

• Critical Thinking • With Honors (Elementary)
• Creative • With High Honors
• Adaptability (Highschool)
• Time Management • Video Casting – Cinegaran !st
• Flexible and versatile Placer
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CHRISTIAN RE C. TAN

RESEARCHER
#182 Carmen St. Brgy. San Pedro,
Binalbagan, Negros Occidental
09304776900
christiantan490 gmail.com

PERSONAL PROFILE
Hi, I’m Christian Rey C. Tan and I am currently a Grade 13-STEM 3 student of Hinigaran
National High School. I am an active person because I have joined many extra-curricular
activities . I play Chess and in my leisure time, I read many books. I am outgoing as I like to
make new friends. I want to pursue a career in engineering at the Technological University of
the Philippines-Visayas as I would greatly benefit from the university’s high-quality education
and extra-curricular activities .

EDUCATIONAL BACKGROUND
GRADE 12-STEM 3
2022 - present

HINIGARAN NATIONAL HIGH SCHOOL

with high Honors
2017 - 2022

STO. ROSARIO ELEMENTARY SCHOOL

Class Valedictorian
2012 - 2017

SKILLS AWARDS AND RECOGNITION

• Critical Thingking • Sci-Tech Team Quizbee
• Verbal and Written Communication Representative
• Computer Literate • JA Qualifier
• Adaptability • Video Casting – Cinegaran !st Placer
• Time Management • with High Honors-3rd Quarter
• Organizational Skills
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NATHANIEL A. VARGAS
RESEARCHER

Tugbongan, Barangay 2, Hinigaran, Negros Occidental

0964-847-2490
[email protected]

PERSONAL PROFILE
Age: 18 years old
Sex: Male
Date of Birth: May 10, 2005
Place of Birth: Tondo, Manila
Citizenship: Filipino
Parents: Rene Vargas
Alvie Ambrad

EDUCATIONAL BACKGROUND
HINIGARAN NATIONAL HIGH SCHOOL
Science, Technology, Engineering
and Mathematics (STEM)
2022-2023

HINIGARAN NATIONAL HIGH SCHOOL

WITH HONORS
2018-2022

CACARONG BATA ELEMENTARY SCHOOL

WITH HONORS
2012- 2018

SKILLS AWARDS AND RECOGNITION

- DEDICATED - WITH HONORS
- RESPONSIBLE - ATHLETE OF THE YEAR
- CURIOSITY - JA PARTICIPANTS
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Kiara Czarina V. Villaflor

RESEARCHER

Sitio Bungyod, Brgy. Paticui Hinigaran Negros Occ.

09272356589
[email protected]

PERSONAL PROFILE

As a Grade 12 senior high school student specializing in an academic track. I possess a

fervent passion for learning and actively contribute to my academic community. My unwavering
dedication, strong work ethic, and active involvement in various school activities showcase my
commitment towards personal development and fostering a positive impact within my educational
environment.

EDUCATIONAL BACKGROUND
Hinigaran National High School
Science, Technology, Engineering and Mathematics Strand
2022 -2024

Hinigaran National High School

Science, Technology, and Engineering (STE)
2018- 2022

Alejandro Santero Sr. Mem. Elem. School

With Honors
2012 - 2018

SKILLS AWARDS AND RECOGNITION

• Communication
• Can perform multitasking Consistent Honor Student
• Problem - Solving
• Positive attitude with good coordination of
teamwork
• Willingness to learn in any field of work
• Time management
• Strong concentration skills
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