SEARCH PAPERS LEARNING STYLES OF SOPHOMORE STUDENTS OF PUP LABORATORY HIGH SCHOOL (SY 2006-2007) 8 CARMENCITA L. CASTOLO* LIZYLR. REBUSQUILLO™* ABSTRACT Learning styles have arbig contribution fo the academic performance of astudent. Awareness of one's learning style will @ person maximize his potential in accumulating learning fo the best of his ability with the use of his pret erred leaning styles. The teacher's awareness of the student's learning styles wil help him/her select teaching strategies that would maximize the student's leaming potential This descriptive research analyzed the learning styles of the sophomore students of PUP Laboratory High Schoo} Specitical) the researchers sought answers o the following sub- problems: 4. What's he description of the respondents in terms of selected personatvariables? 2. Whatisthe academic pertorma nee of the respondents? 3. Is there a significant difference in the academic performance of the respondents when grouped accoraling fo the solectedipersonal variables? Findings show that there are, more female students than males; that most of the respondents came from famnilies having PHPS001-10,000 monthly fomilyi learning style. Academically students are average learners. Their come; and, although they use varied learning styles, the most dominantis the auditory demic antly differ when performances signiti groupedaccording to gender, socio-economic status, andleaming styles. with thes dings, the researchers recommend that the PUP-LHS should maintain academic and non-academic programs which adoresses the sirengihs and weaknesses of students of both genders; the schoo! should be involved more with the community programs fo know clearly the socio-economic status of students; there should be intensive trainings which wil responsive to the PUP-LHS' com’ enhance the auditory skills of both the feachers and the stucients; and, the students should also be 'ent_in giving the best educational services for them fo improve their academic performance. Follow-up stuaies are also being recommended, INTRODUCTION According to Carague (1), the greatness of the Philippines and ils people has always been proportionate to the investments in education and the broadening of the intellectual pursuits of heir population. Quoting her words, that means that we should put education available forall. In educating our people, we should aways moke the learner as the center of any educative process since the reason for the existence of teachers and school Is the learner, Alamgir (2) shares the same principle by saying that the “leamer should be the major focus for any education system and policy, and that they should be pickedup easly, captivated comfortably, andsatistiod perfectly. People differ in how they go about leaming, thinking and problem sowing. Some people Ike to sludy alone while some Ike to studyin groups. Others lke to study in aroom with a bright light, while some opt to study in a table with a lamp shade, Some people comprehend more when they see graphs, tables and figures while some understand better when reading their lessons or heating somebody lecturing. Some people work better during the moming while others prefer to workin the latter part of the day. Some people want to study with background music while some want to study in a quiet room. These ‘are the varied learning styles of the students. Tmanagers Journal on Educational Psychology, Vol 1+ No. 3+ November 2007 - January 2008 2Sed als) Learning styles have « big contribution fo the academic performance of a student along with other factors such as leamers physical and emotional conditions, the characteristics and teaching methods of the teacher, the ature of school or learning environment, and mony ‘others, Awareness of one’s leaning styles wil help a person to maximize histher potential in accumulating leaning to the best of his her abilly with the use of his her preferred leaming styles. The teacher’ awareness of the student's learning styles will help hinyher select teaching strategies that would maximize the student's leaning potential, When mismatches exist between leaming styles ‘of most of the students in a class andthe teaching style of the professor, the students may become bored and inattentive in class, do poorly on tests, get discouraged ‘about the courses, the curriculum, and themselves, and in some cases change fo other curricula of drop out of school. Professors, conftonted by low test grades, unresponsive or hostile classes, poor attendance and dropouts, know something is not working. They may become overly critical of their students (making things ‘even worse] of begin to wonder if they are in the right profession, Most seriously, society loses potentially excellent professionals. In the study of Reyes-Batino (4) entitled * Learning Style Intervention: Effects on Math Achievement, Attitude, and Anxiety Reduction, they Used three instiuments for the study: (1] Dunn and Dunn Learning Styles Inventory; (2] the Developed Math Attitude Scale; (3) the modified Role's Math Anxiety Scale, The study concluded that learning styles intervention made no significant improvement in math achievement but slightly Improved the over-all academic perfomance of college freshman. with average cognitive level, Leaning styles have toughly affected a postive change in the attitude towards math ‘and adecreasein anxiety towards math. In the study of Bustos (6) where she used the Dunn and Dunn model, it revealed that leaming styles of the elementary school children significantly affect the reading achievement for each grade level. Her study also concluded that for the Filipino leainers, emotional and sociological preferences were predominantleaming styles. Review of Related Literature and studies According to Felder (3), students preferentially take in and process information in different ways: by seeing and heating, reflecting and acting, reasoning logically and intuitively, analyzing and visualizing, steadily and in fits nd star's, Teaching methods also vary, Some instructors lecture, others demonstrate, and lead students to sett. discovery; some focus on principles and others on applications; some emphasize memory and others understanding (6). I is commonly belleved that most People favor some particular method of interacting with, toking in and processing stimull or information. Based on this concept, the idea of individualized “leaming styles" originated In the 1970's, and has gained populatity in recent years, A leaming style is the method of leaning particular fo an individual that is presumed to allow that individualtoleamn best, Rita unnexplains, “Leaning styles the wayin which each learner begins to concentrate on, process, and retain new and difficult information. A biologically and developmentally imposed set of personal characteristics moke the same teaching method offective for some students andineffectve forotners."(6) ‘As Richard M, Felder of the Deparment of Chemical Engineering at North Carolina State University states, “students have different leaming styles, characteristics, strengths and preferences in the ways they take in and process Information, Some students tend to focus on facts, data, and algorithms; others are more comfortable with theories and mathematical models, Some respond strongly to visual forms of information, tke pictures, diagrams, and schematics; others get more from verbal forms witen and spoken explanations. Some preter to learn actively and interactively; others function more Inttospectively and individually (7)." When we take the time as educators to become familiar with how our students leam as individuals, we are better prepared to design learning environments accommodating thelr unique needs. If time and resources do not allow individualized instruction, we can vary at the very least @ [imanagers Journal on Educational Psychology, Vol 1+ No. 8+ November 2007 - January 2008Sed als) design avatiety of leaming opportunities which meets the needs of a broad spectrum of leamers. It has been proposed that teachers should assess the leaming styles of their students and adapt their classroom methods to bostfiteach student leamningstyle. Muttiple Inteligence (Ml) theory of Howard Gardner states that there are at least seven different ways of learning anything, and therefore there ate ‘seven intelligences" bodily/kinesthetic, interpersonal, intra-personal, logicalmathematical, musicayihythmic, verbaylinguistic ‘nd visual/spatial, In addition most of the people have the ability fo develop skllsin each of the intelligence, and to lear through them. However, in education we have tended to emphasize two of “the ways of learning’ logicalimathematical and verbalinguistic. In adaition, according to Gardner, the implication of the theory's that leaming/teaching should focus on the particular inteligonces of each person. For example, if an Individual has strong spatial or musicalintelligences, they should be encouraged to develop these abilities (8), Gardner points out that the different intelligences represent not only different content domains bout also learning modalities. A further implication of the theory is that assessment of ablities should measure all forms of inteligence, not jus linguistic and logical- mathematical. hts principles include (1) Individuals should be encouraged to use thelr preferred inteligences in learning; (2) Instructional activities should appeal to different forms of intelligence; and (3) Assessment of learning should measure multiple forms of intelligence (9) Grace and Smith identify a number of specific factors in flexible learning that can impact the success of adult learners. They assert that failure or dropout snot determined by a single factor but by the interaction of a number of factors that bulld over time. Some of these factors include: 1, the student's readiness for selt directed leaning; 2. the availabilty of appropriate learning support and management systems; 3, the student's abilly to balance the demands of study with other commitments such as family and work; 4, the students Iteracy levels required to succeed in the resource-based learning; 5. the design, presentation and appropriateness for student level of the course; 6. the student's abilly to understand and deal with the assessment requirements; 7. the student's level of motivation; 8, the students access to computers or other fequited technology; 9. confidence in using this technology for leaming; and, 10, the impact of previous educationalexceriences (10), According to Dunn and Griggs (11), research suggests that students whose instruction is not responsive to their learning styles achieve significantly less than students ‘whose instruction isresponsive, According to Gunter, Estes, Schwab (12) some students learn better in a highly structured environment; some do better In a more open and student-centered atmosphere, Some students want to solve problems for themselves: others feel more comfortable if solutions are presented fo them. Some leamets think deductively some are comfortable with inductive thinking, Some students leain better by themselves, some work beter in groups, Ifa teacher creates a single environment in the classroom or repeatedly uses the same instructional ‘approach, only those students who leam well in that environment of with that approach wil succeed. The teacher who ullizes a variety of instructional approaches is more tkely to reach all students in the classroom moreover, students are encouraged to lean in a variety ofways. Reld (13) explains the learning styles preferences as used Inherquestionaire, Accordingto her, astudentleamsin mony different ways and that students’ leaming style preferences show how well they learn material in different situations. The following are the descriptions that give Information about ways in which a person. lean best: Visual Major Learning Style Preference: Sludents can learn well rom seeing words in books, on the chalkboard, ‘and in wotkbooks. Also, students can remember and understand Information and instructions better if they read them, A visual leamer dont need as much oral explanation as an auditory leainer, and one can often learn alone, with a book, One should take notes of lectures and oral directions if he/she wants fo remember the information. Tmanagers Journal on Educational Psychology, Vol 1+ No. 3+ November 2007 - January 2008 2Sed als) Auditory Mojor Learning Style Preference: One con lean trom hearing words spoken and ftom oral ‘explanations. It maybe easy to remember information by reading aloud or moving lips as one read, especially when leaming new material, One can benefit from Kes, and class discussions, and heating audio tapes, lect also can benefit from making tapes to listen to, by teaching other students, and by conversing with the teacher. Kinesthetic Major Learning Style Preference: One lean best by experience, by being involved physically in classioom experiences. The information can be temembered well when you actively participate in activites, feld fips, and role-playing in the classioom, A combination of stimuli for example, an audiotape combined with an activity, wil help one to understand new material Tactile Mojor Learning Style Preference: A student can team best when he/she has the opportunity fo do "hands: ont experiences with materials. That is, working on experiments in a laboratory, handling and building models, and touching and working with materials provide hiner with the most successful leaming situation, Writing notes or instuctions can help one to remember information, and physical involvement in class related activities may help the students to understand new information, ‘Group Major Learning Style Preference: Students can learn more easly when study with at least one other student, and they will be more successful in completing Work well when they wok with others. Group interaction and class work with other students, should be valued, and one can remember information better when they work with two or three classmates. The stimulation one can receive from group work helps them to lean and undetstandnewinformation, Individual Major Learning Style Preference: Students canleamn bes! when they work alone, andcan think better when they study alone, and remember information when learnt by soll. The new material can best be understood when tis Ieamt clone, and you make better progress in learning when youworkby yourselt, Minor Learning Styles: In most cases, minor leaning styles indicate areas where one can function well as a leamer, Usually o very successful leamer can learn in severolditferent ways. Negligible Learning Styles: Indicates that one may have ificuty learning in that way, A solution may be to direct learning one’s style to a stronger one. Another solution ight be to try to work on some of the skis to strengthen the leaming sive in the negligible area, The Theory of Expetiential Learning popularized by C. Rogers (14) viewed that since a learner has @ natural tendency to learn, itis the role of the teacher to facilitate Such leaning. [tis he duty of a teacher to set a positive climate for learning, clatity the proposed pt [problem for mutation) of the leameris), and organize and make available leaming resources, balance intellectual and emotional components of leaming, and share feelings and thoughts with leamers without dominating According to Rogels, learning Is faciltated when 1, the student participates completely in the learning process ond has control over its nature and direction; 2. itis primarily based upon direct confrontation with practical social, personal or research problems; and 3. sel evaluation is the principal method of assessing progress or success. He also emphasizes learning to learn and opennessto change, D. Rumethatt & D. Norman proposed that there ate three modes of learning: accretion, stucturing and tuning, Accretion is the addition of new knowledge to the existing memory. Stuctuting involves the formation of new conceptual sttuctures or schema, Tuning is the adiusiment of knowledge to @ specific: task usually through practice. Accretion is the most commen form of, leaming: structuring occurs much less frequently and requires considerable effort tuning isthe slowest form of learning and accounts for expert performance. Restructuring involves some form of reflection oF insight {:.6., metacognition) and may corespondto a plateauin performance, Onthe otherhand, tuning often represents automatic behavior that is not available to reflection m [imanagers Journal on Educational Psychology, Vol 1+ No. 8+ November 2007 - January 2008Sed als) (e.g, leaming procedures). This theory includes the following principles: 1. Instruction must be designed to accommodate different modes of leaming; 2. Practice activities affect the refinement of skils but not necessaiily the initial acquistion ofknowledge (15) The theory of BF, Skinner Is based upon the Idea that leaining is a function of change in overt behovior. Changes in behavior ate the result of an Individuals response to events (stimul) that occur in the environment, ‘response produces a consequence such as defining a ‘word, hing a bal, or solving a math problem. When a articular Stimulus-Response (-R) pattem is reinforced (rewarded), tne individual is conditioned to respond, The distinctive characteristic of operant conditioning relative to previous forms of behaviorism is that the organism can ‘emit responses instead of only eliciting response due to an exteinal simulus, Reinforcement is the key element in Skinner's $-R theory. A reinforcer is anything that strengthens the desited response, It could be verbal praise, a good grade or a fooling of increased accomplishment or satisfaction, The theory also covers negative reinforcers -- any stimulus that results in the incteased frequency of a response when it is withdrawn (different trom adversive stimull - punishment -- whieh result in reduced responses). A great deal of attention was given to schedules of reinforcement (e.g. interval versus ratio) and their effects on establishing and maintaining behavior. One of the distinctive aspects of Skinner's theory is that it attempted to provide behavioral explanations fora broad range of cognitive phenomena, For example, Skinner explained drive (motivation) in terms of deprivation and reinforcement schedules. Skinner ‘ried to account for verbal leaming and language within the operant conditioning paradigm, although this effort was strongly rejected by Iinguists and psycholinguists Skinner deals with the issue of free will and social control 06) Max Wertheimer was one of the principal proponents of Gestalt theory which emphasized higher-order cognitive processes in the midst of behaviotism. The focus of Gestalt theory was the Idea of ‘grouping’, Le., characteristics of stimuli cause usto structure orinterpret a visualfield of problem ina certain way, The primary factors that determine grouping are: 1. proximity- elements tend to be grouped together according to their neamess, 2. similatity - items similar in some respect tend to be grouped together, 3. closure - items are grouped togetner if they tend to complete some entity, and 4, Simplicity - items will be organized into simple figures according to symmetry, regulatlty, and smoothness, These factors were called the laws of organization and were explained in the context of perception and problem-solving(17) Learning styles theoties have been ctticized by many. Some psychologists andneuroscientists have questioned the scion which they ate based, Many educational psychologists believe that there isitle evidence forthe efficacy of most learning style models, and furthermore, that the models often rest on dubious theoretical grounds. fic basis of these models and the theories on Significance of the Study Thisstudyis of greatimportanceto the following sectors: To the PUP-LHS Administration - This study will serve as a guide in their academic planning. This could help them in making plans that wil ft to the student supportleaming needs of their students in orderto achieve better quality of education, thus producing more competent graduates who are responsive to the needs of the society. In addition, this study can also be a reference in re- educating and training thelr teaching stat To the Curriculum Makers - This study will serve as a guiding tool in the creation and development of the school curriculum that will correspond to the pedagogicalneeds of the students, To the PUP-LHS faculty members - The rosut of this research willgive them an in-depth understanding of how varied are the learning styles of the PUP-LHS sophomore students. In this way, they can think of instuctional methods and strategies that will be responsive to the learning needs of the students. To the PUP-LHS students - This study will help them to ‘assess and identiy their own leaming styles; thus they will be able to clearly know thet leaming strengths and Tmanagers Journal on Educational Psychology, Vol 1+ No. 3+ November 2007 - January 2008 2Sed als) weaknesses, In attaining these, they can think of ways of how to be adaptive to the different kinds of teaching methodologies and strategies of thelr instructors or professors To other Researchers - This study can be a reference to thelrresearchesin conducting similar or related research, Background of he Study The PUP Laboratory High School Is an academic Institution, which offers a commercialized business curticulum. The existing academic programs ate guided with the following educational philosophy: Inculcate a strong sense of nationalism and social consciousness and develop spiitual and moral uptighiness; 2, Democratize accesso secondary education: 3. Promote competencies and excellence among membersof ine academia; 4, Emphasize the advertisement of the unique commercial curiculum which equip the students with basic office and entrepreneurial skis, ant Further upgrade business skils through knowledge connectivity Using information and communication technology. The students are being troined with the different stills elated to the modem business trend, This resulted for students, in acaulting different learning styles to cope up fo the academic programs. in the process, they are able to develop their own leaning styles which in some ways atfect on how they perform in school. On the other hand, there ate some factors affecting the academic performance of the students regardless of their learning sles. This study is conducted to give suggestions for improvements regarding the leaming styles of the PUP Laboratory High Schoolstudents. Theoretical Framework This study is inspited by the theory of Perceptual Modality (18). Perceptual modality refers to the primary way our body takes the information, Commonly, researchers identity auditory, visual, knesthetic, and tactile styles. The field of accelerated leaming also relies heavily on modality to explain how leamers can process information foster. Visual leamners preter seeing what they ate leaming, Pictures and images help them to understand ideas and information better than explanations. A drawingmayhelp more than @ discussion to explain the same, When someone explains something to avisual leamer, he or she may cteate a mental picture of what the person talking describes, Auditory leamners also fall Into two categories, Auditory learners prefer spoken messages. The less understood auditory learners need to hear their own voice to process the information. The more prevalenttype, listoners," most Ikely did well in school. Even, out of school too, they remember things said to them and make the information their own. They may even carry on mental dialogues and determine how to continue by thinking back on the words ofothers, Kinestnetic Ieamers want to sense the position and movement of what they are working on. Tactile learners want fo touch. "Enough taking andlooking,'theymaysay. ‘Lets work wih this stuf, Let's get our hands dirty already Even if Knesthetic oF tactile learners don't get much trom the discussion or the wtten materials, they may catch up ‘and exceed the lesson plan by working through scenarios ‘and labs, Often, they dont inive in ttadtional schools because most classtooms dont offer enough opportunity tomoveortouch This study is also highly influenced by Kos thooty of leaning styles (19) which says that learning styles could be seen ona continuum running ftom: ©) concrete experience - being involved in o new experience 0) fetlective observation - watching others or developing observation about own experience ©) abstract conceptualzation - creating theotes to explain observations ) active experimentation problems, make decisions Using theoties to solve % [imanagers Journal on Educational Psychology, Vol 1+ No. 8+ November 2007 - January 2008SEARCH PAPERS ConceptualFramework The researchers used the Systems Approach or the [PO (Input, Process and Output} conceptual paradigm since thisis a descriptive study, In this study, the INPUT included the following: 1, the personal vatiables of the respondents which include gender, socio-economic status, and leaming styles and 2. academic performance based on theit_ general weighted average infist year, ‘An attow pointing from the INPUT box down to the PROCESS boxindicatesthat datainthe INPUT boxare used orprocessedin attaining the goal ofthis study, The PRO S was a descriptive analysis of the respondents’ personal variables and their leaming sivles using the Perceptual Leaming-style Preference Questionnaire, An arrow pointing ftom the Process box down to the utput box signifies that after this research undertaking, the researchers were looking forward for the expected outcome when result ofthis study is used, ‘Gander socio-economic Samus leoring Soe Dosciplve analyse othe espondon's boring sibs ough earing. Syl Prterence Guestonate Taster sudent academic pertomance {2} Decreases ctrson tae (e} Comperent aca ‘ouroteeng Figure 1. Conceptual Paradigm The OUTPUT included: 1 performance; 2, decreased attiiion rates: 3, competent graduates; 4. competent facully and §. Improved curricular offerings, better student academic feedback loop indicates that the output ofthis resear gives benefit fo students who will serve as the respondents, since they are the reason ofthis study. Statement ofthe Problem This study analyzed the leaining styles of the sophomore studonts of PUP Laboratory High School. Specticall, the researchers sought answers to the following sub- problems: 1. Whats the description of the respondonts in terms of the following selected personal variables: 1 gender; 12 socio-economic st 13 learning styles? 2, What is the academic performance of the respondents? 3, Is there any significant difference in the academic Perfomance of the respondents when grouped according to the following selected personal variables: 31 gender; 32 socio-economic status: and, 3.3 leaning styles? Hypothesis The researcherstested the following hypothesis; There Is a significant difference in the academic performance of the respondents wnen grouped according tothe following selected personal variables: 1 gender; 12 socio-economic status; and, 13 learning styles. Scope andLimitation of the Study This research covered all the sophomore students of PUP Laboratory High Schoo! who were enrolled in school year 2006-2007. Sophomore students were chosen since at their stage, they have somehow attained a certain Tmanagers Journal on Educational Psychology, Vol 1+ No. 3+ November 2007 - January 2008 7SEARCH PAPERS adjustment in high school and yet they still have more years to stayin the University where appropriate helpis not toolatetobe provided Research Methodology This part presents the methods of research that were used, the respondents of the study, the data gathering Insttument and procedures, and the statistical treatment Utilzed for date analysis. Research Method Used This study Is a descriptive research, Descriptive study, according to Best and Kahn (20), describes andinterprets what tis concemed with the conditions ot relationships that exist, opinions that are held, processes that are going on, effects hat are evident, or rends that are developing, Researchlocale The place where the researchers gather the data for this Jdy Is the Polylechnic University of the Philiopines Laboratory High School. The students trom Il - Loyalty, Honesty, and II Sincetity are the selected respondents for thisresearch. Population This research included all the enrolled sophomore students of the Polytechnic University of the Philippines Laboratory High School, There ate 150 students enrolled. Description of the respondents The respondents of the study are the sophomore students of the Polytechnic University of the Philippines Laboratory High School, Table 1 shows the breakdown of the respondents trom the research locale, Instrumentation The researchers used the questionnaire by Joy Reid (21) enillled, “Leaming Siyles Preferences Questionnaire’. This uestionnaire has 30 sentences that are to be answered by simply marking the answer wih av in the YEARSECTION =SPONDENTS Teh @ Roney 20 sree 2 Table 1. Breakdown of the Respondents corresponding column, The researcher made a five-point LUkett scale from strongly agree to strongly disagree in answering all the items in the questionnaire. The alternatives to choose from were as follows: Since the questionaire was adapted and standardize, validation process was not utlized. tems in the questionnaire were pre-arranged in random order to ‘avoid biases and false answers, Thus, valld answers could be derived ftom the respondents, The following are the groupings of the temsin the 30-item questionnaire: Visual Questions 6, 10,12, 24,29 Auditory Questions 1,7,9,17,20 Tactile Questions 11,14, 16,22, Kinesthetic Questions 2,8,15,19,26 Group Questions 3,4,5,21,23 Individual Questions 13,18, 27,28, 30, Data Gathering Procedure The fist step that was applied by the researchers was securing @ pormit from the classtoom teachers by presenting a request letter signed by the researchers and noted bythe Principal The classooms where they pesoraly admnstred the SietiteatPeatmentotbiata The dota gathered were anatzed ond interpreted by fo answer problems in desorbing fhe respondents slousendacodemicperemance, Welgnted Meen. Ths was oppleo once raw data a inleeming ses Wh il determine ne leaming es of theterpondents, Thetoruiafor¥s vineren WM = weightedmean a [imanagers Journal on Educational Psychology, Vol 1+ No. 8+ November 2007 - January 2008SEARCH PAPERS }[Link] respondents x= weighted valuespercategory N= totalnumber of respondents Test, This was used fo lest the significant difference of two means, in gender, If the P- Value is less than 0.05, the hypothesis is to be accepted or not significant, andif the Palue Is greater than 0.05 the hypothesis Is to be rejectedorsigniticant ANOVA: This was used to answer socio-economic status ‘and leaming styles in testing the significant difference of more than two means, If the P- Value is less than 0.05 the hypothesisis to be acceptedornot significant anditthe P- \Value is greater than 0.08 the hypothesis is to be rejected orsignificant, Using those statistical treatments, the rescarchors used the Statistical Package for the Social Sclence or PSS, An atbitrary scale shown on table 2 was used by the researchers 10 interpre! the teaming styles of the respondents, To interpret the relationship of the variables, table 3wasusedas guide (22) Presentation, Analysis and Interpretation of Data This part presents the analysis and interpretation of the data relative to the learning styles of the PUP-Laboratory High School sophomore students. 4. Description of the respondents in terms of the following selected personal variables? 4.4 Gender Table 4 presents the frequency and percentage distibution of the respondents gender, As presented, fst in rank are 84 females which Is 86% of the total respondents, Second in rank are 66 males; they compose 44% of the total respondents. It can be observed that majority ofthe respondents were females, 4.2, Socio Economic Status Table § shows the socio economic status distribution of the fespondents, First in rank are 46 respondents or 30.67% who belong to a family earning PhpS,001-10,000 monthly. Nextinrankare 37 respondents or 24.67% whose families ate earning Php 10,001 to 18,000 monthly. Thirdin rank are 26 respondents of 17.33% whose families earn Php§,000 and below per month. Fourth in rank ore 25 respondents oF 16.67% whose monthly family Income Is Phpp20,000 and above, In rank five are 16 respondents or 10.67% who belong to family having Php1S,000 to Php20,000monthly income. ean o s20n that majority of the respondents belong to 9 family having an Income ranging from Php8,001 to Php10,000. This shows that the families of these students condor Percentage | Rank Wiignied Mean | _Yebarinipreten rr oo Saevtee Mow 66 a 2 farce 150 10% osagee Table 4. Frequency and Percentage Distribution ‘of the Respondents Gender (N=150) 19-18 Stengy Dkoaee| Table 2. brary Seale : po otremonaonn | Poeertage | far Ee Number ofRemperants | Peat" (07 -hiater__| very song wlan 5001-10,000| ae warm |? 25-069 | Subsantaretatonsip Touoh 1s06 D mame | > 3-049 | Woderao robo 15001. 20000 16 wowrs | s. 01-029 Tow tetera | a a 200000- Above 25 wears [4 Regave vane | masa ecient Tow. 10 0% Tabie 3. Veal Desctiption fo Interpret The Relationship Of The Variables Table 5, Frequency and Percentage Distribution of ‘the Respondents Socio-Economic Status Tmanagers Journal on Educational Psychology, Vol 1+ No. 3+ November 2007 - January 2008 2SEARCH PAPERS are financially ited to fully support schoolactivities that wil ensure improved academic performance and maximizedleamning potential 4.3Leaming Styles Table 6 snows the weighted mean of the leaming styles of the respondents. As presented, majority of the respondents with a weighted mean of 4.93 leamed best by oral explanations or auditory leaining styles: reading and seeing words or visualleaming style were preferred by some of the respondents with a weighted mean of 4.19. (On the other hand, a weighted mean of 4.18 for group leaining style or learning with the help of others were chosen by the other respondents; being physicaly Involved in a classroom situation or kinesthetic learning style with a weighted mean of 3.97 were chosen by the other respondents, and finally an equal weighted mean of 3.85 were derived from the respondents who preter to leain by having hands on and experiments or tactile leaning style and leaming through studying alone or inalvidualleaming style, 2. The Academic Performance of the Respondents. Table 7 shows the frequency distribution of the respondent's academic performance, As presented at the Tabblo, in rank one are 66 oF 44% of the students who have ageneral average ranging from 81 1085. Rank2 are 6 01 36.67% of the respondents whose average grade is 86 10 90%. Inrank 3 are 26 oF 17.33% of the respondents who have an average grade of 76-80. Only 3 0F 2% of the total respondents recelved a general average of 91 to 95%, It can be observed from the Table that most of the respondents attained the grades ranging from 81 to 85% 0F 66 oF 44% of the total population. This indicates that most of students are average leaner, 3. Significant difference in the academic performance of the respondents when grouped according to the selected personal variables: 3.1 Gender Table 8 presents the significant difference in academic performance of the respondents according to thelr gender. The PValue, 0.46, showsthe significant difference inacademic performance of the respondents according to their gender, Results shows that females perform better thanmales. 3.2Soclo-Eeonomic Status Table 9 presents the significant difference in academic perfomance of the respondents according to their socio-economic status, The 2.02 FValue shows a very strong relationship with the academic performance of the respondents according to theit socio-economic status. The P-value of 0.09 shows the significant difference In academic performance Is depending on the socio- leaning Ses | Waleed Mean | vemarnerretaten economic status of the students. visor a9 Agee 3.3. Learning Sivies scteny 498 Stone Ae Table 10 presents the relationship and significant — - — ein academic performance of the respondents com aa soos ‘according fo their learning styles. I can be observed that awe.a! 35 Age Poke | Rena Table 6, Weighted Mean of he Responden's Learning Sives condor 04s |sontcon General fweroge: fee | Rank Table 8, Significant Ditterence of the Academic Performance ‘of he Respondents according to thelr Gender a 2 z ss mam [2 ue Descipton | P-value] Remars ma 2% r reome Lo 26 jee 202 | veysengrewrorsne] 0.09 | Sorta mL 1s) 00% Table 7. Frequency and Percentage Distribution ot the Respondents Academic Performance Table 9. Relationship and Significant Difference in Academic Performance of the Respondenis according fo their Socio Economic Status a [imanagers Journal on Educational Psychology, Vol 1+ No. 8+ November 2007 - January 2008SEARCH PAPERS caning Sys | F vate] VereatDescioion | vauel Romans naioy | 92 | veysengramonnp| 62 | sewtcow Tassie [94 | verysrongrottorsn| 52 Sigicant Kosten | 168 [Veysiongreatonep| 07 | Sontcan Gow | 76 | veyeronawinnoranp| 72 | Saniican! rawavat_ [145 | veystengretatonnip[ 12 | sonteort Table 10. Relationship and Significant Diflerence In Academic Performance of the Respondents according ‘to thelr Leaing Sivles kinesthetic learning style has the highest F-value of 1.65; ext is the individualleaming style with the F-value of 1.45; tactile learning style with 0.94 F-value; auditory learning style with the F-value of 0.92, and group learning style with 0.76 value, The above learning styles have avery strong relationship wih the academic performance of the respondents. On the other hand, visual leaming style which has an Fyalue of 0.65 showed a substantial felationship with the academic performance of the respondents, It can be generalized, that the academic performance of the respondents has a significant difference according to thelrleaming sives. Findings Interms of gender, a total of 66 or 44% of the respondents were male, while 84 oF 6% of the respondents were female. In terms of socio-economic status, there are 46 respondents or 30.67% who belong to a family eaming Php§,001-10,000 monthly. 37 respondents or 24.67% whose families are eaming Pnp10,001 to 15,000 monthly. 26 respondents or 17.33% whose families ean Phps,000 ‘ond below per month, 25 respondents or 16.67% whose monthly family income is Pnp20,000 and above. 16 Tespondents or 10.67% who belong to family having Php 15,000 to Php20,000 monthly income. In terms of leamning styles, majority of the respondents wih a weighted mean of 4,93 leamed best by oral explanations 0 auditory learning styles; reading and seeing words ot visual learning style were preferted by some of the respondents with a weighted mean of 4.19. Onthe other hand, aweighted mean of 4,18 for group learning style or learning with the help of others were chosen by the other respondents; being physically Involved in a classroom sttuction or kinesthetic leaning style with a weighted mean of 3.97 were chosen by the other respondents, and finally an equal weighted mean of 3.85 were detived from the respondents who preferted to learn by having hands ‘on and experiments or tactile leaming style and learning through studying alone orinalvidual leaming style. When described in terms of their academic performance, atotal of 66 oF 44% of the sludents have a general average ranging 81 to 85%; 55 oF 36.67% of the respondentsrecelvedagiade of 86 10 90%. On the other hand, 26 or 17.33% of them attained a general average ranging to 76 to 80% and only 3.07 2% of the total respondents received a general average of 91 10.95%, It can be observed that most of the respondents attained the grades ranging from 81 to 85% or 66 or 44% of the total population. When grouped according fo personal variables, It was found out that there is ai significant difference to the ‘academic pertormance of the respondents with regards to their gender. The p-value of 0.46 shows the significant difference between the two of them. In terms of socio- economic status, the 2.02 fValue shows a very strong relationship with the academic performance of the respondents according fo thet socio-economic status, The p-value of 0.09 shows the significant altference in academic performance of the respondents depending ‘on thelr socio-economic status. In terms of learning sives, tt can be observed that kinesthetic learning style has the highest fyalue of 1,66 oF a p-value of .07; next is the Individual leaning style with the tvalue of 1.45 or a p value of .12; tactile learning style with 0.94 tvalue or a p. value of .52; auditory leaming style with the f-value of 0.92 0F a p-value of 62, and group leaning style with 0.76 t- value ora p-value of 72. The above learning styles have a very strong relationship with the academic performance of the respondents and remarked as significant, On the other hana, visual learning style which has an fvalue of 0.65 or a p-value of .80 showed a substantial relationship with the academic perfomance of the respondents and also remarked as significant, It Tmanagers Journal on Educational Psychology, Vol 1+ No. 3+ November 2007 - January 2008 EWSed als) can be generalized that the learning styles employed atfectthe academic performance of the respondents. Conclusions Based on the summary of findings the researchers arived atthe following conclusions: Interms of their personal variables, itis concluded that majority of the respondents are female, With the apparent difference in population as to gender, the condition signifies that there are more females who give ‘education more emphasis than males. Majority belong to families with Php5001-10,000 monthly income. This shows that the students live in modesty wherein basic needs are of greatest prorlly, In terms of their learning sivles, majorty of the students leam best with the use of cuditory learning styles. This only signifies how important the employment of listening activites isn faciltating the teaching-leaming process. Listening skills are seen tobe primary factorsin letting ihe students perform atits fullest. 2. In terms of academic performance, most of the sophomore students received a general average ranging from 81-85% during thei fist year and occupied percentage of 44%. This can be observed that majority of the students were average leamers and perform in a normallevelof intelligence and sil 3. When grouped according to selected personal variables, it shows that there is a significant difference in the academic performance of the students based on ‘thelr gender. Te sexuality of the respondents may affect his performance inside the academia. This is also true when respondents were grouped according to thelr socio-economic status which shows the important role of family resources in giving the proper attention to academic matters. When grouped accordingto leaming sivles, Its concluded that the teaching and leaning process is useless, if no learning styles ate employed. Realization of proper strategies in carrying oul the learning situation results to better educationaloutputs. Recommendations Based on the summary of findings and conclusions, the researchers recommended the following he PUP-LHS should maintain academic and non: academic programs which adresses the strengths and weaknesses of students of both genders, There shouldbe no discrimination as to who willperform better, he male or the female students. 2. The PUPALHS should be getting involved with the community programs to know cleatly tne soclo- ‘economic status of students, It is necessary to keep in fouch with the community since this mold the students’ character, 3. The formation of the Parents Teachers Community Association (PTCA) will help to establish student programs suitable to their socio-economic ifestyle. These programs Include socio-orlented academic offerings (improved social science subjects in line with practical arts development} and extra-curicular activities (tie-up projects between the school and community-based linkages} 4, Since the auditory style was preferred the most, the PUP-LHS should have intensive trainings that will enhance the auditory sklls of both the teachers and the students. Keeping abreast with up-to-date audio-visual tools and using them frequently as instructional medium will Increase students’ leaming proficiency. Seeking the school linkages in bringing forth the above conditions will therefore Improve PUP-LHS assistance of out educational technology. 8, Consultation from the Guidance and Counseling Office must be regularly conducted so that assistance fom the said office is always at hand to achieve o well disciplined and more effective leaming. 6. Aspattof the educative process, the students should be responsive fo the PUPAHS' commitment fo give the best educational services for them to improve their academic performance, Every student should do their job without teluctancy and that always seeking for academic excellence, 7. For further research, the researchers suggest to conduct follow-up studies that wil enliven the continuity ‘and further development of the study on han, Nomenclature For clatity and betler understanding, the researchers z [imanagers Journal on Educational Psychology, Vol 1+ No. 8+ November 2007 - January 2008SEARCH PAPERS operationally defined the folowing termsin thisesearen ‘Analyis-refersto he assessment andidentiication ofthe learning stlesot the sophomore students of PUPLHS. Auditory Leaming Preference - learning from hearing ‘words spoken and ftom oral explanations. Gender- grouping the respondents intomale andtemale Group Leaming Style Preference - learning best when working orstudying with others. Individual Learning Style Preference - leaning best when working or studying alone. Kinesthetic Leaming Style Preference - learning best by expetience and by being physically nvovedin classroom experiences Leaming Styles - refers o the MIC students’ learning styles identiled os visual, audttory, tactile, kinesthetic, group or inaividual. Respondents - refers to the sophomore students of PUPLHS, Solocted Personal Variables - include gender, socio economic stalus, and parentalpresence, Tactile Leaning Style Preference -learning best by having © hands-on experiences with material’ tke doing experiments and working on materials Visual Learning Style Preference - leaming style which prefers reading and seeing words in books, chalkboards ond inworkioooks Reference [1]. Dr Ofelia Morabe-Carague. National Progress Depends on Capacity of Our Human Resources. PUP Open Universty Journal of Open and Distance Leaning Volume 3, No. 1, January to December 2002 [2]. Alamgir, AK. "Stakoholdors for Distance Education’ Focus on Leamers", Paper Presented at the ICDE Asian Regional Conference with the theme Open and Distance Learning in the New Millennium held at the New Delhi, India on November 3-5, 2000. Hitp:/[Link]! ignov-icde/[Link] [3]. Richard Felder. Learning Styles [Link]-public/Leaming_Sivlesthim! [4], Reyes-Batino M.T, LLeaming Style Intervention: Effects ‘on Math Achievement, Attitude, and Anxiety Reduction, Unpublished Doctoral Dissertation Philippines, Quezon City, 199 [5]. Bustos, M.A The Relationship of Leaming Styles, Teaching Styles, and Reading Achievement of Elementary School Children, Unpublished Doctoral Dissertation. University of the Philippines, Quezon City. 1994 University of the [6].Leaming styles [Link]/[Link] [7]. [Link]! Definition http:[Link] [8]. Leaming Styles: A Multiple Intelligence Approach [Link],edu/pss] 62/[Link]# 1 [9]. Multiole Inteligences, Htipy/[Link]/ Gardnerhiml [10}. Grace J.L, and Smith RJ, Flexible Delivery In the Australion Vocational Education and Training Sector: Battlers to Success Barriers to Success Identilied in Case Studies of Four Adult Loamers. 22,2001 Distance Education [11]. Dunn, R, and Griggs, S.A, Multicuturalism and Leaning Style, Teaching and Counseling Adolescents. Connecticut: Praeger Publishers, Greenwood Publishing Group. 1995 [12]. Mary Alice Gunter, Thomas H. Estes, and Jan Schwab, Instruction: A Models Approach. Third Ecition, Allyn and Bacon, MA, USA, 1999 [13]. Joy Reid. Learning Styles Preferences ntip/wwwlookingohead heinle. [Link] [14]. http:/tip. psychology .orgitogers html [18]. Modes of Leaming. [Link]/ [Link] [16]. Operant Conditioning htfp:/[Link] skinnethim! [17]. Gestalt Theory. [Link] nitp://tip. [Link]/ 118]. Leaming styles, hitp://[Link],comy [Link] [19]. Pedagogy: Leamingstvles. [Link]/— Tmanagers Journal on Educational Psychology, Vol 1+ No. 3+ November 2007 - January 2008 3SEARCH PAPERS Jblackmo/digito/[Link]! [20]. John W, Best and James V, Kahn (7998). Researchin Education, 8” Edition. Allyn & Bacon. 160 Gould Street, Needham Heights, MA USA [21], Joy Reid, Leaming Styles Preferences Questionnaire Hito://[Link] [22]. Arthuro Maque, unpublished thesis,"Comelation of Burnout and Teaching Performance" (2002) ‘Appendix Questionnaire |, PersonalData: Please check your answer, Name (optional) __Male Socio-Economic Status (family menthlyineome} _betowPs00 _-P5001-10000 10001-15000 __P15001-20000 P2000) andabove GeneralWeighted Average in ist Year Pls. reforto your classcards or curiculum sheets Il Please respond to each statement by marking your choices with acheck, UstofTables Table No. Tle Page 1 Breakdown of ne Respondents 2 Vetbal Description to Interpret the Relationship of the Variables 3. Frequency and Percentage Distibution of the Respondent's Gender 4 Frequency and Percentage Distibution of the Respondent's Socio-Economic Status 5 WeightedMean of the Respondent's Leaming Styles. 6 Frequency and Percentage Distibution of the Respondents Academic Performance 7. Significant Ditference of the Academic Performance ofthe Respondents accordingto their Gender 8 Relationship and Significant Difference in Academic Performance of the Respondents according to their Socio Economic Status 9 Relationship and significant Difference in Academic Performance of the Respondents according to their Leaming styles, Perceptual Learning-Style Preference Questionnaire « a ° © sonoW Lndocized ooze [stonay Dsag6 a [imanagers Journal on Educational Psychology, Vol 1+ No. 8+ November 2007 - January 2008Sed als) 2, previo Ban by dang somening ih cls 3. gst rer wai dane when IWotkwih ha 3. san mare when hay wih @ gous! “bam bot byeaahg what he iaachor wes onthe chakbowa 7, When someone else how toda sernaming n cas ean bate 1. When 16o ingen ebm, Hon bot 1 omomiba ng Ihave hoa h los boli thon Tangs Hav oad) 1, Whon le elon, omen hom bole TT. Team more when lean make @ model semana, 72, lundertand bate when read hmucvons 18 When aud alone, vereribe Fings baer Ti Team more when Immaia something ore ds proves 5, fey earing h dos by dang emerment (5, Nean batar when lake ating ar aay 7, liam eer clas when a feachar quer a ROWE 19:1 nda Tings beth Goss when Iparcbaiow ole Bayne Joy Waring on Gh esSghITnT Wan wo GrT¥ES CISTI 72. Wren [Bala someting, ernernba what Ihave aed BST! 24. Near beter by eacing Fan by slong io sorneane. 26: oom besin clos whon ican panicle raked aosion 77 clos Iwo boon when Iwo abn ‘ABOUT THE AUTHORS * Pincipal Poytectnic Universi of he Philgpines *Facuiy Poytechnic Unversiyof he Phitpones Dr Carmencita . Casto is subject specials in Open Univer af tne Polytechnic Universi ofthe Pilopines. Snes cn active ‘member of ne CDE and AAQU. Atpresent, she is ako @ member ofthe Aaviory Council of he UNESCO Asta and Pactic Region Buoay for Education on Open and Distance Learning for Highor Education. Recent, she was appointed Eattortal boar ‘member ofthe Asian Journal on Distance Education n Japan. she can bereachodatt ok ou@[Link] Prot, ley, Rebusquilo& facully member of the Paytectnic Univers! n and Business Technology subjects. She ‘Management ror the some Untversty She fs curently waiting @ thes stusya ‘of he Philopines sce 1998 where she & teaching in Business Eotcation and Master in Educational the completion of he degree Moster of sn Chis xined Bachelc Ihe Philopine Normal Univers. Tmanagers Journal on Educational Psychology, Vol 1+ No. 3+ November 2007 - January 2008 35