Chapter IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter describes and discusses the data gathered by

the researchers which had been carefully analyzed and illustrated

in tabular form that were later followed by its textual

interpretation. This chapter also encloses the ratings made by

the respondents regarding their profiles and perception about the

effectiveness of learning styles and its benefits on the learning

outcomes of respondents.

Verbal Description
3.25-4.00 ALWAYS
2.50-3.24 OFTEN
1.75-2.49 SOMETIMES
1.00-1.74 NEVER

Verbal Interpretation
3.25-4.00 Highly significant influence
2.50-3.24 Significant influence
1.75-2.49 Little influence
1.00-1.74 No influence

1. Profile of the Respondents

This part of the study aims to describe the respondents in

terms of their gender and age.

 Table 1

Profile of the Respondents According to Gender

Gender Frequency Percentage

Female 73 47%

Male 82 53%

Total: 155 100%

Table 1 shows the distribution of the respondents in terms

of sex. Based on the figures, 73 or 47% of the respondents were

females. As for the 83 or 53% of the respondents were males for a

total of 155 respondents or 100% of the population, therefore the

majority of the respondents are males which is represented by 83

or 53% of the population.

The men were more likely to respond to the survey, this

could be due to a variety of factors such as the topic of the

survey, the method of distribution or the demographics of the

population being surveyed. The survey was not intentionally

targeted towards men, but that they simply made up a larger

population.
 Male respondents may be more prevalent than female respondents

for a variety of reasons that affect survey participation. These

variables might be the survey's topic, the distribution strategy

selected, or the target population's demographics. Males may not

have been the survey's intended target demographic, but given

their higher representation in the sample, it seems likely that

they were more likely to reply. It's important to understand that

bias in the survey's design or implementation is not always

implied by the respondents' apparent gender distribution.

Instead, it is a reflection of the demographics of the sample. A

more nuanced interpretation of the survey data is made possible

by an understanding of this distribution, which guarantees that

any conclusions reached fairly represent the demographics of the

group being studied.

1.1. Age. The second item that was considered under the

profile of the respondents is age. The table 3 shows the

distribution of the respondents according to age.

Table 2

Profile of the Respondents According to Age

Age Frequency Percentage

 16 years old 8 5%

17 years old 56 36%

18 years old 80 52%

19 years old 11 7%

Total: 155 100%

As shown in table 2, 8 respondents or 5% of the population

stated that they are in the range of 16 years old, 56 respondents

or 36% are in the range of 17 years old, 80 respondents or 52%

are in the range of 18 years old. Followed by eleven (11)

respondents or 7% of the population who are in the ages between

19 years old and above for a total of 155 respondents or 100% of

the population.

1.3 Strand. The third item shows the profile of the respondents
is strand. The table presents the distribution of the respondents
according to strand.

Table 3

Profile of the Respondents According to Strand

Strand Frequency Percentage

STEM 86 55.48%

HUMSS 25 16.13%

ABM 39 25.16%

GAS 5 3.23%

Total 155 100%

 Table 3 shows a total of 155 respondents where students from
STEM have a frequency of 86 with 55.48% of the total population.
Thus, the HUMSS has 25 respondents or 16.13% of the population,
Followed by the ABM with 39 respondents or 25.16% of the
population, while Gas has 5 respondents or 3.23% of the total
population.

2. Concerns about the effect of learning styles on the learning

outcomes of respondents

The following tables illustrate the results of the survey,

focusing on descriptive statistics such as the mean and total

scores. It also includes a textual and visual interpretation of

the respondents' responses. The tables give an accurate portrayal

of the respondents' knowledge and realization in importance of

learning styles in academic performance .

Table 4

Visual

Verbal Verbal
Item Weighted Mean
Description Interpretation
1.I often use
flashcards or other
visual aids to LITTLE
2.18 SOMETIMES
INFLUENCE
memorize
information.
2.I often use 2.39 SOMETIMES LIITLE
INFLUENCE
highlighters to get
information easily.
3.I feel that visual
aids help me stay HIGHLY
3.54 ALWAYS SIGNIFICANT
focused during
INFLUENCE
lessons.
4.I think that
incorporating
pictures and
illustrations in SIGNIFICANT
2.93 OFTEN
INFLUENCE
textbooks improves
my understanding of
the content.
5.I prefer to learn
through observation
and visual
HIGHLY
demonstrations 3.35 ALWAYS SIGNIFICANT
rather than just INFLUENCE

listening to
lectures.
6.I believe that
using visual aids in
HIGHLY
teaching enhances my 3.30 ALWAYS SIGNIFICANT
overall learning INFLUENCE

experience.
7.I feel that having
visual aids in the
HIGHLY
classroom makes the 3.37 ALWAYS SIGNIFICANT
learning environment INFLUENCE

more engaging.
8.I believe that 3.21 OFTEN SIGNIFICANT
INFLUENCE
using visual aids,
blackboards and
PowerPoint
presentation helps
me comprehend
complex information.
9.I feel that
incorporating visual
elements in learning
SIGNIFICANT
3.23 OFTEN
materials enhances INFLUENCE
my ability to apply
what I've learned.
10.I I find that
visual aids help me
HIGHLY
to. remember key 3.33 ALWAYS SIGNIFICANT
points and details INFLUENCE

from the lessons.

SIGNIFICANT
Grand Mean 3.08 OFTEN
INFLUENCE

The data in Table 4 indicates that respondents are aware

about the visual in learning styles which can affects in their

academic performance. Upon analyzing the given data, it is

observed that the lowest mean is 2.18 for item 1, which states

that “I often use flashcards or other visual aids to memorize

information.” This result implies that they often use flashcards

than others learning styles.

 According to Jamal Raiyn (2016), Based on various studies,

students remember information better when it is represented both

visually and verbally. These strategies help students of all ages

to better manage learning objectives and achieve academic

success. Visual learning also helps students to develop visual

thinking, which is a learning style whereby the learner comes

better to understand and retain information better by associating

ideas, words and concepts with images. Visual information is

presented through various interactive visual tools, such as

information and communication technologies

On the other hand, the highest mean is 3.54 for item 3, which

states “I feel that visual aids help me stay focused during

lessons.” This result indicates that students are motivated to

understand and remember information in a presentation.

In conclusion, Visual learning is defined as the

assimilation of information from visual formats. Learners

understand information better in the classroom when they see it.

Visual information is presented in different formats, such as

images, flowcharts, diagrams, video, simulations, graphs,

cartoons, coloring books, slide shows/Powerpoint decks, posters,

 movies, games, and flash cards. Teacher can use the above

mentioned formats to display large amounts of information in ways

that are easy to understand and help reveal relationships and

patterns. Based on various studies, students remember information

better when it is represented both visually and verbally. These

strategies help students of all ages to better manage learning

objectives and achieve academic success.

Table 5

Kinesthetics

Verbal Verbal
Item Weighted Mean
Description Interpretation
1. I feel more
engaged in lessons HIGHLY
3.27 ALWAYS SIGNIFICANT
that involve physical
INFLUENCE
movement.
2. I enjoy learning
through physical HIGHLY
3.36 ALWAYS SIGNIFICANT
movement and
INFLUENCE
activities.
3. I find it easier
to remember
information when i SIGNIFICANT
3.23 OFTEN
INFLUENCE
can associate it with
physical experiences.
4. I remember 3.38 ALWAYS HIGHLY
SIGNIFICANT
information better
INFLUENCE
when i can physically
demonstrate it.
5. I find it easier
to understand
HIGHLY
information when i 3.57 ALWAYS SIGNIFICANT
can physically INFLUENCE

interact with it.

6. I learn best when
HIGHLY
i can manipulate 3.51 ALWAYS SIGNIFICANT
objects or materials. INFLUENCE

7. I enjoy subjects
that involve
HIGHLY
practical 3.29 ALWAYS SIGNIFICANT
applications and INFLUENCE

real-life examples.
8. I feel more
motivated to learn
HIGHLY
when i can physically 3.46 ALWAYS SIGNIFICANT
participate in the INFLUENCE

lesson.
9. I prefer learning
environments that HIGHLY
3.28 ALWAYS SIGNIFICANT
allow me to move
INFLUENCE
around and be active.
10. I find it
challenging to focus
SIGNIFICANT
3.12 OFTEN
during traditional INFLUENCE
lectures.
HIGHLY
Grand Mean 3.57 ALWAYS SIGNIFICANT
INFLUENCE

Table 5 shows the influence of kinesthetic in respondents which

refers to a learning style

where utilizing the sense of touch and movement . Upon analyzing

the data presented the lowest mean is 3.12 for item 10 which

states “I find it challenging to focus during traditional

lectures.” the low mean score indicates that some students may

struggle to maintain focus and attention during long lectures,

leading to decreased retention of information. However, the

highest mean is 3.57 for item 5 which states “I find it easier

to understand information when i can physically interact with

it.” This means that it engage students sense of touch, create a

stronger connection to the information, making it more memorable

and enhancing the overall understanding. The grand mean is 3.57

which indicates that most students always feel positive in

classroom when they physically interact with the information.

According to Flippin et al.,(2020). Teachers can more

effectively help kinesthetic learners once they have explored

the different kinds of learning styles and the specific needs of

kinesthetic learners. Studying these issues, while also looking

at major deterrents from kinesthetic learning, can help them plan

core English concepts, such as prewriting and organizing,

participating in discussions about literature, and using language

effectively, with kinesthetic learners in mind.

 In conclusion, the ability to physically interact with

information provides a multi-sensory approach that enhances

comprehension, retention, and overall learning outcomes.

Table 6

Reading and Writing

Weighted Verbal Verbal

Item
Mean Description Interpretation
1.I find it easier to
learn new information
SIGNIFICANT
3.23 OFTEN
through reading rather INFLUENCE
than listening.
2.I prefer learning
through reading and HIGHLY
3.63 ALWAYS SIGNIFICANT
writing over other
INFLUENCE
forms of instruction.
3.I enjoy learning
through written
SIGNIFICANT
3.21 OFTEN
materials such as INFLUENCE
textbooks and articles.
4.I feel that my
writing and reading
comprehension has
SIGNIFICANT
3.22 OFTEN
improved through the INFLUENCE
learning activities
provided in class.
5.I find it easier to 3.39 ALWAYS HIGHLY
SIGNIFICANT
remember information
INFLUENCE
 when i write it down
rather than just hearing
it.
6.I find it challenging
to express my thoughts
SIGNIFICANT
3.17 OFTEN
and ideas through INFLUENCE
writing.
7.I prefer to write
notes while reading to
SIGNIFICANT
3.24 OFTEN
help me remember the INFLUENCE
information better.
8.I believe that my
reading and writing
skills have improved
3.19 OFTEN Aware
through the learning
methods i use in
school.
9.I feel more confident
in my reading abilities HIGHLY
3.31 ALWAYS SIGNIFICANT
after reading it in our
INFLUENCE
class.
10.I believe that my
reading and writing
HIGHLY
skills have a direct 3.68 ALWAYS SIGNIFICANT
impact on my academic INFLUENCE

performance.
HIGHLY
Grand Mean 3.30 ALWAYS SIGNIFICANT
INFLUENCE

Table 6 shows that students can articulate their thoughts clearly

through writing and reading tend to perform better in

assignments, exams, and

class discussions. Upon analyzing the data it shows that the

lowest mean is 3.17 for item 6 which states that “I find it

challenging to express my thoughts and ideas through writing.”

This reflects that some students often struggle to find the right

words to convey their thoughts effectively. The highest mean

is 3.63 for item 2 which states “I prefer learning through

reading and writing over other forms of instruction.” This shows

that through reading and writing, students can delve deep into a

topic, explore different perspectives, and develop a well-ronded

understanding.

In conclusion, the preference for learning through reading

and writing is justified by its effectiveness in promoting deeper

understanding, critical thinking, and continuous growth of the

respondents.

Table 7

Auditory

Verbal Verbal
Item Weighted Mean
Description Interpretation
1.I find it easier 3.34 ALWAYS HIGHLY
SIGNIFICANT
to learn by
INFLUENCE
listening to
lectures than by
reading textbooks.
2.I prefer using
audio recordings
SIGNIFICANT
3.17 OFTEN
or podcasts as INFLUENCE
study materials.
3.I find it easier
to remember
HIGHLY
details from 3.38 ALWAYS SIGNIFICANT
conversations than INFLUENCE

from written text.

4. I prefer
watching videos or
listening to audio
SIGNIFICANT
3.18 OFTEN
recordings for INFLUENCE
learning new
concepts.
5. I find it
easier to
understand complex
HIGHLY
concepts when 3.37 ALWAYS SIGNIFICANT
explained through INFLUENCE

verbal
communication.
6. I find it
helpful to read HIGHLY
3.28 ALWAYS SIGNIFICANT
aloud to myself
INFLUENCE
when studying.
7. I believe that 3.23 ALWAYS HIGHLY
SIGNIFICANT
my auditory
INFLUENCE
learning style
positively impacts
 my academic
performance.
8. I feel
comfortable asking
questions and
HIGHLY
seeking 3.27 ALWAYS SIGNIFICANT
clarification INFLUENCE

through verbal
communication.
9. I prefer verbal
explanations over
written
SIGNIFICANT
3.14 OFTEN
instructions for INFLUENCE
projects and
quizzes.
10. I feel more
confident in my
HIGHLY
understanding of a
3.43 ALWAYS SIGNIFICANT
topic after INFLUENCE
discussing it
again with others.
HIGHLY
Grand Mean 3.28 ALWAYS SIGNIFICANT
INFLUEMCE

Table 7 shows the importance of auditory to the students to

develop strong listening skills, which are essential for

effective communication and collaboration. Upon analyzing the

table the lowest mean is

3.14 for item 9 which states that “I prefer verbal explanations

over written instructions for projects and quizzes. ” This shows

that less students wants verbal explanations since it can adapt

to the students learning style, providing a personalized approach

that enhances comprehension. The highest mean is 3.43 for item

10 which states “. I feel more confident in my understanding of a

topic after discussing it again with others.” This shows that

most students engage in discussions with others not only enhances

understanding of a topic but also boosts their confidence in

their knowledge and abilities.

In conclusion, fostering auditory learning in educational

environments is essential for catering to the diverse learning

preferences of students. By recognizing and incorporating

auditory techniques, educators can create a more inclusive and

effective learning experience for all students, ultimately

boosting their academic performance.

Table 8

Learning Experience
 Weighted Verbal Verbal
Item
Mean Description Interpretation
1.I feel more engaged
in learning when the
HIGHLY
lesson incorporates 3.27 ALWAYS SIGNIFICANT
real-life examples and INFLUENCE

applications.
2.I prefer to learn
through hands-on
HIGHLY
activities rather than 3.36 ALWAYS SIGNIFICANT
just listening to INFLUENCE

lectures.
3.I feel that group
discussions and peer
SIGNIFICANT
3.23 OFTEN
interaction enhance my INFLUENCE
learning experience.
4.I prefer to work
independently rather HIGHLY
3.38 ALWAYS SIGNIFICANT
than in a group
INFLUENCE
setting.
5.I believe that
incorporating
HIGHLY
technology in the 3.57 ALWAYS SIGNIFICANT
classroom improves my INFLUENCE

learning.
6. I enjoy using
multimedia resources
HIGHLY
(videos, interactive 3.51 ALWAYS SIGNIFICANT
presentations) for INFLUENCE

learning.
7.I feel that having a
variety of assessment
methods (tests,
HIGHLY
projects, 3.29 ALWAYS SIGNIFICANT
presentations) helps INFLUENCE

me showcase my
learning effectively.
8.I find that being an
active in class is the
HIGHLY
best way to have long 3.46 ALWAYS SIGNIFICANT
 Table 8 shows learning experience, upon analyzing the table

the lowest mean is 3.12 for item 10 which states “I prefer

learning through experimentation and t dal-apt error rather than

just reading.” This shows by experimenting and making mistakes,

students are able to learn from their errors and develop critical

thinking skills that are essential for problem-solving in real-

world situations. The highest mean is 3.57 for item 5 which

states “I believe that incorporating technology in the classroom

improves my learning.” This shows that integrating technology in

the classroom not only enhances academic performance but also

equips students with the necessary skills to thrive in a

technology-driven society.

In conclusion, the importance of considering and

incorporating various learning experience styles in the classroom

cannot be overstated as it directly impacts students' academic

success and overall learning experience..

Table 9

Remembering Topics and Information

 Weighted Verbal Verbal
Item
Mean Description Interpretation
1.I find it easy to
remember information
SIGNIFICANT
3.23 OFTEN
by reading and taking INFLUENCE
notes.
2.I find it helpful to
use mnemonic devices HIGHLY
3.63 ALWAYS SIGNIFICANT
to remember
INFLUENCE
information.
3.I enjoy studying by
SIGNIFICANT
3.21 OFTEN
memorization. INFLUENCE
4.I tend to excel in
subjects where I can
SIGNIFICANT
3.22 OFTEN
recall specific INFLUENCE
details from memory.
5.I prefer learning
through memorization HIGHLY
3.39 ALWAYS SIGNIFICANT
rather than hands-on
INFLUENCE
activities.
6.I feel comfortable
relying on my memory
SIGNIFICANT
3.17 OFTEN
to recall information INFLUENCE
during exams.
7.I believe that my
memory is a reliable
tool for retaining SIGNIFICANT
3.24 OFTEN
INFLUENCE
information for the
long term.
8.I think that my
ability to remember
information is a key 3.19 OFTEN Aware
factor in my overall
learning experience.
9.I find it
challenging to
understand concepts if HIGHLY
3.31 ALWAYS SIGNIFICANT
I cannot remember
INFLUENCE
specific details about
them.
 Table 9 shows the

importance of remembering topics and information, upon analyzing

the table it shows that the lowest mean is 3.17 for item 6 which

states “I feel comfortable relying on my memory to recall

information during exams.” This shows that some students relying

on memory to recall information during exams can contribute to a

more successful and confident test-taking experience.

The highest mean is 3.68 for item 10 which states “I

believe that the learning style plays a crucial role in the

ability to recall information during exams.” This shows that

recognizing and adapting in students learning style is

crucial for optimizing exam performance and achieving academic

success.

Table 10

Broad and lasting understanding of the lesson

 Weighted Verbal Verbal
Item
Mean Description Interpretation
1.I believe that my
learning style helps
HIGHLY
me in retaining 3.62 ALWAYS SIGNIFICANT
information for a INFLUENCE

longer period.
2.I am able to
understand the lessons
HIGHLY
thoroughly using my 3.25 ALWYAS SIGNIFICANT
preferred learning INFLUENCE

style.
3.I feel that my
learning style aids in
building a strong HIGHLY
3.26 ALWAYS SIGNIFICANT
foundation of
INFLUENCE
knowledge for future
learning.
4.I can apply the
knowledge gained from
SIGNIFICANT
3.18 OFTEN
lessons in various INFLUENCE
real-life situations.
5.I am able to adapt
my learning style to HIGHLY
3.39 ALWAYS SIGNIFICANT
different subjects and
INFLUENCE
topics effectively.
[Link] preferred
learning style enables
HIGHLY
me to analyze and 3.33 ALWAYS SIGNIFICANT
evaluate information INFLUENCE

critically.
7.I feel that my
learning style helps
me in developing a
SIGNIFICANT
3.23 OFTEN
deep and lasting INFLUENCE
understanding of the
lessons.
8.I believe that my
preferred learning
HIGHLY
style enhances my 3.55 ALWAYS SIGNIFICANT
Table 10 shows

importance of broad and lasting understanding of the lesson, upon

analyzing the lowest mean is 3.17 for item 9 which states “I

believe that my learning style contributes to a deeper

understanding of the subject matter compared to other methods.”

This shows that students by leveraging visual and hands-on

learning style, they are able to delve deeper into the material,

make meaningful connections, and ultimately achieve a more

profound understanding compared to other methods. The highest

mean is 3.62 for item 1 which states “I believe that my learning

style helps me in retaining information for a longer period.”

This shows by understanding students preferred learning style,

students can tailor a study techniques to enhance their memory

retention.

According to Reid (2020) ,learning style is a natural and

habitual method and skill of personal preference for learners to

absorb, process and store new information and master new skills.

Also, Learning style is a study method a learner uses

consistently with characteristics of personality and the

summation of learning strategy and inclination.

Table 11

Active Learning
 Weighted Verbal Verbal
Item
Mean Description Interpretation
[Link] learning
enhances my HIGHLY
3.34 ALWAYS SIGNIFICANT
understanding of the
INFLUENCE
subject matter.
2.I believe active
learning improves my
SIGNIFICANT
3.17 OFTEN
problem-solving INFLUENCE
skills.
3.I find active
learning activities HIGHLY
3.38 ALWAYS SIGNIFICANT
interesting and
INFLUENCE
engaging.
[Link] learning
helps me remember
SIGNIFICANT
3.18 OFTEN
concepts for a longer INFLUENCE
period.
5.I can apply
knowledge gained
HIGHLY
through active 3.37 ALWAYS SIGNIFICANT
learning in real-world INFLUENCE

situations.
[Link] learning
HIGHLY
enhances my critical 3.28 ALWAYS SIGNIFICANT
thinking abilities. INFLUENCE
7.I find it
challenging to
actively participate HIGHLY
3.23 ALWAYS SIGNIFICANT
in group activities
INFLUENCE
during the learning
process.
[Link] learning
should be integrated HIGHLY
3.27 ALWAYS SIGNIFICANT
into every educational
INFLUENCE
curriculum.
9.I prefer active
learning over passive
SIGNIFICANT
3.14 OFTEN
learning methods INFLUENCE
(e.g., lectures).
Table 11 shows

importance of active learning in the students academic

performance, upon analyzing the lowest mean is 3.14 for item 9

which states “I prefer active learning over passive learning

methods (e.g., lectures).” This shows that students most engage

in the learning process through activities like discussions,

group projects, and hands-on experiences. The highest mean is

3.43 for item 10 which states “I believe active learning is

suitable for all subjects.” This shows by actively participating

in learning, students can better understand and

retain information compared to passive learning methods like

lectures.

According to Thomas T. (2020) , Active learning is an approach

to teaching rather than a single, specific method. It requires

active student participation in classroom activities that have

been carefully structured by teachers. This strategy can

facilitate student engagement, enhance relevance, and improve

motivation by actively involving students within their classroom

and experiential learning environments.

Table 12
Individual Study
 Weighted Verbal Verbal
Item
Mean Description Interpretation
[Link] study
allows me to focus
SIGNIFICANT
2.78 OFTEN
better on my learning INFLUENCE
goals.
2.I feel more
motivated when SIGNIFICANT
2.62 OFTEN
INFLUENCE
studying on my own.
[Link] study
enhances my
SIGNIFICANT
2.54 OFTEN
productivity compared INFLUENCE
to group study.
4.I find fewer
distractions when SIGNIFICANT
2.42 OFTEN
INFLUENCE
studying individually.
5.I believe i
understand the study
SIGNIFICANT
2.69 OFTEN
material better when INFLUENCE
studying at home.
[Link]
individually helps me
SIGNIFICANT
2.6 OFTEN
manage my time more INFLUENCE
effectively.
[Link] study
aligns with my
SIGNIFICANT
2.58 OFTEN
preferred learning INFLUENCE
style.
8.I prefer working on
academic projects
SIGNIFICANT
2.65 OFTEN
independently rather INFLUENCE
than collaboratively.
9.I prefer studying HIGHLY
2.46 ALWAYS SIGNIFICANT
alone.
INFLUENCE
10.I find it easy to
concentrate when SIGNIFICANT
2.88 OFTEN
INFLUENCE
studying by myself.
SIGNIFICANT
Grand Mean 2.64 OFTEN
INFLUENCE
Table 12 shows

importance of individual studying in the students academic

performance, upon analyzing the lowest mean is 2.46 for item 9

which states “I prefer studying alone.” This shows that often

students prefer studying with others. The highest mean is 2.88

for item 10 which states “I find it easy to concentrate

when studying by myself.” This shows that most of the students

prefer studying alone.

In conclusion, the practice of individual study is a fundamental

aspect of academic achievement, as it enables students to

personalize their learning experience, develop essential skills,

and take control of their educational growth.

Table 13
Collaborative Task
 Weighted Verbal Verbal
Item
Mean Description Interpretation
[Link] collaborative
tasks enhance my HIGHLY
3.43 ALWAYS SIGNIFICANT
understanding of
INFLUENCE
learning strategies.
[Link]
contributions within
the collaborative task
SIGNIFICANT
3.22 OFTEN
significantly impact INFLUENCE
the learning strategy
development.
[Link] tasks
enhance my HIGHLY
3.26 ALWAYS SIGNIFICANT
understanding of
INFLUENCE
learning material.
[Link] in groups
helps me to understand
SIGNIFICANT
3.18 OFTEN
different perspectives INFLUENCE
on a topic.
5.I find collaborative
tasks more effective HIGHLY
3.37 ALWAYS SIGNIFICANT
than individual
INFLUENCE
learning strategies.
6.I believe that
collaborative tasks
are a valuable HIGHLY
3.2 OFTEN SIGNIFICANT
addition to
INFLUENCE
traditional learning
methods.
[Link]
learning helps me to HIGHLY
3.26 ALWAYS SIGNIFICANT
retain information
INFLUENCE
better.
[Link]
learning activities
HIGHLY
contribute to my 3.35 ALWAYS SIGNIFICANT
problem-solving INFLUENCE

skills.
9.I have participated
Table 13 shows importance of collaborative task in the students

academic performance, upon analyzing the lowest mean is 3.17 for

item 9 which states “I have participated in collaborative

learning tasks before..” This shows that students most engage

individual task. The highest mean is 3.44 for item 10 which

states “Collaborative learning strategies are more effective than

individual study.” This shows that students who participate in

collaborative learning outperform those who rely solely on

individual study methods. Also, students can improve their

communication and teamwork skills.

In conclusion, it is evident that collaborative learning

strategies offer a more dynamic and engaging learning experience

that not only enhances academic achievement but also prepares

students for real-world collaboration and teamwork.