Literature and studies related to this study are presented
in this chapter. These materials provided the researcher the
much needed background information and insights to the present
research.
Synthesis of the State-of-the-Art
Based on the literature and studies of this research,
learning style of learners vary from one learner to the other.
In this regard, it was found in the literature and studies
included that there is no particular approach in teaching
subject matter to better engage students.
In the respective articles written by Rosenshine,
Vellabrion, Fisher, and Hattie, it was discussed on regards to
the process of learning of students and the major role a teacher
plays in initiating in the learning process of the students.
Furthermore, the respective studies made by Gonzalez, Beldia,
Carmello, Henry and Gallagher cemented the same idea.
It was also apparent in the articles written by Cruz,
Brimar, Talina, Manner and Guterl that their comments agree with
each other that when teachers and learners understand how they
learn and their favored ways to learn, the likelihood for
learning rises.Klaus, Flavell, Cogan, Reyes and Dotong, in their
respective studies, correlated the teaching- learning process
and the plethora of ways to engage students in learning subject.
Gap Bridged by the Study
Although the above-mentioned studies also discussed
learning styles, none of them focused on the context chosen by
the researcher specifically the relationship of learning styles
vis-a vis the performance skills of the grade 10 students in
Panlayaan Technical Vocational School. This present study
likewise focused on performance skills of the students in their
TVE subjects. One unique features of the present study was the
formulation of instructional strategies to enhance the learning
styles vis-a-vis there performance skills. These are the gaps
bridged by this study.
Theoretical Framework
Based from the cited literatures and studies, learning is
affected by several factors. The process of acquiring knowledge
can be correlated through the learning styles of the students
and their learning behaviour.
David Kolb's model is based on his experiential learning
model. Kolb stresses that the experience/s of the learner is the
springboard in acquiring knowledge. Based from his model, he
proposed a learning cycle wherein the there are four stages in
the cycle. The first stage is the concrete stage wherein the
learner had a previous experience on something then the learner
will review and reflect on their learning. In the 3rd stage the
learner will conclude or learn from the experience. And the last
stage, the learner will plan or tryout what they have learned.
Walter Barbe explains his Learning Modalities that the
learning maybe achieved through auditory, visual and tactile
approaches. Visual learners can easily acquire learning through
the use of visual or tangible materials like visual aids and the
like. Auditory learners can learn easily through the use of
sounds and resonance. Tactile learners are using body
kinesthetics to attain learning.
Neil Flemings VARK Model added additional sensory modality.
This modality is reading/ writing learning. The learning
modality model of Walter Barbe was expanded by Flemings.
According to Fleming learning can be also achieved through
writing and reading style.
National Association of Secondary School Principal (NASSP)
worked on a research regarding different learning styles of the
students in secondary. They came up with NASSP Learning Style
Model wherein they defined that learning style is a gestalt or
process. They pointed out that learning style is not anymore an
amalgam in nature, structured or hierarchical but learning is a
progression in nature. The NASSP Learning Model emphasised three
broad category of learning style such as Cognive, Affeactive and
Physiological Learning.
To be able to construct the researcher’s theory, the
researcher used the above mentioned theories that serve as the
foundation of the study. The researcher’s theory asserts that
the acquisition of learning of students is a conscious
preference. Nevertheless, it is apparent that the teacher is a
major factor in the preferential acquisition of knowledge of the
learner.
David Kolb’s Model/Theory
The students learn through their
experiences and touching the four
learning stages in the learning cycle.
Researcher’s Theory
Walter Barbe Learning Acquisition of learning of Neil Flemings VARK Model
Modalities Model students is a conscious
preference Emphasized that learning
Asserts that learning can be done can be achieved through
and process through Visual, the combination of visual,
Auditory and Tactile auditory, reading/ writing
and tactile
NASSP Learning Style Model
Put emphasis that learning is a
“Gestalt”. Learning can be process
through 3 major learning styles
(cognitive, affective and physiological)
Figure 1
Theoretical Paradigm
Conceptual Framework
Figure 2 illustrates the conceptual paradigm of the study.
It uses a system of input, process, output and feedback
components of the study.
The input component includes common learning styles of
Grade 10 students in Panlayaan Technical Vocational School,
level of students’ performance skills in TVE subjects and
problems encountered by students regarding their learning styles
and performance skills.
The data were acquired through survey and unstructured
interview. These were utilized to process the components of the
study.
The output component was formulation of instructional
strategies to improve the learning styles vis-a-vis their
performance skills.
Further, the feedback mechanism must be continuously done
in order to attain the objectives of the output. The same
mechanism is used to continuously evaluate the formulated
instructional strategies made by the researcher.
Input Process Output
Common learning
styles of Grade 10
students in Panlayaan
Technical Vocational Formulation of
School Instructional
Survey strategies to
Level of students’ Unstructured improve the
performance skills in interview learning styles
TVE subjects
vis-a-vis their
Problems encountered performance
by students regarding skills
their learning styles
and performance
skills
FEEDBACK
Figure 2. Conceptual Paradigm
