PREFERED LEARNING STLYES OF THE GRADE 3 PUPILS: ITS RELATIONSHIP TO THEIR ACADEMIC PERFORMANCE
DISCUSS Pupils learn in many ways, like seeing, hearing, and experiencing things firsthand. But for most
RESEARCH pupils, one of these methods stands out. A simple explanation of learning styles is this: some
PROBLEM pupils remember best materials they've seen, some remember things they've heard, while
others remember things they've experienced. Teachers should not label learners according to
their style; just help them work for balance and wholeness. A major function of education is to
shape learner’s attitudes and orientations toward learning, to instill positive attitudes toward
learning and a desire for knowledge and to develop effective learning skills. It is for this reason
that the researcher is inspired and encouraged to come up with this study in finding out the
learning styles of grade 3 pupils enrolled Agaman -Proper Elementary School. It is expected that
with this effort she will be able to improve instructional methods, make varied instructional
materials or cater to the different learning needs of the students to improve their academic
performance.
BASELINE The researcher found out that 25% of the pupils enrolled in grade 3 level got the grade average
in their summative examination in the second quarter of this school year. The researcher believe
that the learning style of the pupils affected their performance in the said examination. It is
therefore, the researcher has to come up with an action research to addressed this issue.
TWO RELATED Learning Strategies
LITERATURES Learning strategies are the specific mental and communicative procedures that learners employ
OR RELATED in order to learn and use language (Chamot, 2012 ; O’Malley and Chamot, 2012). Every task and
STUDIES exercise will be underpinned by at least one strategy, although in most classrooms learners are
unaware of these strategies. One of the hypotheses being tested by learning strategy
researchers is that awareness and deployment of strategies will lead to more effective language
acquisition (Macaro, 2011).
Learning Styles
Learning styles are general approaches to language learning, while learning strategies are
specific ways to deal with language tasks in particular contexts (Cohen, 2013; Oxford, 2013). The
research perhaps most closely related to the links between learning styles and strategies
is Oxford’s (2013) study on the five learning styles contrasts identified in her Style Analysis
Survey (SAS): visual versus auditory (the use of physical senses for study and work), extroversion
versus introversion (dealing with other people), intuitive-random versus concrete-sequential
(handling possibilities), closure-oriented versus open (approaching tasks), global versus analytic
(dealing with ideas). Each of the five style contrasts constitutes a comparative style continuum.
It is important for learners to identify these learning styles and recognize their strengths and
thus expand their learning potential.
A major investigation into learning strategy preferences by adult immigrants was carried out
by Willing (2011). Willing set out to test the hypothesis that there is a relationship between
strategy preferences and biographical characteristics such as first language background and level
of education. The research failed to establish any such relationships, and Willing concluded that
learning style differences were due to personality and cognitive style rather than factors such as
ethnicity and educational attainment.
A study by Nunan (2010) further investigated the effects of strategy training on four key aspects
of the learning process: student motivation, student knowledge of strategies, the perceived
utility of strategies, and actual strategy use. In a formal experiment, in which the experimental
group was systematically trained in a range of strategies, subjects outperformed the control
subjects on measures of motivation, knowledge and perceived utility. Again, however, the
relationship between strategy training and acquisition remains indirect.
RESEARCH 1. Is there a significant relationship between the learning styles manifested by the
QUESTIONS subjects and their mean academic performance?
2. Is there a significant relationship between the learning styles manifested by the
subjects and their profile variables?
3. What learning styles are manifested as dominant?
4. What teaching methodologies can be proposed to match the dominant learning
styles used by the subjects?
PROPOSED
INNOVATION,
INTERVENTIO
N AND
STRATEGY
PURPOSE OF To give improvement to the general academic performance of the grade 3 pupils of Agaman-
THE STUDY Proper E/S and to device teaching strategy to address issues in the diversity of learning styles of
the lerners
RESEARCH The study will make use of the descriptive correlation design since it will assess and determine
DESIGN the learning styles of grade 3 pupils and relate it to their academic performance. This design
determines the relationship of variables such as profile, learning styles and academic
performance.
Documentary analysis will be used for the academic performance of the respondents.
SITE, The participants of the study are the 25% of the grade 3 pupils of Agaman-Proper Elementary
PARTICIPANTS, School. Composed of 5 males and 7 females or 12 out 48 pupils who was chosen purposively for
TECHINIQUES this study.
DATA In this study, a Learning Style Checklist was used which was patterned from the work of Dunn
GATHERING and Dunn.
To facilitate the realization of the study, the researcher will see to it that all necessary
requirements to operate under the pandemic such as but not limited to proper wearing of face
mask and face shield, maintain physical distancing and other health protocols will be observed.
The researcher will seek permission from the school principal and upon approval of the request,
the researcher will ask permission from the parents to float the questionnaire to the pupils. An
orientation will be conducted first before the participants will answer the questionnaires.
Likewise, the researcher will ask for the average grades of the participants for the second
quarter of the school year 2020-2021 through the school registrar. Once the data is gathered,
the researcher will sort all the answered questionnaires, encode, and tabulate the data needed
to further the study.
INSTRUMENT In this study, a Learning Style Checklist was used which was patterned from the work of Dunn
IN DATA and Dunn. The Dunn and Dunn Learning Styles Model created by Dr. Rita Dunn, is based on two
GATHERING major theories. The cognitive learning theory asserts that individuals process information
differently, either through learned behaviors or inherent traits. The brain lateralization theory
contends that the two hemispheres of the brain have different functions. The left-brain controls
verbal-sequential abilities, and the right brain controls the emotions and visual-spatial abilities.
The checklist will contain two parts. Part 1; Profile of the respondents and Part II was a
checklist contained the four learning styles namely, environmental, emotional, sociological
and physical strand.
DATA The frequency and percentage count will be used in treating the data to be gathered on the
ANALYSIS profile of the respondents. Their academic performance will be based from the computed
general average of their grades obtained in their second quarter school year [Link] the
PLAN learning styles, the numerical and descriptive scales will be used:
Numerical Scale Range Descriptive Scale
5 4.20-5.00 Almost Always Applies
4 3.40-4.19 Often Applies
3 2.60-3.39 Sometimes Applies
2 1.80-2.59 Applies Once in a While
1 1.0-1.79 Almost Never Applies
To facilitate the scoring of the items in the checklist, the total of all items in every
learning style will be used as basis in determining the dominant learning style of the subjects.
From the mean scores, the category mean for each learning style will be taken in order
to determine the most dominant manifested learning style, the second, the third and fourth.
To analyze the mean academic performance of the respondents, the following scale will
be used to interpret the results to wit:
Numerical Scale Descriptive Value
90-100 Outstanding
85-89 Very Satisfactory
80-84 Satisfactory
75-79 Fairly Satisfactory
Below 75 Did not meet expectations
The Pearson r will be used to test relationship to understand better the meaning of the
grades.
ETHICAL
ISSUES
REFERENCES The Use of Differentiated Strategies to Convert Communications into an Effective Interactions
Dialogue. (2009). Retrieved from [Link] .
Thompson, Purcell and Rainie. Styles and Strategies in Learning. (2013, January 4). Retrieved
from [Link]
Solis, B. (2012, March 14). Social Media is about sociology, not technology. Retrieved from
[Link]
Cashmore, P. (2009, October 3). Inter disciplinary Measures in 21 st Century Education. Retrieved
from [Link]
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