Universidad de Sta.

Isabel
Naga City
College of Business Education

DETERMINING DIFFERENT LEARNING STYLES

OF
JUNIOR HIGH SCHOOL STUDENT
TOWARDS ACQUISITION OF LEARNING
TITLE

ANGELO JOHN O. DESPACIO

BS-FSIM I3
 INTRODUCTION

Most of us associate genius with academic excellence, which in turn is often

identified with IQ. However, the truth is that IQ is, and has always been, measured only

in terms of two types of domains of intelligences: linguistic and logical-mathematical. In

other words, IQ is a severely limited, as well as a limiting indicator of intelligences

(Tenedero, 1998).

Some of the world’s greatest pioneers ̶ people whose ideas and achievements

propelled the world towards progress and civilization ̶ were academic failures themselves.

Perhaps the most prominent example of our times is Bill Gates, founder of the computer

titan Microsoft. Gates, a Harvard dropout, is now among the world’s fore most billionaires

and industry leaders.

It is entirely possible for each country to produce its own version of Bill Gates. But

in order for us to open wide “The Gates of our Future”, we must first break free from the

chains of myths and fallacies that shackle both our teaching styles and the learning fun

and fulfilling, and teaching, equally so.

Every child is unique. Conventional learning theories and traditional teaching

methods tend to overlook, or even ignore this basic truth. Learning style is one of the

aspect of a child’s innate uniqueness so we must learn to recognize, acknowledge and

respect every child’s individual learning style. Recent studies reveal that, when teachers

develop and expand their instructional methods and techniques according to the individual

learning styles of their students, there is a marked increase in performance and

achievement, and a decrease in discipline problems in a little as six to eight weeks.

 The adjustments that teachers and parents must make will probably be difficult ̶

initially, at least, but the rewards for them, and for their students and children, are well

worth the effort (Breaking the IQ myth).

Life, like learning, has its own development stage and situational experiences that

may accelerate or hinder growth. These experiences shape and manage life ̶ at work, in

school or at home. The flavor they bear, whether pleasant or unpleasant, spices up life in

a positive or negative manner. The more emotionally stimulated you are, the better your

memory and retention because the experience directly relates to your life.

This study will revolve on why should the reader must understand the different

learning styles: Auditory, Visual, Tactile, and Kinesthetic. Researcher aims to deliver the

information that the public must be aware of and recognize the differences of every

individual. Where learning development is concerned, the methods and strategies that the

learners are exposed to may be productive or counterproductive. The emotional stimuli

provide a different perspective on how and why you accomplish what you do, the way

you do.

Students have specific preferences on how they organize and pursue their goals

and tasks. They are capable of being motivated even without external factors. Influential

factors, like feedback, structures, and tasks, all interrelate with how students want their

tasks to be done.

Researcher conducted a survey in three different public schools in Naga City: Naga

City School of Arts and Trades, Tinago National High School and Camarines Sur National

High School. Segmenting and determining what is the dominant learning styles of each

schools that are said to be the group that entitled as tremendous amount of junior high
school population. Hence, researcher could conclude that recognizing the learning

development style of each student prior to the academical concern is recquired.

STATEMENT OF THE PROBLEM

1. What are the dominant learning style of students in selected public school in Naga

City?

2. What are the dominant element of emotions of the respondents that can affect their

performance day-in and day-out?

3. In what way do the students motivate themselves to accomplish specific task in the

school?

SCOPE AND DELIMITATION OF THE STUDY

The study assessed selected educational institution in Naga City, namely: Naga

City School of Arts and Trades, Tinago National High School and Camarines Sur National

High School. There are 600 selected Grade 10 students who will serve as respondents in

this study. The study will be conducted on the third grading period. The study delimits the

mentoring techniques of the teacher.: it does not cover the relationship between their

learning styles and performance across subject areas.

 CONCEPTUAL FRAMEWORK

Independent Variable Dependent Variable

Learning Styles Academic Achievement of Students in

Public School
 Auditory
 Visual  Understanding Instructions.
 Tactile
 Kinesthetic  Determining easily what is

Elements of Emotions preferred method.

 Motivation
 Achieving their goals based
 Persistence
 Responsibility on their strengths.
 Structure
 Factors that affecting their
Multiple Intelligences

 Verbal/Linguistic performance.
 Logical/Mathematical
 Naturalist  Determining weaknesses.
 Bodily/Kinesthetic
 Musical/Rhythmic
 Inter-personal/social
 Intra-personal/introspective
 Visual/spatial
 THEORETICAL FRAMEWORK

Dunn and Dunn Learning Style Model is a successful theory by Dr. Rita Dunn and

Dr. Kenneth, and this model is the nearest and perhaps the general model that can be

used as a one of the reference to elaborate clearly what is the importance of this study.

Conceptual framework and this model is interrelated to each other it simply because it

revolves through qualitative research that caters the differences of every individual

learning styles. Basis of some but most of the learning styles model that is organized in a

manner that makes them easy to communicate to others related research in terms of this

particular study.
 KNOW YOUR PERCEPTUTAL STRENGTHS
Instruction:
Read each of the sentences carefully. Under column each statement with any of the
following:
(N) Never (R) Rarely (O) Occasionally (F) Frequently (A) Always
A B
__ __ I like to listen to verbal instructions or explanation.
__ __ I learn best by seeing, reading and watching.
__ __ Using my hands ̶ feeling or touching ̶ is my style.
__ __ I need to be physically involved to learn.
__ __ I form the sounds of words to recall them.
__ __ I need to construct and use strong visual image associate to learn.
__ __ I like to play with objects while learning.
__ __ I learn by walking around or moving my legs or feet.

A B
__ __ I remember information by hearing myself say the words.
__ __ I need to create a picture on paper or in my mind to remember it.
__ __ I learn by taking notes while listening.
__ __ I act out what needs to be learned.
__ __ I read aloud instead of silently talking to myself.
__ __ I like to create pictures to match with the words.
__ __ I underline ideas while listening.
__ __ I learn while in motion, like swiveling in chair.
__ __ I memorize information or associate my memories with songs.
__ __ I need to highlights pertinent information.
__ __ I put ideas into action in order to learn them.

A B
__ __ I take active part in discussions.
__ __ I daydream to imagine what things look like.
__ __ I doodle, fold a paper, play with a pencil or ballpen or paper clip while learning.
__ __ I like to be directly involve in activities, like role playing, mime and the like.
__ __ I learn by talking to other people or to myself.
__ __ I like demonstration, seeing diagrams, slides, posters and visual aids.
__ __ I manipulate objects while studying.
__ __ I can memorize well while moving or walking.
__ __ Saying the words our loud makes me at ease.
__ __ Reading or seeing the words best describes me.
__ __ Moving my fingers, the pencil, or my ballpen stimulates my leaning abilities.
__ __ I can memorize well by moving in my chair.

Scoring: Values: N=0 R=1 O=2 F=3 A=4

Once you have completed checking your preference in column A, go start of column B and
number the blanks in cycles of four (4) until you reach the end. To tally the scores, sum all
values assigned for each answer and write the score.

_______ Auditory ______ Visual ______ Tactile ______ Kinesthetic

REFERENCES:

Tenedero, Henry S. (1998). Breaking the IQ Myth: Learning Style, Multiple Intelligences,
and Emotional Learning in the Classroom Environement: Philippine Copyright.

ELECTRONIC REFERENCES:

Trautman, P. (1979). An investigation of the relationship between selected instructional

techniques and identified cognitive styles. (Doctoral dissertation, St. John’s University,
1979). Dissertation Abstracts International, 40, 1482A. Retrieved on November 24,
2017.

Treffinger, D.J., Tallman, M.C., and Isanken, S.G. (in press). Creative Learning and
problem solving: an overview. In M. Runco, (Ed.), Problem finding, problem solving and
creativity. Norwood, NJ: Ablex. Retrieved on November 24, 2017.