THE LEARNING STYLES OF SELECTED SENIOR

HIGH SCHOOL STUDENTS:

A CASE STUDY

A Research Paper Presented to the Faculty

of Santa Rosa Science and Technology High School

In Partial Fulfillment of the

Requirements for EAPP 11

AY: 2019-2020

by

Cruz, Kevin D.
Cruz, Sebastian Emerick G.
Gajeto, Mika Ena L.
Garcia, Joshua A.
Javier, Kairo Emmanuel J.
Tanchico, Rhona Mel C.

12 - Flores

to
Dr. Gladelyn T. Rull
EAPP Teacher
July 2019
Introduction

Research on learning styles has been conducted at more than 60 universities over

the past decade. These investigations have yielded useful findings about the effects of

environmental, emotional, sociological, physiological, and cognitive preferences on the

achievement of students. Learning style is a biologically and developmentally imposed set

of personal characteristics that make the same teaching method effective for some and

ineffective for others. Every person has a learning style—it's as individual as a signature.

It is important to know each students' learning styles so that, we can organize classrooms

to respond to their individual needs for quiet or sound, bright or soft illumination, warm or

cool room temperatures, seating arrangements, mobility, or grouping preferences. We can

recognize the patterns in which people tend to concentrate best—alone, with others, with

certain types of teachers, or in a combination thereof. We become aware of the senses

through which people remember difficult information most easily—by hearing, speaking,

seeing, manipulating, writing or note taking, experiencing, or, again, a combination of

these. Learning style also encompasses motivation, on-task persistence versus the need

for multiple assignments simultaneously, the kind and amount of structure required, and

conformity versus nonconformity. When a National Association of Secondary School

Principals (NASSP) Task Force (1983) examined all the characteristics that influence

student achievement, intake preferences (individual needs for eating and/or drinking while

concentrating) achieved the highest reliability. Chronobiology is also pan of style: some

people are "morning people", some are "night owls”. Some students prefer to learn by

themselves in their own pace, in familiar surrounding rather than in groups. Students tend

to perceive information differently, such as by “viewing and listening, reflection and action,

to reasoning logically and intuitively and also scrutinizing and visualizing” (Felder &

Henriques, 1995). This has resulted in education institutions paying great detail to
students’ learning styles to nurture them to be responsible towards their own learning

process.

Statement of the Problem

This study aims to determine the different learning styles of selected Senior High

School students of Santa Rosa Science and Technology High School.

Specifically, the researchers seek to answer the following question;

1) What is the Learning Style of the selected Senior High School Students of Santa

Rosa Science and Technology High School?

Methodology

This chapter aims to set out the methodological approach undertaken to

investigate the learning styles of selected senior high school students. This chapter will

present the aim of this research and the methodological approach adopted. It will present

the sample which was selected and will set out the method used for data collection along

with the process of data analysis. Finally, it will discuss any ethical issues and limitations

associated with this study.

Qualitative Approach

Qualitative approach is used in the study. The process of research involves

observed work being carried out with the collection of data. The data is collected relating

to a specific area of study and from this data the researcher constructs different theories

and concepts. Qualitative approach is the most relevant approach to use in the study

because it allows the participants to express their beliefs an opinion on the issue which is

opposing to Quantitative approach which tackles in more structured and numerical based.
Strategy of Inquiry

The researchers conducted a phenomenology strategy wherein it understands a

unique aspect of human phenomena. It gives emphasis to the subjective knowledge of a

student and to understand the structure of the phenomenon from the perspective of those

who have experienced it. It focused on giving sufficient and quality data based on the

participant's answers throughout the survey and interview. Phenomenology strategy of

inquiry gives the Senior High School students of Santa Rosa Science and

Technology High School an opportunity to share their opinions about their academic

performance.

Instruments

The interview is in semi-structured form. It lets the participants give their opinion

and elaborate it as far as they can. This form is very flexible and has a wide range of

information from the participant. Semi-structured is a form of interview that permits scope

for individuals to answer questions more on their own terms than the standardized

interview permits, yet still provides a good structure for comparability over the focused

interview (May, 1997).

There may also be a researcher bias. Since there are only a small number of

participants involved, it can be proved to be a difficult task to gain reliable data on the

subject unlike quantitative approach that contains higher number of participants and hence

in certain circumstances can provide more far reaching and reliable data results.

Sampling and Selection Method

Purposive sampling is used on the study. The researchers randomly selected 5

students of Santa Rosa Science and Technology High School. A wide variety of opinions
are essential to know the different perceptions of the students according to their

experiences.

Data Collection

The collection of data happened on early July 2019 around Santa Rosa Science

and Technology High School. Written survey and interview were used to know the

opinions of the students regarding their learning styles. The random students willingly

accepted and answered the surveys and interviews. The said questions are for research

purposes only.

Data Analysis

The data collected was analyzed, interpreted and validated. By repeatedly reading

the collected surveys, the researchers gain more understanding of the subject. Coding the

data began once all the data was fully transferred or transcribed. The codes applied are

keywords which are used to categorize or organize text and are considered an essential

part of qualitative research (Sarantakos,1998). The data collected was categorized and

organized into topics and further sub-topics which emerged through the coding phase.

The topics which emerged were assigned a specific code accordingly. The next stage

involved interpreting the data by identifying any reoccurring themes throughout and

highlighting any similarities and differences in the data. The final stage involved data

verification, this process involves a process of checking validity of understanding by

rechecking the transcripts and codes again (Sarantakos, 1998).

Ethical Considerations

The study was account to certain ethical issues. The students as respondents of

the study signed a consent letter regarding their acceptance to be part and participate in

the research. At the same time, the respondents have the capacity to refuse to join the
study. Rest assured that the researchers did not force any of the respondents to answer

the survey and the interview. Mainly, the aim of the consent letter was to reassure

participants that their participation in the research is voluntary. The following ethical

guidelines were put into places by the researchers for the present study:

1. The researchers assured that the dignity and well-being of the respondents was

protected at all times.

2. The students have their free will to withdraw from participating.

3. The researchers ensured that the respondents answers were treated as confidential

and used only for the academic purposes of the particular research.

4. Confidentiality, anonymity and voluntary participation of the respondents were also

considered.

Limitations of the Study

There are some limitations that the researchers encountered. One of these is the

small number of participants. In this case, the researchers should be more careful

in generalizing the findings in the interview. Unlike other types of research, semi-

structured interviews prove very useful in gaining meaningful data from the participants in

only a small number.

Another limitation of the study is about the researcher bias that may cause risk in

the study. The researchers tried to be careful on researcher bias. It is impossible to

eliminate the researcher bias, but the researchers are confident in achieving valid findings

which can be used for the larger populous. Also, it could be argued that the type of data

collected leave more room for interpretation than for example numeric data would.
Results

This chapter will draw upon the main themes and present the results that were

gathered from the interview process and subsequent data analysis. A brief profile of each

of the participant is presented. The key themes that are present in the whole questioning

process are the learning styles of the selected Senior High School Students as based from

the Pennsylvania Higher Education Assistance Agency’s (PHEAA) article about the three

primary learning styles: Visual learning, Auditory learning, and Tactile learning.

Participants

 Participant 1 is a male senior high school student aged 18-year-old. He

believes that he is a tactile learner since he likes to learn things via “hands-

on” activities.

 Participant 2 is a 17-year-old female senior high school student. She said

that she prefers visualizing things to remember them and so she believes

that she is a visual learner.

 Participant 3 is a 17-year-old male senior high school student that prefers

to figure out things on his own, so he believes that he is a tactile learner.

 Participant 4 is a male senior high school student aged 17-years-old. He

said that he learns best through visual representations and that he likes to

watch videos when he wants to learn something new.

 Participant 5 is a female senior high school student aged 17 years old. She

said that she often close her eyes to visualize something that she wants to

remember, and that she always like to read when she studies.
Visual Learning

Visual Learning is one of the three primary learning styles popularized by Neil D.

Fleming in his VAK model of learning. Basically, the visual learning style means that

people need to see information to learn it, and this "seeing" takes many forms from spatial

awareness, photographic memory, color/tone, brightness/contrast, and other visual

information (Roell, 2019). 4 out of 5 students said that they prefer to read books with lots

of pictures in it rather than books that has other features such as crossword puzzles or

word hunts. The participants answered:

Question: What kind of book would you like to read for fun?

Participants 1,2,4, and 5: “A book that has a lot of pictures in it.”

Participant 3: “A book with word searches or crossword puzzles.”

The researchers also asked the participants, “What's the best way for you to study

for a test?”. 3 out of 5 students said that they prefer to read their book or notes and review

pictures or charts about the lessons. On the other hand, 2 students said that they prefer

to have someone ask them questions that they can answer out loud.

Participants 1,2, and 4: “Read the book or my notes and review pictures or charts.”

Participants 3 and 5: “Have someone ask me questions that I can answer out loud.”

Auditory Learning

Auditory learning is one of the three learning styles established by the VAK model

of learning. In essence, auditory learners retain information best when it is presented

through sound and speech (Fleming, 2018). Auditory learners need to hear information to

be able to process and comprehend as well as have the opportunity to reinforce that

information orally (Carnevale, 2019). 3 out of 5 students said that the most distracting
thing when they are studying are loud noises. The remaining 2 students said that the most

distracting things when they study are people walking past them and an uncomfortable

chair. The researchers’ question is:

“What do you find most distracting when you are trying to study?”

The senior high school participants answered:

Participants 1,4, and 5: “Loud noises.”

Participant 2: “People walking past me.”

Participant 3: “An uncomfortable chair.”

The researchers also asked the participants, “When you are not sure how to spell

a word, what are you most likely to do?”. 4 out of 5 students said that they prefer to write

down the word, and check if it looks right. On the other hand, only 1 out of 5 students said

that she prefers to spell it out loud to see if it sounds right.

Participants 1,3,4, and 5: “Write it down to see if it looks right.

Participant 2: “Spell it out loud to see if it sounds right.”

Tactile learning

Tactile or kinesthetic learners are those who learn through experiencing and doing

things. Tactile learners like to experience the world and act out events. To remember a

phone number, tactile learners may remember the pattern of their fingers as they press

the numbers on a phone or keypad (Fleming, 2019). 3 out of 5 students said that the best

way for them to remember a friend’s phone number is to write it down or store it in their

phone’s contact list. However, the remaining 2 students said that the best way for them to
remember a friend’s phone number is to picture the numbers on the phone as they would

dial them.

Participants 1,2, and 4: “Write it down or store it in my phone contact list.”

Participants 3 and 5: “Picture the numbers on the phone as I would dial them.”

The researchers also asked the participants, “What's the best way for you to learn

about how something works (like a computer or a video game)?”. 4 out of 5 students said

that the best way for them to learn about how something works is to figure it out on their

own. On the other hand, only 1 out of the 5 participants said that she prefers to get

someone to show her how something works.

Participants 2,3,4, and 5: “Figure it out on my own.”

Participant 1: “Get someone to show me.”

 Questions:

1. What kind of book would you like to read for fun?

2. When you are not sure how to spell a word, what are you most likely to do?
3. When you see the word "cat," what do you do first?
4. What's the best way for you to study for a test?
5. What's the best way for you to learn about how something works (like a computer or a
video game)?
6. What do you find most distracting when you are trying to study?
7. When in a new place, how do you find your way around?
8. What is the best way for you to remember a friend's phone number?
9. What are you most likely to remember about new people you meet?
10. When you give someone directions to your house, what are you most likely to tell
them?

Participant 1
1. A book with lots of pictures in it
2. Write it down to see if it looks right
3. Think about being with a cat
4. Read the book or my notes and review pictures or charts
5. Get someone to show me
6. Loud noises
7. Just start walking around until I find what I’m looking for
8. Write it down or store it in my phone contact list
9. Their face but not their name
10. A description of building or landmarks they will pass on the way
Participant 2
1. A book with lots of pictures in it
2. Spell it out loud to see if it sounds right
3. Say the word “cat” to myself
4. Read the book or my notes and review pictures or charts
5. Figure it out on my own
6. People walking past me
7. Ask someone for directions
8. Write it down or store it in my phone contact list
9. What I talked about with them
10. A description of building or landmarks they will pass on the way
Participant 3
1. A book with word searches or crossword puzzles
2. Write it down to see if it looks right
3. Picture a cat in my mind
4. Have someone ask me questions that I can answer out loud
5. Figure it out on my own
6. An uncomfortable chair
7. Just start walking around until I find what I’m looking for
8. Picture the numbers on the phone as I would dial them
9. Their face but not their name
10. A description of building or landmarks they will pass on the way
Participant 4
1. A book with lots of pictures in it
2. Write it down to see if it looks right
3. Say the word “cat” to myself
4. Read the book or my notes and review pictures or charts
5. Figure it out on my own
6. Loud noises
7. Just start walking around until I find what I’m looking for
8. Write it down or store it in my phone contact list
9. Their face but not their name
10. A description of building or landmarks they will pass on the way
Participant 5
1. A book with lots of pictures in it
2. Write it down to see if it looks right
3. Picture a cat in my mind
4. Have someone ask me questions that I can answer out loud
5. Figure it out on my own
6. Loud noises
7. Ask someone for directions
8. Picture the numbers on the phone as I would dial them
9. Their face but not their name
10. A description of building or landmarks they will pass on the way