Literature

Learning Styles: Background and Definition

As stipulated in the Deped Order No. 42, series of 2016, in planning lessons,

teachers can employ and combine a variety of teaching strategies and methods to

deliver instruction. In choosing strategies and methods to use in teaching, the

teacher has to consider learners’ style and diversity and whether or not the

strategies or methods will respond to what the learners in the classroom need.

Every student follows its own unique way to learn and process information.

They learn material in different ways. Some learn by oral repetition, some may learn

by writing it out, while others may learn through practical work. Individuals thus differ

in the way they learn. Learning style includes a set of factors, behaviours and

attitudes that enable a student to learn at a particular situation. It pertains to the

manner by which learners assimilate information and how they interest and respond

to the learning environment. It is characterized by certain indicators such as

cognitive, affective, social, and physiological behaviors which can be readily

identifies from an individual learner. Teaching-learning process is greatly affected by

the learning style of student (Vaishnav, 2013).

Active learners do better in group works. On the other hand reflective learners

like to do things alone because they need time to think about their task before doing

it. Sensing learners work well with details with facts, data and experimentation and

intuiting learners have a preference on ideas and theories when they grab new ideas

and innovation. Verbal learners prefer hearing their information and like to involve in

discussion where as visual learners like words, pictures, symbols, flow charts,

diagrams, and reading books. Sequential learners are better in linear reasoning,
step-by-step procedures, and material that come to them in a stable resource. On

the other hand global learners are strong integrators and synthesizers, making

instinctive discoveries and connections of seeing the overall system or pattern (Hawk

& Shah, 2014).

By interacting with the members of the society they can develop certain

qualities of their personalities which finally help to make their learning style

preferences. It is seen that the people who live within the same cultural patterns of a

society get certain basic and common characters of that culture (Huda, 2013).

Learning Styles and Diversity in the Classroom

Classrooms are full of diverse learners in this second decade of the 21st

century, both culturally and linguistically. Diversity is common in every classroom, in

each room we can find distinctive perspectives and characteristics of young

individuals ready and willing to learn, and teaching diverse students is always a great

challenge to every educator. It is very crucial to the teachers to be mindful on how

the students learn best in order for them to satisfy the needs of their diverse

students. Teaching students that possess individual differences and with the variety

of learning styles really a big responsibility of the teachers that need to develop and

enhance (Gregory & Chapman, 2013).

The scenario of having a diverse classroom with diverse students is not new

in Philippine education and it is always a problem on how to address the different

learning preferences and styles of the students. It is observed in the Philippine

classroom that most of the teachers are engaged in traditional instruction, in which

one lesson is designed to meet the needs of all learners, and these teachers think

they are using differentiation but actually not. Filipino subject like other academic

subjects, suffered much because students’ diversity were not addressed. Learning
preferences and styles were not given attention, thus, learning becomes difficult and

boring. “Education For All” is the primary goal of Philippine education regardless of

the “differences”. The Philippine Education For All (EFA) 2015 is a vision and a

holistic program of reforms that aims at improving the quality of basic education for

every Filipino by 2015. Through this, the Philippine government is committed in

improving the quality of education at all grade levels (Philippine Education for All,

2015). Thus, encouraging teachers to innovate and discover new teaching

pedagogies.

Importance of Identifying Students Learning Styles

Within the Academic applications of learning styles research, there are two

general applications of learning styles information that affect classroom instruction

and student learning. These two applications (often referred to as “using learning

styles” in the classroom) are: 1. the use of learning styles information, surveys, and

prescriptions by students to increase self awareness and study skills. 2. The use of

learning styles information, resources, facilities, and surveys by teachers and

administration to customize pedagogy and the learning environment (Rochford,

2013).

The Nature of Learning

Ideas on learning mostly started from the work of psychologists in the field of

educational or cognitive. In 1970s, the most believed learning theory was that of

behaviorists, who were more concerned with the measurable outputs of learning,

such as the ability to reproduce facts, than in the mental processes involved. After a

while, the psychologists became more and more interested in what was going on

inside the brain, maybe because the study about science and psychology grew big

then. Thus, the focus shifted from how did people reproduce knowledge, to how did
they construct it. This led to the growth of constructivism, according to which

knowledge is ‘constructed’ by the learner. It gave rise to student-centered teaching

and active learning, such as learning by group or individually.

In order to understand mental processes, we need to know how the brain

functions; thus, cognitive psychology lays particular emphasis on memory and recall.

This learning theory states that there are three types of memory: short-term memory,

working memory, and long-term memory. The first two are conscious memory; the

latter is a storage system of vast capacity which under the right circumstances can

move items back to working memory. For information to enter conscious memory,

our attention needs to be grabbed; this is even more the case if something is to be

moved to long-term memory.

In the deep approach, cognitive theory considers learning according to mental

processes and motivation is also key to learning. Learners relate material to what

they already know, consider it thoughtfully, examine the argument, and look for

patterns. In the surface approach, learners are more concerned with simply

memorizing the text and don’t find the meaning of it or make any attempt to relate it

to the broader field of their knowledge.

Therefore, we can say that learning is a process. It is a process of

observation, reflection, abstraction and experimentation. To a great extent, people

have different means on how to learn from those processes.

Learning styles
 The term learning styles relates to the often-unconscious processes we

employ when we learn, which are the result of our brain structure, our personalities,

our environment, our culture, and our educational history.

Learning style as a theory has provided some valuable insights into learning

in both academic and other settings, therefore investigators have described it in

various ways such as: distinctive behaviors which serve as indicators of how a

person learns from and adapts to his/her environment, and provide clues as to how a

person’s mind operates; an individual’s preferred approach to organizing and

presenting and a reflection of concern with the application of cognitive style in a

learning situation. Additionally, learning styles refer to how individuals process,

focus, make information meaningful, and gain new information in order to translate it

into building new skills. Learning style is a stable preference that is used by

individuals to effectively organise, then process and develop their understanding of

any learning challenge, task or situation thus adding an element of “stability” in his

definition. The generalization here is that people learns at different ways and means

Fardon (2013).

Moreover, all students are unique. They learn in different pace and manners.

They absorb materials in varied means. Some learn by oral repetition, some may

learn by writing it out, while others may learn through practical work. Individuals,

thus, differ in the way they learn. Learning style includes a set of factors, behaviours

and attitudes that enable a student to learn at a particular situation. It pertains to the

manner by which learners assimilate information and how they interest and respond

to the learning environment. It is characterized by certain indicators such as

cognitive, affective, social, and physiological behaviors which can be readily

identifies from an individual learner. The result of teaching is large contributed by the

students way of learning (Vaishnav, 2013).

Since 1967, Drs. Rita and Kenneth Dunn have been compiling and

scrutinizing educational literature and research concerned with how people learn.

They found an abundance of research, dating as far back as 80 years, that

repeatedly verified the individual differences among how students each begin to

concentrate on, process, absorb, and retain new and difficult information.

Initially, in 1972, the Dunns identified 12 variables that significantly

differentiated among students; three years later, they reported 18 (1975); by 1979

they had incorporated hemispheric preference and global/analytic inclinations into

their framework. For a number of years, several researchers including Dun & Dun

have been focusing on how using the identified learning-style preferences of

students greatly affects their school performance for it is noticeable that their grades

increased, their attitudes towards schooling also improved, compared when learning

styles are not considered in teaching (Research on the Dunn & Dunn Model, 2005).

In reality, classrooms are full of diverse learners in this second decade of the

21st century, both culturally and linguistically. Diversity is common in every

classroom, and in each room we can find distinctive perspectives and characteristics

of young individuals ready and willing to learn, and teaching diverse students is

always a great challenge to every educator. It is very crucial to the teachers to be

mindful on how the students learn best in order for them to satisfy the needs of their

diverse students. Teaching students that possess individual differences and with the

variety of learning styles really a big responsibility of the teachers that need to

develop and enhance (Gregory & Chapman, 2013).

 According to the K to 12 Basic Education Program released on March 12,

2012, the students’ learning styles and capabilities are considered in the formulation

of the K to 12 Curriculum framework. He is then responsible on how he creates

learning by himself and make that learning relevant and applicable to the real life

scenarios.

The scenario of having a diverse classroom with diverse students is not new

in Philippine education and it is always a problem on how to address the different

learning preferences and styles of the students. It is observed in the Philippine

classroom that most of the teachers are engaged in traditional instruction, in which

one lesson is designed to meet the needs of all learners, and these teachers think

they are using differentiation but actually not. Filipino subject like other academic

subjects, suffered much because students’ diversity were not addressed. Learning

preferences and styles were not given attention, thus, learning becomes difficult and

boring. “Education For All” is the primary goal of Philippine education regardless of

the “differences”. The Philippine Education For All (EFA) 2015 is a vision and a

holistic program of reforms that aims at improving the quality of basic education for

every Filipino by 2015. Through this, the Philippine government is committed in

improving the quality of education at all grade levels (Philippine Education for All,

2015). Thus, encouraging teachers to innovate and discover new teaching

pedagogies.

Studies

Identifying Learning Styles

Bostrom and Hallin (2012) performed comparative analysis of learning style

differences between nursing and teaching students in Sweden. The study involved

78 teaching students and 78 nursing students. Twenty subscales of the productivity

environmental preference survey (PEPS) were used to identify the participants

learning style preferences. The results showed statistically significant difference

between the two students groups. In comparison to teaching students, nursing

students were highly kinesthetic.

In addition, Tonog, 2015 studied the Effect of Teaching and Learning Styles

on Students’ Academic Achievement in General Chemistry 1 at the University Of

Eastern Philippines to determine the effect of teaching and learning styles on

students’ academic achievement in General Chemistry. There were 13 teachers and

123 students who were administered the Teaching Style Instrument and the

Learning Style Inventory (LSI), respectively. Final grades of students were taken as

evidence of their academic achievement. Findings revealed that teaching styles were

transitional in teaching methods, student grouping, room design, teaching

environment, teaching characteristics and educational philosophy. Based on LSI,

students have strong preferences for cool temperature and an early morning time-of-

day. Most students were cautious on other learning style preferences because they

chose “it depends” as their reply. As to the effect of teaching and learning styles on

student’s academic achievement, emotional preference was highly significant in all of

the eight areas of teaching styles studied. This study concluded that teaching and

learning styles affect students’ academic achievement.

Further, Shukr et al (2013) studied learning styles of postgraduate and

undergraduate medical students. A total of 170 students were taken. Learning Style

Inventory questionnaire was used to assess the learning styles of students. The

results revealed an overall statistically significant difference in learning style

preference between the two groups. Postgraduates commonly had reflector learning

style while the undergraduates were predominantly activists and theorists.

 Furthermore, Al-Qahtani and Al-Gahtani (2014) assessed learning styles of

Saudi dental students using Kolb’s learning style inventory. Results indicated that

diverging learning style was the dominant style among those in the sample. They

also found that students preferred the assimilating style during their early preclinical

years and preferred the diverging style during their later clinical years.

Moreover, Mohammadi and Thaghinejad (2014) studied on the most common

learning styles of the nursing students in Iran. They used Kolb’s learning style

inventory to test their hypothesis and gather the data. The result of this study

revealed that if learning styles are considered by the teachers, the academic

performance indeed increase. He further recommended that teachers should take

note of matching the students’ learning styles with the teacher’s instructional

methods.

Additionally, Bangcola, 2016 found out different elements that contributes to

increased academic performance of the students and he found out it is through the

use of their learning styles. This quantitative descriptive-correlational study aimed to

determine correlation between learning styles and academics. The participants

consisted of 304 nursing students who were randomly selected from eight nursing

schools in Marawi City. The Perceptual Learning Style Questionnaire was utilized to

carry out the rationale of the study. The results demonstrated that the students were

generally doing fairly well in the nursing program and generally exhibited a close

balance between all the learning styles. The four learning styles were found to have

been used by the students simultaneously as major learning styles with most of them

expressing preference for Kinesthetic learning style (78%) while expressing minor

and negligible preference for Group learning style. The study revealed important

relation between learning styles and performance. The findings in this study highlight
the importance of recognizing students’ varying learning styles. Teachers should be

aware that efficacy with more learning styles will allow students to achieve the

optimal learning environment.

Besides, Sinnerton et al (2014) investigated awareness of educator about

learning style preferences to enhance the education and training of allied health

professionals. His research used Flemmington’s VARK Model (visual, auditory,

reading/writing, and kinesthetic). Results found that encouraging educators in allied

health programmes had a positive impact on the teaching and learning process. It

was proven by the research that through the use of students’ learning styles,

educators can help the them to engage more deeply with the lessons and

consequently increase their outcomes.

Lastly, Aranda & Zamora, 2016 pointed that student diversity inside the

classroom challenges educators to create an environment focused on individual

learning. Differentiated instruction based on different learning styles of each student

can facilitate individual learning. The purpose of the study was to investigate the

effectiveness of differentiated instruction in the academic performance of grade ten

students in Filipino subject. In this study, quasi-experimental design was used to

determine the effectiveness of differentiated instruction in terms of improving the

academic performance of the students. The participants were purposively chosen for

the control and experimental group, respectively. The learning styles of the students

were identified using the Grasha-Riechmann Student Learning Style Scale which

served as the basis for designing differentiated activities in the Filipino subject. The

experimental group received differentiated instruction for two months while the

control group received traditional teaching instruction. The results revealed that the

academic performance of the students in the experimental group is higher compared

to the control group. This study concludes that differentiated instruction based on

different learning styles was effective in teaching the Filipino subject to grade ten

students.

Teaching Styles should match the Learning Styles

The study of Shaaidi and Raihan (2012) entitled “A Study of the Preferred

Learning Styles of Students Taking the English 1119 Paper in Smk Tengku Intan

Zaharah: Are The Teachers Aware Of These Learning Styles” revealed that some

students prefer to learn by themselves in their own pace, in familiar surrounding

rather than in groups.

In addition, students tend to perceive information differently, such as by

“viewing and listening, reflection and action, to reasoning logically and intuitively and

also scrutinizing and visualising” (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.

In addition, this study investigated whether their teachers are aware of the learners’

language learning needs. This study was carried out among 60 selected form 4

students and 48 form 5 students selected using cluster random sampling. A

questionnaire was used for the students, adapted from Perceptual Learning Styles

Preferences (PLPS) Survey by Joy Reid (1984) while for the teachers, the

researcher used a closed format questionnaire adapted from Brindley (1984). Data

were analysed and presented in the form of descriptive statistics, frequency and

independent T-tests. This research found out that the most preferred learning styles

of the students is Visual learning style while the major factor that influenced their

learning style is that they are ‘digital natives’. Finally, this study revealed that the
teachers were aware of the students’ preferred learning style and tried their best to

match their teaching styles to suit the students’ preferences. From these findings, a

few recommendations suggested that it is crucial to understand the importance of

learning styles, to be effective and sensitive in teaching styles, to have flexible and

wide-ranging instructional planning, and use diversity of teaching aids.

Locally, several studies on the development of tools or approaches which can

promote effective learning were already conducted. The study of Feljone (2018)

entitled “Congruence of the Teaching and Learning Styles in the Senior High

Schools of the City Division of Candon, Ilocos Sur” endeavored to determine the

congruence between teaching and learning styles among the schools offering the

Senior High School Curriculum in the City of Candon (Ilocos Sur) for school year

2016-2017. Specifically, it centered on the teaching and learning preferences along

active/reflectve, sensing/ intuitive, visual/ verbal, and sequential/ global; and the

congruence existing between the two. It used the Index of Teaching and Learning

Styles of Silverman and Feldman. Frequency count and basic comparisons were

used as tools for analysis. It found out that the teachers prefer reflective, sensing,

visual and sequential styles while students prefer active, sensing, visual and

sequential styles. There were only three (3) styles found to be congruent, which were

sensing, visual and sequential. It is concluded that the teachers and students are

fond of manipulative and/or hands-on activities; prefer to present or see things; and

think and work in an orderly manner. It offered a Teaching and Learning Style

Interventions (TLSI) as the output of the study. Printed Materials are used as means

for results dissemination.

The study of Villanueva (2012) entitled “Learning Styles of Freshman Science

High School Students of La Union”, emphasized the idea that effective teachers
facilitate students’ learning by providing highly engaging learning experiences which

are both motivating and challenging to students. Effective teachers intuitively know

that students’ activities and academic achievement are improved when learning

experiences revolve around the interests, talents and needs of students. An effective

teacher can set up learning activities to students to address their diverse learning

styles.

Theories

Dun and Dun’s Learning Styles

The Learning Styles Model as developed by Dunn and Dunn is built on the

theory that each individual has a unique set of biological and developmental

characteristics. These unique characteristics impact substantially on how a person

learns new information and skills. The belief that individual students learn differently

is well established in the educational literature (Good & Brophy, 1986). If the

instructional situation is organized in a manner that takes advantaged of the

individual's learning strengths, the rate and quality of learning will improve.

The efforts of Rita Dunn led to the development of the Learning Styles

Inventory which she used to identify individual learning styles. The Learning Styles

Inventory identifies five major categories of stimuli sources and twenty-one learning

style elements (Dunn, Dunn & Price, 1984). These five categories include:

Environmental, Emotional, Sociological, Physiological and Psychological.

Constructivism

Constructivism as theory states that learning is an active process in which

learners construct new ideas or concepts based upon their current/past knowledge.

The learner selects and transforms information, constructs hypotheses, and makes
decisions, relying on a cognitive structure to do so. Cognitive structure (i.e., schema,

mental models) provides meaning and organization to experiences and allows the

individual to “go beyond the information given”.

As far as instruction is concerned, the instructor should try and encourage

students to discover principles by themselves. The instructor and student should

engage in an active dialog (i.e., socratic learning). The task of the instructor is to

translate information to be learned into a format appropriate to the learner’s current

state of understanding. Curriculum should be organized in a spiral manner so that

the student continually builds upon what they have already learned.

Bruner (1966) states that a theory of instruction should address four major

aspects: (1) predisposition towards learning, (2) the ways in which a body of

knowledge can be structured so that it can be most readily grasped by the learner,

(3) the most effective sequences in which to present material, and (4) the nature and

pacing of rewards and punishments. Good methods for structuring knowledge should

result in simplifying, generating new propositions, and increasing the manipulation of

information.

MAM LUDY PKIHANAP N LNG PO S NOTES UNG NAPILI

NYONG RRL AND RRS

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