WEST VISAYAS STATE UNIVERSITY

COLLEGE OF EDUCATION
Graduate School
Iloilo City

“LEARNING STYLES AND READING MASTERY AMONG GRADE 4

STUDENTS”

I. Background of the Study

Reading mastery, has for the past decades, been the center of interest in educational research

in the Philippines. Exploring the issue of reading mastery has extended beyond simple issues of

intelligence and prior mastery in reading into how learners interact with the learning materials.

Several factors have been identified in explaining the reading mastery of the students:

demographic status (Ray, 2010), intelligence (Deary, Strand, Smith, & Fernandez, 2007), and

psychological factors such as attributes (Erdogan, Bayram , & Deniz, 2008), self esteem

(Reasoner, 2005), self-efficacy (Olatunde, 2009), and self-concept (Holliday, 2009).

A number of reading-related concepts, such as perception of academic control and achievement

motivation which have been a focus of attention when attempting to identify factors affecting

reading-related performance (Cano-Garcia & Hughes, 2000). One concept in particular which

has provided some valuable insights into learning in both academic and other educational

settings is learning style.

Learning styles has been defined as a consistent way of functioning that reflects the underlying

causes of learning behavior (Keefe, 1987). Learning style is both a characteristic which indicates

how a student learns and likes to learn, as well as instructional strategy informing the cognition,

context and content of learning. Utilizing awareness of learning style within the reading mastery

promotes more effective learning and hence improved academic achievement. As Keefe (1997)

claims, the biggest dilemma would be, “how can we improve the reading mastery of our

students if we do not know how they learn?” There is a strong intuitive appeal in the idea that
 WEST VISAYAS STATE UNIVERSITY
COLLEGE OF EDUCATION
Graduate School
Iloilo City

instructors, course designers and educational psychologists should pay closer attention to

students‘ learning styles- by diagnosing them, by encouraging learners to reflect on them and

by designing teaching and learning interventions around them.

The purpose of the study is to add to the existing body of discourse and consolidate the belief if

their learning styles have a relationship to the reading mastery level of elementary students.

Thus, it is pertinent that the relationship between the student’s mastery in reading and

preferred learning style be examined based on a country-context perspective.

II. Research Paradigm

Reading Mastery has been the central focus of teachers, parents and other researchers in

studying the student’s success. Learning style was mentioned to be one of the factors

contributing to student’s reading success (Restak, 1988). If a child knows where he is

comfortable with, the child’s success in most of his subjects like reading will also be high.

Hence, our model shows the two variables and is set into focus in the foregoing paradigm

shown in figure 1.

INDEPENDENT VARIABLE DEPENDENT VARIABLE

Learning Styles Reading

 Visual Mastery
 Auditory
 Tactile

Figure 1. The relationship of the learning styles toward the reading mastery level of Grade 4

students of Assumption- Iloilo.

 WEST VISAYAS STATE UNIVERSITY
COLLEGE OF EDUCATION
Graduate School
Iloilo City

III. Statement of the Problem

People have dilemma whether studying student’s preferred learning style has a relationship with

the reading mastery among grade 4 students.

This study aims to answer the following questions:

1. What is the most preferred learning style when grouped according to their reading mastery?

2. What is the least preferred learning style when grouped according to their reading mastery?

3. Is there any significant difference on the learning style and reading mastery level of the

students?

IV. Hypothesis

This study reveals the researchers’ hypothesis in response to the problems drawn:

1. The tactile learning style is the most preferred learning style of the students having the

highest reading mastery level.

2. The auditory learning style is the least preferred learning style of the students having the

lowest reading proficiency.

3. There is no significant difference on the learning styles and reading mastery levels of the

students.

V. Significance Of The Study

This study would be a great help to the following:

Parents. This study is useful to consider their children’s learning style in learning how to read.

Also, it will be part of their strategies in helping the child achieve high mastery levels.
 WEST VISAYAS STATE UNIVERSITY
COLLEGE OF EDUCATION
Graduate School
Iloilo City

Students. This study may help them benefit from the knowledge about their own learning

style and can take control or direct their own learning through modifying their habits and

materials for optimum learning and high reading mastery level. It will help them discover their

learning, that is meta-learning, and become successful and lifelong learners.

Educators. This may assist teachers to understand their learners‘ learning style preferences

and adjust it to maximize learning and hence improve reading mastery. It can give them idea

that considering the variety of learning styles contributes to effective instruction in teaching

reading.

Reading specialists. This study would encourage further studies and experiments about using

student’s learning style to achieve high mastery level.

Educational Psychologists. This study may help them to recognize the relevance between

learning styles preferences and reading mastery levels.

Future Researchers. This study could serve as their guide in conducting similar studies.

VI. Definition of Terms

In this study, the following terms are conceptually and operationally defined for better

understanding:

Effective learning--is learning about learning which develops understanding of learning in the

changing world. Effective learning involves individuals moving beyond making connections of

new ideas to old ones into restructuring their thinking radically by changing the connections

among the things they already know or even discard some long-held beliefs about the world.

(Cano-Garcia & Hughes, 2000)

 WEST VISAYAS STATE UNIVERSITY
COLLEGE OF EDUCATION
Graduate School
Iloilo City

In this study, reading mastery and learning style identification can contribute to effective

learning.

Learning--is the act of acquiring new, or modifying and reinforcing, existing knowledge,

behaviors, skills, values or preferences and may involve synthesizing different types of

information. In other words, it is acquiring modification of existing knowledge, skills, habits or

tendencies through experience, practice or experience (Gappi, 2013).

In this study, the student should be aware of his learning style so he can have a better

learning.

Learning style--is the characteristic cognitive, affective, social, and physiological behaviors

that serve as relatively stable indicators of how learners perceive, interact with, and respond to

the learning environment (Sternberg, 2007).

In this study, the identification of their learning style has played an important role in student’s

success in reading and might have relevance in the student’s mastery levels (Vaishnav &

Chirayu, 2013).

Learning style inventory--is a 24-item instrument/questionnaire designed and created by

Jeffry Barsch to assess individuals’ preferred learning style based on visual/audio/kinesthetic

model (Kopsovich, 2001).

In this study, the learning style inventory is the assessment used to indicate student’s learning

style.
 WEST VISAYAS STATE UNIVERSITY
COLLEGE OF EDUCATION
Graduate School
Iloilo City

Meta-learning--is the process by which learners become aware of and increasingly in control

of habits of perception, inquiry, learning and growth that they have internalized. In other

words, being aware of and taking control of one‘s own learning (Adams and Engelmann, 1996).

In this study, the meta-learning is important in student’s reading mastery.

Reading Mastery--is a process that requires a reader to be proficient in the five fundamental

reading skills such as phonemic awareness, phonics, fluency, vocabulary and comprehension

(Schieffer, 2000).

In this study, the awareness of student’s learning style has been anchored in understanding

their reading mastery.

VII. Scope and Delimitation of the Study

This study focuses on the relevance of the student’s learning style to his reading mastery. This

study covered 23 respondents enrolled as Grade 4 students in Assumption, Iloilo; thus the

ability to generalize the entire population of Grade 4 students of Assumption, Iloilo and beyond

its borders is limited.

These quantitative researches focused on gathering numerical data and generalizing

across groups of people and explain a particular phenomenon. This study was conducted for

three weeks from February 17-March 10, 2018. A questionnaire from Barsch Learning Style

Inventory aided the researchers to identify the student’s learning style while Scholastics

Reading inventory was used to gather the reading mastery level of the student. Letters were

given to the director of Assumption of Iloilo, adviser and parents of the respondents.
 WEST VISAYAS STATE UNIVERSITY
COLLEGE OF EDUCATION
Graduate School
Iloilo City

VIII. Review of Related Literature

Based on VAK [Visual (V), Auditory (A) or Kinesthetic (K)] theory originally developed by

Neil Flemings (2001), several scholars have developed learning style inventories which can be

applied in research and classroom setup including Barsch, J. and which categorizes learners

based on their sensory perceptions. One family of learning style models that has gained

popularity recently has been those which have emphasized sensory modalities as a means of

providing stimuli to the learner, known as VAK (Coffield, Moseley, Hall, & Ecclestone, 2004).

This model comprises of three sub modes: Visual (V), Auditory (A) and Kinesthetic (K).

Presently, one of the most common modes of exchanging information in today‘s modern

society is speech, and it is attributed as auditory in the VAK model through the reception of this

information by the ear. Other group of learners may show a preference for visual learning (V) a

group, which ‗have not been particularly well covered by the methods of teaching in the high

schools (Galasinski, 2000). Lastly, a group of learners within this model are the learners who

prefer to experience their learning via multiple sense, including touch, hearing, smell, taste etc.,

which are described by the literature as kinesthetic learners (K) and as such, ‗want concrete,

multisensory experiences in their learning (Fleming, 1995). According to Kolb, most language

and creative students are mainly auditory (Kolb D. A., 1984).

The way learners receive information, based on the VAK theory, has been divided into

three categories, sometimes referred to as modalities: visual—sights, pictures, diagrams,

symbols; auditory— sounds, words; kinesthetic—taste, touch, and smell. An extensive body of

research has established that most people learn most effectively with one of the three
 WEST VISAYAS STATE UNIVERSITY
COLLEGE OF EDUCATION
Graduate School
Iloilo City

modalities and tend to miss or ignore information presented in either of the other two. There

are thus visual, auditory, and kinesthetic learners, although there are some learners who tend

to use a combination of both visual and auditory senses and have been termed as tactile

learners (Doyran, 2000). Visual learners remember best what they see: pictures, diagrams, flow

charts, time lines, films, demonstrations. If something is simply said to them they will probably

forget it, common occurrences in language teaching contexts. Auditory learners remember

much of what they hear and more of what they hear and then say. They get a lot out of

discussion, prefer verbal explanation to visual demonstration, and learn effectively by explaining

things to others (Doyran, 2000).

Based on the VAK theory, instructors should ensure that activities are designed and

carried out in ways that offer each learner the chance to engage in manner that suits them

best. Since the students’ needs in a typical classroom are much diverse, the English teacher will

have to employ different instructional methods which help each of the individual learners

interact with the content in a manner that he/she understands it well.

By doing this, the learners will be met at their point of learning: they will discover their

preferred learning styles and strategies, strengths and weaknesses in learning contexts and

leverage on those opportunities for better reading mastery and ultimately acquire life-long

learning attitude.

IX. Research Methodology

In this chapter, the researchers will describe the procedures that will be followed in conducting

the study. The research will involve quantitative data collection of students’ learning style
 WEST VISAYAS STATE UNIVERSITY
COLLEGE OF EDUCATION
Graduate School
Iloilo City

preference and reading mastery. Description of the research design, target population,

purposive sampling technique, research instruments and their validity and reliability aspects,

data collection and analysis procedures will also be done. The limitations of the study will be

outlined.

X. Research Design

The study will use purely quantitative method to gather data from the students. According to

Hunter, Laura and Leahey (2008), the objective of quantitative method in research is to develop

and employ mathematical models, theories and hypotheses on the phenomena. Quantitative

data was gathered using self-administered semi-structured questionnaires among the students.

XI. Study Population

This study will be conducted in Assumption, Iloilo. The school will be selected based on their

level during the PAASCU Accreditation. A correlation study needs a large sample size since the

estimate of the relationship is less likely to be biased if you have a high participation rate in a

sample selected randomly from a population (Gupta, Dette, & Loh, 2014). The grade 4 students

will randomly be selected. The researchers will be eliminating some students if their highest

score will not have a 4-point difference from their scores from other learning style preferences

which will be part of the condition determined by the Barsch Learning Style Inventory test.

Purposive Sampling

The Sample

According to (Palys, T. 2008), to say on will engage in purposive sampling signifies that one

sees sampling as a series of strategic choices about with whom, where, and how one does
 WEST VISAYAS STATE UNIVERSITY
COLLEGE OF EDUCATION
Graduate School
Iloilo City

10

one’s research. Based on the total targeted population (75), the researcher chose students

qualified to have a single preferred learning style and thus, gave us 23 students only.

Table 1. Target Grade Level Population and Size

Grade Level Population Sample Size

4 75 23

Instrument for Data Collection

The Barsch‘s Learning Style Inventory (BLSI) was used to identify the preferred learning style

by the students, and whose permission was formally sought and granted online. BLSI is a

simple and convenient set of 24 likert-scale questions which takes approximately 10-15 minutes

to complete. The learning styles tested in this inventory are visual (V), auditory (A) and

kinesthetic (K). There are 24 statements each of which has been assigned scores: 4 points for

almost always, 3 points for usually, 2 points for sometimes, 1 point for seldom and 0 point for

almost never preferred. The students would select the description/statement that suit them and

write the score of their selected items.

Validity and Reliability of the Instruments

The study put into account the validity and reliability of the research instruments and the

results.

Validity

To ascertain content validity of the research instrument the researcher will consult with the

academic supervisor. The consultation will be aimed at examining the contents and structure of

the instruments and judge their adequacy for use in the present study. The resultant
 WEST VISAYAS STATE UNIVERSITY
COLLEGE OF EDUCATION
Graduate School
Iloilo City

11

suggestions and recommendations will be used to make appropriate amendments in to the

instruments.

Reliability

Reliability is a measure of the degree to which a research instrument yields consistent results or

data the same way each time it is used under the same condition with the same subjects

(Mugenda & Mugenda, 2003). The researchers’ will conduct a pre-test for the reliability of the

students’ questionnaire.

Data Collection

Data Collection Preparation

The researcher will carry out data collection after getting permission from our professor, School

Principal of Assumption, Iloilo.

Data Collection Procedures

Self-administered method will be used where the students will fill up the BLSI which

takes 5-10 minutes, in the class. Before the students will start to fill in the questionnaire, the

researcher will give detailed instructions and the students will be allowed to ask questions in the

process in case they did not understand something.

The respondents will be assured that all the results of the study would be applied to

research work only and their responses would have nothing to do with instructors‘ evaluation of

them. Further, and more importantly, the respondents were assured of their free-will in

participating in the study: they could quit the participation any time. In the final analysis, only

valid questionnaires and qualified respondents were considered.

 WEST VISAYAS STATE UNIVERSITY
COLLEGE OF EDUCATION
Graduate School
Iloilo City

12

Using the score analysis table, the researcher will capture the students‘ scores during

their pre-test/post-test Scholastic Reading Mastery Assessment. The table will be designed to

ensure that the learners distinguished by learning style, their whole name and the results were

distinguished by term. The researcher would use the school’s reading mastery records and

learning style results to analyze the relevance of each other.

Data Analysis and Presentation

The purpose of data analysis is to organize, provide structure to, and elicit meaning from

research data (Eshiwani, 2004).The collected data will be entered, cleaned and analyzed using

SPSS version 20.0.

Statistical treatment will be integrated the computation of mean, percentage and frequencies to

show if the learning styles have a relationship with the reading mastery level of the students.

Paired Sample T-Test will be calculated between learning style and the average academic

scores to show if their learning styles have a relevance on their reading mastery level.

Tables and charts will also be used to present data on the learning style preferences and

academic achievement. A table summarizing the relationship between the two variables and by,

together with the statistical values for the Paired Sample T-Test will be used.

Results and Analyses

This chapter will use (A) Descriptive Analysis, and (B) Inferential Analysis which will present the

findings of the study beginning with the demographic characteristics of the sample student

population followed by the presentation of the study findings based on the objectives: the

relevance of learning style preferences to the reading mastery level of the student.
 WEST VISAYAS STATE UNIVERSITY
COLLEGE OF EDUCATION
Graduate School
Iloilo City

13

Recommendations

The present study yielded some important insights into learning style preferences among grade

4 students and the following recommendations are made:

a. Teachers/instructors need to take into account their students‘ diverse learning styles,

design instructional methods that take care of those diversities and remain sensitive of

such during the instruction process in teaching reading;

b. Teachers should also help their students to understand their learning style preferences

and make use of such to develop life-long learners so they can have a proficient reading

mastery level;

c. School administrators need to provide various learning materials which can bring

diversity in the classroom by employing visual, auditory and tactile materials such as use

of technology and students’ project writing and presentation among other methods in

reading subject

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