Bernard Born T.

Perez
Grade 12-Descartes
LEARNING ACTIVITY #9 RESEARCH FRAMEWORK
1. Differentiate Theoretical Framework and Conceptual Framework.
The scope within the theoretical framework is broad which makes it applicable or can be used
in different studies. However, the scope of the conceptual framework is narrower or focused
and is directly related to a specific study. The focus of content of the theoretical framework is
within a particular theory used already in the field. While the focus of content of the
conceptual framework is a set of related concepts to a specific study. The number of theories
present in a theoretical framework is very limited since it presents one theory at a time.
Meanwhile, the conceptual framework may synthesize one or more theories. Lastly, the time
of development of a theoretical framework is somewhat short or none since it only associates
with an already existing study as a blueprint for the theoretical framework before the conduct
of the study. Whereas the conceptual framework is still being developed while planning and
writing a specific research.
2. Write your own Theoretical Framework and Conceptual Framework. You may use IV-DV
or IPO
Theoretical framework
This theory is anchored from the theoretical support of Kolb’s Learning Styles and

Experiential Learning Cycle by Kolb (1984). Kolb's (1984) learning theory defines four

distinct learning styles based on a four-stage learning cycle (see above). Kolb explains that

different people naturally prefer a specific learning style. Kolb (1984) believed that we could

not simultaneously perform both variables on a single axis (e.g., think and feel). Our learning

style is the result of these two choices. Moreover, this study is also supported by the theory of

Grasha-Riechman Teaching Style Theory by Grasha (1996). According to Grasha (1996),

there are five major teaching styles that are associated with various outcomes in childhood.

They are the following: Expert, Formal Authority, Personal Model, Facilitator, and

Delegator. The expert has the information, knowledge, and skills that students require;

however, if this knowledge is over-utilized in the classroom, students may become

intimidated by the teacher's vast knowledge (Grasha, 1996). The formal authority teacher

emphasizes a clear and methodical approach to class, as well as firm expectations (Grasha,

1996). Over-investment in this style, on the other hand, can result in a rigid, standardized, and
less flexible approach to managing students and student concerns (Grasha, 1996). The Kolb’s

learning cycle theory is a significant theory in analyzing and deciphering the learning style of

an individual in a series of questions. The application of this theory in the current study will

be through Kolb’s Learning Style Questionnaire in which will be the research instrument that

will help gather the data of students with varying learning styles. Moreover, the Grasha-

Reichmann teaching style theory evaluates the teaching style of the teacher. This will include

how the teacher or educator will implement significant teaching strategies as well as

classroom management strategies within a classroom environment.

Conceptual Framework

Independent variable Dependent variable

Learning style of the students Teaching style of the teachers

LEARNING ACTIVITY # 9 DEFINITION OF TERMS

3. Differentiate Operational Definition and Conceptual Definition
The conceptual definition is the meaning of the term that is based on how it is defined in the
dictionary or encyclopedia. Operational definition on the other hand is the meaning of the
term based on how it was used in the study.

APPLICATION: DEFINE ME OPERATIONALLY

Direction: Based on your research title and research framework, organize your definition of
terms. Write the complete definition of terms of your research study conceptually and
operationally.
Learning style - Learning style is the preference or predisposition of an individual to
perceive and process information in a particular way or combination of ways”. Learning Style
serves as the way or method the students obtain information from learning a topic, such as in
the classroom.
Teaching style - The broad guidelines, instructional, and management techniques used in
classroom instruction are referred to as the teaching style. Teaching style serves as the way or
method the teachers teach or spread information from a topic to students, such as in the
classrooms.

LEARNING ACTIVITY #10 RESEARCH HYPOTHESES

1. Differentiate Null Hypothesis from Alternative Hypothesis
The null hypothesis is a type of hypothesis that considers that there is no relationship between
the independent and dependent variables or that there is an insufficient amount of information
to claim a scientific hypothesis. Whereas the alternative hypothesis is a type of hypothesis
which is an alternate statement expressed to be tested in order to generate the desired output
when the empirical or working hypothesis is not accepted.
2. Write the null hypothesis and alternative of your inferential questions.
Question:
What is the most common learning style of senior high school students?
Null hypothesis
There is no common learning style among students since each student’s learning style is
highly diversified which cannot be directly generalized based on its characteristics
Alternative hypothesis
The existence of a common learning among students is possible since a set of practices and
concepts can help link the perceived learning styles of students.
Question:
What is the most common teaching style of senior high school teachers?
Null hypothesis
There is no common teaching style among teachers since the possibility of finding a
dominant teaching style is low due to the different factors affecting the teacher’s teaching
style like the ever-changing landscape of education such as modular, face-to-face, and
digitized learning modalities which will lead to the teachers to innovate new methods of
teaching as well as implementing various teaching strategies.
Alternative hypothesis
The existence of a common teaching style among teachers can be attained through a series of
tests or surveys using questions that will help identify or characterize their type of teaching
style.

LEARNING ACTIVITY #11 REVIEW OF RELATED LITERATURE (no older than

2015)
1. Write the Review of Literature of your study from 5 related literatures and related studies.
2. Use APA Writing Style both in In-text Citation and Writing References.
 The learning style of an individual serves as their ability to process, comprehend, and

utilize the given information provided by a professional educator or any academic or

intellectual sources. In general psychology, the term learning styles refers to learners’ favored

approach to learning, which includes the process of receiving, collecting, processing, and

interpreting to become knowledgeable (Kolb, 2015).

It is established that learning style theories are the result of the behavioristic

movement, and their domain was as perplexing as it was broadened. Kolb believed that a

person could enter the cycle at any point, but that in order for the best learning to occur, a

learner must go through all stages (Experiential Learning, Kolb, 2017).

Furthermore, understanding how the utilization of the learning style from the

individual is appropriate in order to gain a more in-depth understanding of its functionality.

Rita Dunn introduced the concept of learning styles in 1960, and it was defined as using each

student's unique and different ways of preparing and learning new and challenging

information, while both learning and remembering (Boydak, 2018).

In addition, understanding the teaching style of the teacher or educator will help

properly link their teaching methods such as teaching strategies and classroom management

skills to the appropriate selected classroom environment. Teaching styles, also known as

teaching methods, are the general principles, educational strategies, and management

strategies for classroom instruction (Bohren, 2022).

The classic five teaching styles are credited to the late Anthony F. Grasha, a noted

professor of psychology at the University of Cincinnati. He created a teaching style

inventory, which has since been adopted and modified by students (Gill, 2020).

However, in order for us to understand its significance we need to investigate how

important is it to identify and utilize teaching styles. Knowing your own teaching style (or
styles) can help you improve your methods by designing your course to increase student

engagement and, ultimately, improve student outcomes (Persaud, 2022).

Understanding the functionality on how the human mind functions particularly the

learning style of the individual serves to be a valuable concept to be studied especially during

class-related problems such as misunderstanding of the topic being discussed, processing

significant amounts of information, and also the capacity of the individual to utilize their

learning style in a particular subject or field. The learning styles of students are an important

factor that plays a fundamental role in the process of problem solving and learning (Shirazi &

Heidari, 2019).

The matching of learning styles and teaching styles is an argumentative topic mainly

since some studies have contrasting results to whether matching the learning style of the

student to the teaching style of the teacher results in better academic performance and

understanding of the lesson. However, there is a significant relationship between learning

styles and teaching styles because it can affect students' academic performance (Chetty et al.,

2019).

Moreover, various studies have been conducted around the world in order to

investigate whether aligning the learning style of the student to the teaching style of the

teacher showcased a significant effect to the student’s academic improvement. A study

conducted in Turkey showcased that there are significant relationships between formal

authority teaching style and avoidant learning style, as well as personal model teaching style

and competitive learning style. Although there was no significant relationship between the

other teaching and learning styles, considering the average values, it can be said that there

was a linear relationship between them, leading to the conclusion that a partial relationship

existed (Durmus & Güven, 2020).

 According to the study of Shirazi & Heidari (2019), states that there’s a significant

relationship between learning style and academic achievement. Which means the appropriate

use of the learning style will generally affect the student’s academic performance or

achievement. Correspondingly, the study of Kaleci (2019) states that significant relationships

have emerged between the learning and teaching styles adopted by prospective teachers.

However, Childs-Kean, Edwards, and Smith, M. D. (2020) argued that in studies that

attempted to correlate learning style with a learning outcome, there was frequently no

correlation, and if there was a correlation, it was frequently weak. Meaning the utilization of

learning styles serve no purpose for academic development even if it’s paired with the

appropriate teaching style.

Understanding how learning styles and teaching styles function proves a great benefit

for both students and educators worldwide. As stated by the study of Chetty and colleagues

(2019) that there is an impact on academic performance among students and lecturers when

there is a mismatch between the learning style and the teaching style. Especially in fields

where learning style of the individual might have a correlation in their professional career.

Moreover, the findings of such a cohort will aid in determining whether medical education

influences learning styles and vice versa, as suggested by our study (Hydrie et al., 2021).

Although previous studies mentioned that there are no significant findings that support the

idea of matching the teaching style of the teacher to the learning style of the student will lead

to academic improvement. However, some studies argue that the findings of the previous

research might be unreliable due to the ever-changing landscape of education such as the

provision of the latest academic courses and resources being taught to students. Likewise,

research studies could focus on the newest courses being taught to update the literature

according to the current learning and teaching styles (Karatas & Yalin, 2021).
 From the various studies that showcased the different findings when matching the

learning styles of the student to the appropriate teaching style of the teacher, the results are

still yet to be determined since most findings does not provide a definitive answer to the

contemporary issue. However, this study will serve to validate the findings from the existing

literature with the application of the Kolb’s Learning Style Inventory and Grasha-Riechman

Teaching Style Inventory. It has also been stated that the newest courses being taught within

the current time period will be considered since it has a correlation to the current learning and

teaching styles.

References
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