Learning Styles of Grade 9 Students Using Dynamic Visualization Activities in Selected Topics in Biology

Abstract

Introduction

The main thrust of this study is to determine the effectiveness of the use of dynamic visualization on the learning styles of the Grade 9 Junior High School students in selected topics in Biology for the School Year 2015-2016. Specifically, the study sought answers to the following questions; (1) What are the topics included in using dynamic visualization in teaching Biology? (2) What behavioral pattern of students are discovered using dynamic visualization in teaching selected topics in Biology? (3) What are the preferred learning patterns of students using dynamic visualization in teaching selected topics in Biology? (4) How acceptable is the use of dynamic visualization activities in terms of the following indicators: (4.1) objective; (4.2) content; (4.3) language & format; and (4.4) activities complete questions? For the specific discussion inside the dynamic visualization, activities are the following: Respiratory System, Heredity, Biodiversity, and Ecosystem. These are part of the lessons of Grade 9 in the K-12 Curriculum Guide for Science.

Methods

The descriptive method of research was utilized in this study. In determining the behavioral pattern of the students, Scoring Rubrics used based on the presented activities instead of the said topics. Questionnaires were administered to 82 student-respondents to gather the desired data determining the learning patterns of students; the study used and modified the instrument of the Vermunt Inventory Learning Style (ILS). As well in determining the acceptability of the use of dynamic visualization activities, questionnaires were also administered and evaluated by the six Grade 9 teachers in Apalit.

Results

The following are the recommendations given such as all teachers are encourage focusing on using variety of dynamic visualization activities of the students no matter how tedious is the task of checking their work, continuous modification of these dynamic visualization activities are encourage to keep abreast with the current innovations, especially now that the policy guidelines on classroom assessment of K-12 Basic Education Program was revised (DepEd Order n0. 8, s. 2015), giving focus on the three components: Written Work, PerformanceTasks, and Quarterly Assessment.

Discussions

It is recommended to further studies on the learning styles of the students to address the needs of the respondents to enhance and improve their learning.