An Assessment of the Learning Styles of Students in Pulo ni Sara National High School, Cavite

Abstract

INTRODUCTION

Classroom teachers and educators are aware that each student learns differently. The thought of identifying each student’s learning style may seem impossible and time-consuming. However, with the right instrument that is quick and effective, the process will be much more approachable. This study was conducted to provide teachers with information regarding the learning styles of their students and, at the same time, give students ideas about the learning style where they will excel and those where they will need more practice or development.

METHODS

The researcher used the descriptive method of research is designed to gather information about present existing conditions needed in the study. Forty (40) students were the respondents and included all the grade level and sections in the school for the school year 2015-2016.

RESULTS

Based on the results of the study, the lowest weighted mean under visual learning style is 2.65 and is labeled as SOMETIMES. This indicates that music or background noise is a distractor. The lowest weighted mean under auditory learning style is 2.53 and is labeled as SOMETIMES. This indicates that writing has been found to be difficult for these students. The lowest weighted mean under tactile/kinesthetic learning style is 2.65 which is labeled as SOMETIMES. This indicates that students least prefer using the trial-and-error approach to problem-solving.

DISCUSSIONS

As a result, music or background noise distracts the student's attention from their tasks. It has been recommended that the school or barangay must propose and implement a memorandum or law that will lessen or remove the noise inside/outside the school and the classroom. The findings also revealed that writing is difficult for students. It is therefore recommended that the students themselves must exert more effort in enhancing their writing skills and teachers must give more practice exercises and activities that will enhance the student's skills in writing. Lastly, the school can organize training or program concerning a student's writing skills. Finally, the students least prefer to use the trial-and-error approach in problem-solving. It is, therefore, recommended that the school must organize a program or workshop that will train the students in developing their capacity in using the trial-and-error approach in problem-solving.