Learning Style of Intermediate Pupils in Mainit Elementary School

Abstract

INTRODUCTION

Learning occupies an important role in schools. Without learning all efforts of pupils as well as of teachers are bound to become purposeless. It is an active process and not a passive observation of knowledge. It is not the mere reading of books or listening to lectures. Learning is an enrichment of experience. In learning, there is an interaction of the environment with the organism. Based on the researchers' observation it was noted that when inside the classroom, pupils learned in various ways and styles; others learned by visual, auditory, reading/writing and kinesthetic. Relevantly, some pupils learned through visual materials, listening skills, reading different resources and note-taking and by involving themselves in some hands-on activities. Based on the foregoing findings, the researchers were inspired to prepare learning activities which are suited for the observed learning styles of pupils. In this sense pupils exposed to extensive exercises will develop a character of a progressive and skilled individual in all significant disciplines.

METHODS

The descriptive method of research was adopted with the aid of are searcher-made questionnaire as the primary tool in gathering data. Pupils in the intermediate levels served as the respondents of the study. Sloven's formula was used to determine the sample size of respondents. The study used frequency, ranking, and percentage, weighted mean and chi-square test in treating data.

RESULTS

The results of the study disclosed that the profile characteristics of pupils were not significantly related to their learning styles. Lastly, the prepared learning activities to address the diversity of pupils' learning styles may be used by the intermediate teachers in their respective grade levels.

DISCUSSIONS

Based on the findings and conclusions, the researchers offer the following recommendations. First, that the learning activities be validated, tried-out and revised prior to the utilization by elementary teachers, that varied teaching strategies be used by elementary teachers to cater to the varied learning styles of intermediate pupils and that a parallel study is conducted focusing in other learning style models.