Learning Style-Based Approach (Lsba) in Teaching Difficult topics in Grade 9 Science

Abstract

INTRODUCTION

Learning-style based approach (LSBA) is an innovative teaching approach that provides solution not only on how to improve students' learning and understanding on difficult topics in biology, but also makes it more interesting for students to learn since each activity is specially modified in such a way that it will suit their learning style or preference. In this way, students will be more positively oriented on studying and learning the concepts because not only their minds are focused on what they are supposed to learn, but also their heart.

METHODS

The study used a quasi-experimental design to determine if LSBA led to the improvement of academic achievement of Grade 9 Science students during the first grading period of SY 2016-2017 in Calamba Bayside NHS. Two Grade 9 Science classes (each composed of stratified randomly-selected 45 students) served as control and experimental groups. LSBA was applied in the experimental group while traditional teaching was used in the control group. The experimental group was divided into three groups (Auditory, Visual, and Kinesthetics) based on the result of the Learning Style Assessment. Each group was given activities that were performed simultaneously during class hours. Descriptive and quantitative analysis was used to determine significant difference between pre-post-test scores.

RESULTS

The study showed that most students belong to auditory and visual groups, as compared to the kinesthetic group. The statistical analyses also revealed a significant difference between control and experimental groups' pre-post-test scores and a significant difference between the pre-post-test scores in both the control and experimental groups. The study found that LSBA helped improve Grade 9 students' academic achievement in science by correctly recognizing their learning styles.

DISCUSSIONS

Despite students' differences in learning styles, no significant differences in post-test scores were noted between the three groups of learners. Thus, no learning style can be concluded superior to others. However, an increase in the post-test scores of students (indicating an improved achievement) in the experimental group was noted, which may be attributed to the use of LSBA. Also, proper identification of students' learning style can promote a more interesting teaching-learning process, which would lead to the enhancement of students' learning.