| General note |
This study was conducted to determine the predictive factors on the Perceptual Learning Style Preferences of the Philippine Science High School Cagayan Valley Campus students. Specifically, the study sought answers to the following questions:<br/>1. What is the profile of the respondents according to age, gender, IQ, general weighted average grade, scholarship category and ethnicity?<br/>2. What is the level of perceptual learning style preferences of the Philippine Science High School Cagayan Valley Campus (PSHS CVC) students?<br/>3. Is there a significant relationship between each element of the perceptual learning style preferences (auditory, kinesthetic, tactile and visual) and the students' profile (age, gender, IQ, general weighted average grade, scholarship category and ethnicity)?<br/>4. Do the PSHS-CVC students differ significantly in each element of the perceptual learning style preferences when grouped according to age, gender, IQ, general weighted average grade, scholarship category and ethnicity?<br/>5. What are the good predictors of the perceptual learning style preferences of the PSHS-CVC students?<br/> The respondents of the study were the freshman, sophomore, junior and senior students of the Philippine Science High School Cagayan Valley Campus. A total number of 170 students. 37 freshmen, 44 sophomores, 44 juniors and 45 seniors students were the subjects of the study. The Slovin's Formula was employed in determining the sample size, then the stratified systematic random sampling method was used in selecting the respondents. The Slovin's formula generated 168 students but the researcher considered 170 students as the sample size.<br/><br/> The descriptive correlation research design was used in this study. The perceptual learning style preferences specifying the four (4) elements auditory, kinesthetic, tactile and visual, served as the dependent variables while age, gender, scholarship category, ethnicity, IQ and general weighted average grade were used as independent variables. The Perceptual Learning Style Questionnaire by Professor Joy M. Reid (1998) was utilized to assess the major perceptual strengths of the respondents. The SLU-GIT was administered used to assess the Intelligence Quotient (IQ) and the other independent variables, age, gender, scholarship category and ethnicity were gathered with the use of questionnaires and data retrieval from the registrar's office. Data were analyzed using mean, standard deviation, correlation techniques, ANOVA and the standard multiple regression analysis.<br/><br/> Findings:<br/> Based on the statistical analysis of data, this study yielded the following findings<br/><br/>A. On the Profile of the Respondents<br/> The respondents were the freshman, sophomore, junior and senior students of the Philippine Science High School Cagayan Valley Campus. The respondents were mostly 13 15 years old, 93 females and 77 males, 70 Ilokanos, 49, Tagalogs, 25 Ibanags, 12 Itawes, 11 Cordillerans and 3 Gaddangs. Of the 170 respondents, 44 students were full scholars, 67 students were partial 1 scholars, 39 students were partial 2 scholars and 20 students were special scholars. There were 83 students with very superior IQ, 41 students with superior IQ and a minority number of students with average and above average IQ. In terms of general weighted average grade of the respondents, 89 students had good academic performance, 65 students had very good academic performance while a minority number of students had excellent, satisfactory and failed academic performance. More than majority of the respondents in the first to fourth year students were multi perceptual learners; having 3-4 major perceptual strengths?<br/><br/>B. On the Level of Perceptual Learning Style Preferences<br/> The dominant perceptual learning style preference of the respondents when grouped according to year level was the kinesthetic perceptual strength with an overall mean score of 38 while the tactile and visual perceptual strengths were minor perceptual learning style preferences of the respondents with overall mean scores of 37 The auditory perceptual strength on the other hand, was the least preferred learning style by the students as indicated by an overall mean score of 36. The freshman respondents showed no major perceptual learning style, the four elements of the perceptual learning style preferences auditory, kinesthetic, tactile and visual, were assessed to be minor learning style preferences. The sophomore students reflected the kinesthetic, tactile and visual perceptual strengths to be major perceptual learning style preferences of these respondents. The junior students did not show a stronger preference to one above the other elements of the perceptual learning style preferences, thus, the four (4) elements were minor learning style preferences of these students<br/> When grouped according to student's profile, the major perceptual learning style preferences of the respondents were the kinesthetic and tactile strengths.<br/><br/>C. On the Relationship Between each Element of the Perceptual Learning Style Preferences and the Students' Profile<br/> Among the independent variables, the general weighted average grade was significantly and negatively related with the tactile perceptual learning style at 0.05 probability level, r -0.168 while the Intelligence Quotient (IQ) was significantly and positively related with the auditory learning style at 0.05 probability level, r = 0.170. the other variables such as age, gender, scholarship category and ethnicity were not related to any of the four (4) elements of the perceptual learning style preferences.<br/><br/>D. On the Difference in the Student's Perceptual Learning Style per Variable Grouping<br/> Data analysis indicated no significant differences in the perceptual learning style preferences of the respondents in terms of age, gender, IQ, general weighted average grade, scholarship category and ethnicity. Thus, the students of Philippine Science High School Cagayan Valley Campus were similar in terms of their perceptual learning style preferences.<br/><br/>E. On Predictors of the Students' Perceptual Learning Style Preferences<br/> Among the independent variables, age, gender, IQ and scholarship category were not good predictors of the students' perceptual learning style preferences.<br/> The General Weighted Average Grade was found to be a good predictor to the tactile perceptual strength. Since the general weighted average grade is an achievement and tactile perceptual strength is a characteristic, it is safe to state that tactile perceptual strength of the respondents can predict the academic performance of the students. The general weighted average grade was negatively related to the tactile strength, hence, it can be concluded that the student with a high tactile perceptual strength is least likely to perform in school with traditional classroom setting. Ethnicity was one among the variables that is found to be a good predictor on the visual perceptual strength of the students.<br/><br/>Conclusions<br/> Based on the aforementioned findings, the following conclusions were drawn<br/><br/>1. The respondents had appropriate ages for secondary education. The respondents were homogeneous in terms of abilities and achievements as indicated by the homogeneity in their IQ scores and general weighted average grades. The respondents were mostly Ilokanos, partial 1 and full scholars<br/>2. The kinesthetic perceptual strength was a major learning style preference of the respondents. The tactile, visual and auditory perceptual strengths were minor learning style preferences of the respondents.<br/>3. The tactile perceptual strength was negatively related to the academic performance of the respondents while IQ was positively related to the auditory perceptual strength. The higher the tactile strength of the respondents, the lesser is his general weighted average grade. The higher the IQ, the more auditory he becomes.<br/>4. The perceptual learning style preferences of the respondents when grouped according to age, gender, I.Q, general weighted average grade, scholarship category and ethnicity did not differ from each other.<br/>5. The tactile perceptual strength can predict the general weighted average grade of the respondents in the future. The ethnic grouping, on the other hand, can predict the visual perceptual strength of the respondents. The other independent variables such as age, gender, I.Q and scholarship category were not good predictors of the perceptual learning style preferences of the respondents.<br/><br/>Recommendations:<br/> Based on the preceding findings and conclusion, the following recommendations are forwarded:<br/><br/>1. To the Teachers. As one of the important persons in the learning situation, it is suggested that the learning style preferences of the students be assessed in order to be given prominent consideration in the daily planning and preparation of lessons. It is also strongly suggested that since tactile and kinesthetic perceptual strengths are the major learning style preferences of the respondents, bodily kinesthetic, hands on activities are recommended more than lectures alone. Hence, they should be highlighted in the lesson plans. Lectures forums should be coupled with visual representations, as this would somehow provide the avenue of learning where hands, minds and hearts differ from each other.<br/>2. To the Administrators and Curriculum Developers. It is recommended that individual learning style preferences of the students be an important concern in curriculum planning. The implementation of learning style classes is strongly recommended as this would unify the individual differences of the learners. The teacher student ratio is therefore an imperative consideration in order to increase the student teacher rapport in the classroom. In so doing, a more responsive and stimulating learning environment would be provided for the learners to maximize their talents and potentials, which is a salient point in the realization of the mission and vision of the institution.<br/>3. To Future Researchers. It is highly suggested that researchers get on further on experimental studies that aim to find out the effect of learning style classes on achievement. It is equally recommended that since the respondents of this study are homogeneous in terms of achievement and abilities, the same research shall be conducted involving a large number of students; preferably belonging to different levels (elementary, high school and college students) and with different school categories like private, public and exclusive schools. It is also suggested that emotional quotient, critical thinking appraisal and exposure to mass media be included as independent variables. To validate the findings of the present study, the same study with the same respondents shall be conducted after 2 years.<br/> |
