Proposal Research Paper

PREFERRED LEARNING STYLE AND BLENDED LEARNING MODALITY
OF ELEMENTARY EDUCATION STUDENTS
A Thesis Proposal presented to

the faculty of Fellowship Baptist College
in Partial Fulfillment of the degree
Bachelor in Elementary Education
Calugcugan, Daniella R.
Cantere, Gracel S.
Canillo, Eljie M.
Torres, Christian Deo
April 2022
TABLE OF CONTENTS
Pages
TITLE PAGE................................................................................................................................. i
TABLE OF CONTENTS.............................................................................................................. ii
LIST OF TABLES.........................................................................................................................iv
LIST OF FIGURES....................................................................................................................... v
CHAPTER I INTRODUCTION....................................................................................... 1
Background of the Study............................................................................................................... 1
Statement of the Problem.............................................................................................................. 3
Hypothesis..................................................................................................................................... 3
Significance of the Study............................................................................................................... 4
Scope and Limitation of the Study................................................................................................ 4
Definition of Terms....................................................................................................................... 5
Review of Related Literature......................................................................................................... 6
Theoretical Framework..................................................................................................................13
Conceptual Framework..................................................................................................................14
Methodology..................................................................................................................................15
Research Design................................................................................................................15
Respondents.......................................................................................................................15
Research Instrument..........................................................................................................15
Data Collection Procedure.................................................................................................15
Data Analysis Procedure...................................................................................................16
Ethical Consideration........................................................................................................16
2
REFERENCES............................................................................................................................17
APPENDICES..............................................................................................................................18
A. Research Instrument.....................................................................................................19
3
LIST OF TABLES
Pages
1 Distribution of Respondents...................................................................................................14
4
LIST OF FIGURES
Pages
1 Conceptual Model...................................................................................................................13
5
FELLOWSHIP BAPTIST COLLEGE
Rizal Street, Kabankalan City, Negros Occidental, Philippines 6111
TEL: (034) 4712-156/ 4712-167 | EMAIL: info@fbc.edu.ph | WEBSITE: www.fbc.edu.ph
COLLEGE OF TEACHER EDUCATION, ARTS AND SCIENCES
Chapter 1
Introduction
Background of the study
In the early part of the year 2020, COVID-19 pandemic drastically changed the way
universities operated. Pedagogically, the method shifted from a teacher centered approach to a
more student-centered approach. To respond to the diverse distance and times needs of today’s
learners, many institutions offered online courses to expand their teaching methods with distance
learning courses. In this modality, the education system worked on specializing and adapting the
courses according to learners need (Hamilton, 2010). Also in this set-up, learners need to include
different learning style which can influence learning performances (Hummel, 2006). Learning
styles make an essential component of how the teacher will demonstrate the students’ knowledge
to understand what is being taught easily (Busilaoco et al., 2014). In a study conducted by
Rezaeinejad (2015) on the Learning Styles and Its Relationship with Educational Achievement
among Iranian High School Students, he found out that knowing the students’ learning style will
help the teacher deliver the lesson that students can cope easily, make diverse teaching strategies,
and lead to their educational achievement. According to Fleming (2001) learning style is an
individual’s preferred way of gathering, organizing, and thinking about information. Incorrectly
agreed with the statement: “individual learn better when they receive information in their
preferred learning style (e.g., auditory, visual, kinesthetic, reading and writing).” 9macdonald et
al. 2017). It is considered as the behaviors related to the psychological, cognitive, and affective
domains of interaction with learning environments. Learning style involves learners’ preferred
ways to receive, process, and recall information during instruction which is related to learners’
1
motivation and information-processing habits (Aragon, Johnson, & Shaik,2002). The changing
method of course content delivery has long been an established topic of discussion among the
faculty particularly the academic management of universities around the globe (Hamilton and tee
2010). The latest focus of learning and teaching departments in most universities has been the
varied benefits of information and communication technologies and their potential delivery
methods of the learning objectives for each course (Bonk et al 2012). They include but are not
limited to, blended learning, flipped classroom, active learning, online learning and problem-
based learning to name just few.
These newer modes of content delivery such as blended learning defined as the combination
of face-to-face instruction with computer mediated instruction (graham, 2006). However, explore
of any other elements that may form part of the blended learning as defined by Marcy Driscoll,
who presents a much-refined definition that includes “to combine or mix modes of eb-based
(e.g., live virtual classroom, self-paced instruction, collaborative learning, streaming video, audio
and text) to accomplish an educational goal.
Meanwhile, this research was carried out in the hopes of making an impact. It concentrated
on identifying the learning styles and preferred learning modalities of students in the new
normal. This was believed to respond to the students’ difficulties during the pandemic, similarly
the teacher’s method or technique should also reflect the students’ learning styles and preferred
learning outcomes. Hence, this study aims to determine the preferred learning style and blended
learning modality of elementary education students.
2
Statement of the Problem
This study aims to determine the preferred learning style and blended learning modality of
elementary education students. Specifically. this study seeks to answer the following questions:
1. What is the socio-demographic profile of the respondents in group according to?
a. Sex
b. Year level
c. Socioeconomic Status
2. What are the students’ most preferred learning style?
3. What are the students’ most preferred blended learning modality?
4. Is there a significant difference between the students’ preferred learning style when grouped
according to demographic profile?
5. Is there a significant difference between the students’ preferred blended learning modality
when grouped according to demographic profile?
Hypotheses
This study posits the following hypotheses:
1. There is no significant difference between the students’ preferred learning style when
grouped according to demographic profile.
2. There is no significant difference between the students’ preferred blended learning
modality when grouped according to demographic profile?
3
Scope and Delimitation
This study will focus on identifying the learning style and students’ preference in
blended learning modalities in Fellowship Baptist College. The researcher will conduct the study
in the said college among the students of the Bachelor in Elementary Education program. Data
will be collected during the Academic Year 2021-2022 during the implementation of blended
learning.
Significance of the Study
Any investigation made is done for some reason. The result of this study significantly
benefits the following group of people.
Students. This result will influence learners to stay in school and stimulates learning.
Teacher. This study will help teacher to have a baseline data to use in planning subject
appropriate materials for teaching and learning so as to provide quality education.
School and Administrator. This study enables education planner to think the range of
service the school can provide, and find a creative way of improving facilities that would be
effectively utilized.
Parents. This study result will help parents to send and trust their child to the particular
school.
4
Future Researcher. This study will be helpful as a reference and a guide to those who
are interested to conduct in this particular topic. This will provide meaningful information and
understanding the utilization of online instructional materials.
Definition of Terms
The following term are defined for the purpose of clarifying and understanding on the
concept present in the study.
Learning style. Learning style involves learners’ preferred ways to receive, process, and
recall information during instruction which is related to learners’ motivation and information-
processing habits (Aragon, Johnson, & Shaik,2002).
Blended learning Modalities. the blended learning as defined by Marcy Driscoll, who
presents a much-refined definition that includes “to combine or mix modes of eb-based (e.g., live
virtual classroom, self-paced instruction, collaborative learning, streaming video, audio and text)
to accomplish an educational goal.
Learning Style Preference. Learning style preferences refer to the “characteristic
strengths and preferences in the ways [people] take in and process information” (Felder, 1996)
Visual. related to seeing or sight of viewing
Auditory. Related to the images of sounds that we feel in our ears, it either a music,
words and sounds itself.
5
Reading and writing. Is something thought of as a sub-type of visual learner. These
learners find writing and reading articles, and taking notes to be most helpful when learning.
Kinesthetic. Is a learning style in which learning takes place by the students carrying out
physical activities rather than listening to a lecturer or watching demonstration?
Review of Related Literature
Learning style
Learning styles has important role in online learning. Aboe (2019) stated that every
student has different styles to learn. They have their own way to study something which makes
them comfortable to be able to absorb and understand the material easily. Some students prefer
to read a book and memorize the material, on the other hand some students need to take some
notes to help them to understand the material. The other students feel more enjoyable watching
the video of tutorial to do something rather than reading the manual book. Different students
have different styles of learning. They choose the most convenient to learn and understand the
material. (Aboe, 2019, Yufrizal & Hasan, 2015, Çakıroğlu, 2014) found that there are significant
correlations between learning style and students’ achievement. The students’ preferred learning
styles may have an impact on the students’ achievement. By considering students’ learning style
preference, teachers can integrate teaching patterns and strategies. It will help the students to
absorb the material and get a deeper understanding of the material. Thus, the learning objective
will be achieved. Vaseghi (2012) compiled there are some learning styles inventories used by the
6
researchers to decide learning style preference. Some notable models include Flemings’ model
(2012), and Kolb’s model. Among these, one of the most common and widely used is Flemings’
VARK learning styles inventory. Some previous research which used VARK study habits
inventory such as Al Othman & Shuqair, 2013; Idrizi et al., 2018; Ishak & Awang, 2017;
Kiblasan, and 2016; Lujan. VARK is the acronym of Visual (V), Aural (A), Read/Write (R), and
Kinesthetic (K) styles. Visual learners like to learn by maps, charts, graphs, diagrams, pictures,
and colorful pictures. Aural learners prefer to learn by discussing the topics with others and
audiotapes. Read/write learners like to learn by textbooks, articles, essays, and taking notes.
Kinesthetic learners prefer to learn by doing things, experiment, field trips, and working in a
laboratory (Fleming, 2012).
The main ideas of VARK are outlined in the book Learning Styles Again: VARKing up
the right tree (Fleming and Baume, 2012); behavior and learning have a significant influence on
the students preferred learning styles, and the preferred learning modalities should be associated
with appropriate learning strategies, and the information accessed through students’ use of their
modality preferences shows an increase in their levels of comprehension, motivation, and
metacognition.
Learning styles make an essential component of how the teacher will demonstrate the
students’ knowledge to understand what is being taught easily (Busilaoco et al., 2014). In a study
conducted by Rezaeinejad (2015), on the Learning Styles and Its Relationship with Educational
Achievement among Iranian High School Students, he found out that knowing the students’
learning style will help the teacher deliver the lesson that students can cope easily, make diverse
teaching strategies, and lead to their educational achievement.
7
Teaching Style
Teaching style refers to a belief which teachers used in pedagogy explanation and
knowledge transfer to students (Grasha and Yangarber-Hicks, 2000; Hsieh et al., 2011; Prescott,
2014). Under the guidance of self-determination theory (Ryan and Deci, 2000), teachers’
teaching performance was impacted by competence, autonomy, and relatedness. Extensive
studies showed autonomy-supportive and controlling practices directly impacted teachers’
teaching style development (e.g., Balaguer et al., 2018; Codina et al., 2018; Collie et al., 2019).
Both autonomy-supportive and controlling practices reflected teachers’ awareness of supporting
students’ empowerment on knowledge acquisition, controlling action on feeling, and thinking.
Therefore, the current study selected the autonomy-supportive and controlling practices as the
framework for teaching style investigation. Moreover, extensive evidences showed teachers’
teaching style usually worked with students’ learning style, if teaching style matched learning
style, students would achieve the best learning results than those whose teaching-learning style
did not match due to o decreased students’ academic anxiety, learning motivation, and task
inattentiveness (Naimie et al., 2010; Chen et al., 2011; Bartholomew et al., 2018). In general,
based on self-determination theory. Teaching style could be further divided into teacher-centered
style and learner-centered style (Edmunds et al., 2008; Tessier et al., 2010; Haerens et al., 2015).
Teacher-centered style refers to a teachers’ domain teaching approach in which the knowledge
transfer was from the teacher to students directly; teacher played the decision-maker role, which
determined learning process and designed the learning environment (Opdenakker and Van
Damme, 2006; Kahl and Venette, 2010; Vasileva-Stojanovska et al., 2015). The learner-centered
8
style reflected students who had high involvement in knowledge acquisition with which the
teacher played a facilitative role (Özyurt and Özyurt, 2015; Rogowsky et al., 2015; Bernard et
al., 2017). Student-Centered Teaching and Learning focuses on the needs, abilities, interests, and
learning styles of the students and has many implications for the design of curriculum, course
content, and interactivity of courses. Accordingly, a prominent pedagogy will be teacher-as-
coach, to provoke students to learn how to learn and thus to teach themselves, rather than the
more traditional teacher-centered learning with teacher-as-deliverer-of-instructional-services,
which places the teacher at its center in an active role and students in a passive, receptive role.
This pedagogy acknowledges student voice as central to the learning experience for every
learner and requires students to be active, responsible participants in their own learning. To
capitalize on this, teaching and learning should be personalized to the maximum feasible extent.
Decisions about the details of the course of study, the use of students’ and teachers’ time, and the
choice of teaching materials and specific pedagogies must be unreservedly placed in the hands of
the staff and students. Past studies showed learner-centered style had advantages in increasing
students’ deep understanding on knowledge acquisition (Lin, 2015; Hanewicz et al.,
2017; Yamagata, 2018), learning motivation (Polly and Hannafin, 2010), and improved critical
thinking abilities. In addition, past studies mainly investigated the effect of teaching-learning
style in math, science, or engineering, a few studies examined the effect in the reading field.
Blended Leaning modalities
Blended learning also known as hybrid learning is a method of teaching that integrates
technology and digital media with traditional instructor-led classroom activities, giving students
9
more flexibility to customize their learning experience (Panopto). The blended online learning
strategy is deemed to be the most practical method to adapt as this combines the advantages of
synchronous and asynchronous strategies. The main motivation in choosing the blended strategy
is to increase the student’s participation in their own learning process rather than quietly sitting
during a synchronous discussion. The basis of this approach is the cognitive load theory, on the
basis that novice learners are immediately overwhelmed by a large number of new ideas and
terminologies, and resort to surface learning (Darabi and Jin, 2013; Seery and Donnelly, 2012;
Seery, 2013). This type of active learning pedagogy is called “flipped classroom” approach
(Bergmann and Sams, 2012; Olakanmi, 2017). In this learning approach, traditional lecture and
homework are replaced by pre-class activities, such as viewing short, pre-recorded lecture
videos. The class time is devoted to further reinforce the topics through problem solving
examples, interactive activities and detailed discussions (Pienta, 2016; Rau et al., 2017).
However, the synchronous online class sessions (called the “virtual classroom”) replaced the
traditional face-to-face class for engaging the students with activities and guided problem-
solving discussions in the traditional flipped classroom. The benefits from flipped classroom
were reported by economists (Lage et al., 2000). Lage and colleagues showed that reducing
variability in teaching styles across classroom and implementing various activities to create an
inclusive classroom resulted to an improved student performance (Lage et al., 2000). Several
other disciplines have reported a similar success with implementing the flipped learning in
materials science courses (Liou et al., 2016), pharmacy (Koo et al., 2016), statistics (Peterson,
2016), engineering education (Kerr, 2015; Chiquito et al., 2020), computer science (Sohrabi and
Traj, 2016; Davies et al., 2013), and health science courses (Betihavas et al., 2016; McLaughlin
10
et al., 2014). In chemistry, flipped classrooms were first introduced in a high school general
chemistry curriculum (Bergmann and Sams, 2012). There are several literatures that discuss the
benefits that can be accrued from flip learning in education.
Students Perception Towards Blended Learning environment.
It has been acknowledged that students' perceptions and satisfaction are important for
determining the quality of blended learning environment (Naaj et al., 2012). Studies have been
conducted to examine students' views regarding a blended learning environment and factors
influencing it. For example, Bendania (2011) study found that students hold positive attitudes
toward the blended learning environment and the influencing factors mainly include experience,
confidence, enjoyment, usefulness, intention to use, motivation, and whether students had ICT
skills. The positive view was also reported in the study done by Akkoyunlu and Yilmaz (2006),
and it was found to be closely related to students' participation in the online discussion forum.
Findings from other studies (e.g., Dziuban et al., 2006; Owston et al., 2006) also revealed
students' positive attitudes toward the blended learning environment, and the satisfaction could
be attributed to features like flexibility, convenience, reduced travel time, and face-to-face
interaction. Some studies, however, reported some negative perceptions of the blended learning
environment. For example, the results of the study of Smyth et al. (2012) showed that the
delayed feedback from the teacher and poor connectivity of the internet were perceived as major
drawbacks of the environment. In another study conducted by Stracke (2007), lack of reciprocity
between traditional and online modes, no use of printed books for reading and writing, and use of
the computer as a medium of instruction was considered as major reasons for students withdraw
11
from the blended course. According to Gagne et al, instructional material can be used to develop
higher learning abilities to the learners through self-teaching or guided learning. This implies that
the instructional materials mainly comprise “eliciting performance” and “providing feedback on
performance correctness,” in addition to “providing learning guidance” for guided discovery
learning. Many of these ideas have capacity building undertones with themes of students’
acquisition of critical thinking and problem-solving skills. However, the theory does not relate to
whether or not students can think critically in what aspects or how they can solve a particular
problem by themselves. . This was further corroborated by Okunloye (2011) when he asserted
that instructional resources are people, events, places or materials that are used to enhance
learning, usually by simplifying a difficult situation or making uninteresting learning attractive
for learning. Instructional resources abound in both human and non-human materials for the use
of the teacher, and social studies is the subject that has the monopoly of achieving the cognitive,
affective and psychomotor domains of knowledge through the reliance of the use of different
types of instructional resources.
12
Theoretical Framework
The theoretical framework of this research hinges on the theory of learning as described by
cognitive psychologists. Cognitive psychologist posits that in attempt to learn anything a child
must pay attention to it. It also involves exploration of the visual field (akanbe, 1998). Early in
the 21st century, a new learning theory emerged from the digital age: connectivism.
Connectivism is based on the work of Siemen (2004) and is the first theory that defines learning
is more than an internal and individual process, it posits that learning take place when learners
make connections between ideas located throughout Personal learning networks (e.g., other
individual, databases, social media, internet, learning management system and etc.). the
connection of the right resources can enhance the learning for all within the network. This
position is supported by Farrant (1980) when he said that inability of the teacher to utilize
appropriate instructional materials to teach certain concepts will affect the students negatively in
the subject.
Conceptual Framework
Conceptually, this framework will show the concept of BEED students learning style and their
preference in blended learning modalities. With colleges switching between in person and online
learning, some students struggle to adapt their learning style and stay on top of their work.
During unusual time for higher education, students can help themselves succeed by
understanding how they learn best and how to adapt that learning style for this unpredictable era.
13
Elementary Education Students
Preferred Blended
Preferred Learning Style
Learning Modality
Proposed Enhancement on the Teaching and Learning Methodology
Methodology
Research Design. This study is a descriptive survey design. This method allows the
researcher to have a vivid description concerning the current status of the teaching with regard to
students learning style and its preference to blended learning modalities.
Respondents. The respondents of the study will be the Bachelor of Elementary
Education of Fellowship Baptist College from first year to fourth year. The number of
respondents will be totally enumerated.
Respondents Students
BEED 1 9
BEED 2 5
BEED 3 23
BEED 4 16
TOTAL ** Expression is faulty **
14
Research instrument. A researcher-made questionnaire will be utilized in this study.
The questionnaire will be subjected to validity test among the experts in distance learning
education to ensure that items are scientifically correct and relevant. The suggestions and
corrections will be incorporated in the final format of the study. After which, a reliability test
will be conducted in a non-respondent institution with similar demographics. This will ensure
that the questionnaire is ready for actual administration.
Data collection procedure. After establishing the correction and suggestions during the
pre-oral defense, the researchers will write a letter requesting approval of the school for the
formal conduct of the study. Upon approval for the conduct of the study, the researchers ask
permission from the school supervisor to survey the respondents.
During the conduct, the researcher will be holding a short briefing in the nature and
purpose of the study, through an online orientation video. After the briefing, the researchers will
administer the questionnaire through an online survey platform. The respondents will be given
enough time to finish answering the questionnaire. After they have finished answering the
instrument, they will be assured of utmost confidentiality of the data that they indicated. Any
disclosure of raw information is not within the context of the research process.
Encoding of raw data subject for data analyses and treatment will immediately after the
retrieval of the instrument with the responses of the participants.
Data analysis procedure. Appropriate statistical tools will be employed for data
analyses to derive into correct conclusions based from the findings of the study. Frequency
count, rank, and percentage distribution will be used to answer the problems number 1, 2, and 3.
15
On the other hand, appropriate statistical tool will be used in answering questions number 4 and
5.
Ethical considerations. The researcher will obtain the informed consent of the
respondents. They will inform that their participation in this study is voluntary, and they have the
right to withdraw if they feel uncomfortable in the process of gathering information for them.
Also, they will be assured of full confidentiality. No information that discloses the respondent’s
identity will be released or published without their specific consent to the disclosure. The
materials that contained the raw information derived from them will be disposed by manually
shredding after data processing within a given time.
16
References:
Robyn, M. Gillies, Dan LU. (2021). Students Perception of a Blended Learning Environment to
Promote Critical Thinking. Curriculum, instruction, and pedagogy article.Front. Psychol.,
| https://doi.org/10.3389/fpsyg.2021.69684
Felder, R. & Soloman, B. (2002). Learning Styles and Strategies. http://www.ncsu.edu/felder-

public/ILSdir/styles.htm.
Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2008). Learning styles: Concepts and
evidence. Psychological Science in the Public Interest Report, 9(3).
Rogowsky, B. A., Calhoun, B. M., Tallal, P. (2015). Matching learning style to instructional
method: Effects on comprehension. Journal of Educational Psychology, 107(1), 64-78.
Department of Education K to 12 Basic Education Program (2012).

http://www.deped.gov.ph
Rezaeinejad, M., Azizifar, A. and Gowhary, H. (2015) The Study of Learning Styles and Its
Relationship with Educational Achievement among Iranian High School Students. Procedia—
Social and Behavioral Sciences, 199, 218-224.
Fleming, N. and Baume, D. (2006) Learning Styles Again VARKing up the RIGHT Tree!
Educational Developments, 7, 4-7. https://www.scirp.org/reference/ReferencesPapers.aspx?
ReferenceID=1223937
Lathan, J. (2021) Complete Guide to Teacher-Centered vs. Student-Centered.

https://onlinedegrees.sandiego.edu/teacher-centered-vs-student-centered-learning
17
Cabual, R.A. (2021) Learning Styles and Preferred Learning Modalities in the New
Normal. Open Access Library Journal, 8, 1-14. Doi: 10.4236/oalib.1107305.
Fernan Peniero Tupas, Marilyn Linas-Laguda (2020). Blended Learning – An Approach in

Philippine Basic Education Curriculum in New Normal: A Review of Current Literature.
Universal Journal of Educational Research, 8(11), 5505 - 5512. DOI:
10.13189/ujer.2020.081154.
18
Questionnaire:
Part A.
Demographic question for Preferred Learning Style and Blended Learning Modality of
Elementary Education Students questionnaire.
Name (optional):
Year level: Course:
Age: Gender:
Part B.
Learning Style Questionnaire
Scoring:
Complete the table below by assigning the following point values for each question:
Often = 5 points Sometimes = 3 points Seldom = 1 point
Directions: For each statement, check the box that best describes you. Learning Style
Questionnaire
Often Sometimes Seldom

1. I can remember best by listening to a lecture that
includes information, explanations and discussions.
2. I prefer to see information written on the board and
supplemented by visual aids and assigned readings
19
3. I like to write things down or take notes for visual review.

4. I prefer to use posters, models, or actual practice and
other activities in class.
5. I require explanations of diagrams, graphs, or visual
directions
6. I enjoy working with my hands or making things.
7. I am skillful with and enjoy developing making graphs
and charts
8. I can tell if sounds match when presented with pairs of
sounds.
9. I can remember best by writing things down several
times.
10. I can easily understand and follow directions on a map.
11. I do best in academic subjects by listening to lectures
and tapes.
12. I play with coins or keys in my pocket.
13. I learn to spell better by repeating words out loud than
by writing the words on paper.
14. I can understand a news article better by reading about
it in the newspaper or online rather than by listening to a
report about it on the radio or internet.
15. I chew gum, smoke or snack while studying.
16. I think the best way to remember something is to
picture it in my mind
17. I learn the spelling of words by “finger spelling” them.
18. I would rather listen to a good lecture or speech than
read about the same material.
19. I am good at working and solving jigsaw puzzles and
mazes.
20. I grip objects in my hands during learning periods.
20
Learning Style Questionnaire
If you are a VISUAL learner: Make use of all available study materials such as charts, maps,
filmstrips, notes, and videos. Write out everything for frequent and efficient review. Practice
visualizing or pictures words and concepts in your mind. Adding meaningful symbols, colors,
and graphics to notes also provide visual cues. Try to visualize how information appears on a
page. In study groups or discussions, focus on how people look when they speak.
If you are an AUDITORY learner: Try using tapes to supplement other study materials. For
example, tape lectures to help fill in gaps in your notes or covert lecture notes to auditory tapes—
but do listen and take notes, and review your notes frequently. Sit in the lecture hall or
classroom where you can hear well (most often this is near the front). After you have read
something, summarize it and recite it aloud. Talk to other students about class material. You
may also benefit from group study sessions where members review class material.
If you are a TACTILE learner: Try tracing words as you say them. Facts that must be learned
should be written several times. Keep a supply of scratch paper on hand for this purpose.
Taking and keeping lecture notes is very important. It may also help you to make study sheets,
and to associate class material with realworld applications and occurrences. For some classes,
practice role-playing. Highlighting, underlining, labeling information, and writing add
movement to learning. Participation in study groups or tutoring others provide additional ways
to become an active learner. Science courses also offer manipulative aids to demonstrate
chemical reactions. The more you do, the more you learn.
A note about learning preferences: Although it is important to know your learning strengths as a
foundation for the development of personal study habits, realize that not all college courses and
instruction will lend themselves to your strengths. Attempt to adapt learning tasks using the
suggestions above. You may also take this as an opportunity to improve and educate yourself to
learn in different ways. Indeed, some of the most successful professionals approach problem
solving and decision making from many different perspectives!
21
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PREFERRED LEARNING STYLE AND BLENDED LEARNING MODALITY

OF ELEMENTARY EDUCATION STUDENTS

A Thesis Proposal presented to

Bachelor in Elementary Education

Background of the Study............................................................................................................... 1

Statement of the Problem.............................................................................................................. 3

Significance of the Study............................................................................................................... 4

Scope and Limitation of the Study................................................................................................ 4

Review of Related Literature......................................................................................................... 6

Data Collection Procedure.................................................................................................15

Data Analysis Procedure...................................................................................................16

Background of the study

based learning to name just few.

and text) to accomplish an educational goal.

learning modality of elementary education students.

Statement of the Problem

1. What is the socio-demographic profile of the respondents in group according to?

2. What are the students’ most preferred learning style?

3. What are the students’ most preferred blended learning modality?

according to demographic profile?

when grouped according to demographic profile?

This study posits the following hypotheses:

grouped according to demographic profile.

2. There is no significant difference between the students’ preferred blended learning

modality when grouped according to demographic profile?

Scope and Delimitation

Significance of the Study

benefits the following group of people.

appropriate materials for teaching and learning so as to provide quality education.

understanding the utilization of online instructional materials.

concept present in the study.

processing habits (Aragon, Johnson, & Shaik,2002).

to accomplish an educational goal.

Learning Style Preference. Learning style preferences refer to the “characteristic

Visual. related to seeing or sight of viewing

words and sounds itself.

Reading and writing. Is something thought of as a sub-type of visual learner. These

physical activities rather than listening to a lecturer or watching demonstration?

Review of Related Literature

laboratory (Fleming, 2012).

modality preferences shows an increase in their levels of comprehension, motivation, and

teaching strategies, and lead to their educational achievement.

knowledge transfer to students (Grasha and Yangarber-Hicks, 2000; Hsieh et al., 2011; Prescott,

teaching performance was impacted by competence, autonomy, and relatedness. Extensive

studies showed autonomy-supportive and controlling practices directly impacted teachers’

Both autonomy-supportive and controlling practices reflected teachers’ awareness of supporting

students’ empowerment on knowledge acquisition, controlling action on feeling, and thinking.

inattentiveness (Naimie et al., 2010; Chen et al., 2011; Bartholomew et al., 2018). In general,

Damme, 2006; Kahl and Venette, 2010; Vasileva-Stojanovska et al., 2015). The learner-centered

content, and interactivity of courses. Accordingly, a prominent pedagogy will be teacher-as-

more traditional teacher-centered learning with teacher-as-deliverer-of-instructional-services,

students’ deep understanding on knowledge acquisition (Lin, 2015; Hanewicz et al.,

Blended Leaning modalities

benefits that can be accrued from flip learning in education.

Students Perception Towards Blended Learning environment.

performance correctness,” in addition to “providing learning guidance” for guided discovery

learning, usually by simplifying a difficult situation or making uninteresting learning attractive

types of instructional resources.

Elementary Education Students