LEARNING STYLES AND PREFERRED LEARNINGS MODALITIES IN THE

NEW NORMAL

SHANE R. BIONGAN

MARK A. LOQUINARIO

ZALDY D. REAL

2021
 CHAPTER I

INTRODUCTION

Learning is a never-ending process, and a process is an event that leads to a specific

outcome. Understanding will not be accomplished if challenges will cause the learning process
to be delayed or stopped. A successful learning plan will resolve these challenges, resulting in
learning that is personalized to the learner’s needs. The mismatch will grow as a result of the
ineffective use of approaches, techniques, and tactics with the learners. Successful teaching and
student learning can be achieved by recognizing the learner’s style and preferred learning
modalities. Each student has his or her own learning style and preferences. Some people
discover their dominant learning style, while others use various learning styles in different
circumstances. Teachers and Students alike have been shocked by the potential impact on
teaching and learning only a few months after the pandemic was announced. Teachers are
affected by the difficulties that students face. It’s also an evident that the pandemic effect on
teacher’s and student’s teaching and learning practices.

SIGNIFICANCE OF THE STUDY

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 student’s difficulties during the pandemic.
Similarly, after the learning patterns have been established, teachers will have baseline data to
use in planning the subjects that will be taught to them. Even if a pandemic occurs, the known
subjects are the most important for students to understand. The teacher’s methods or
techniques should also reflect the student’s learning styles and preferred learning modalities.
Generally, this study aimed to determine the different learning styles (modular and virtual
learnings). Students preferred learning modalities during the first semester of the Academic
Year 2020-2021.
 CHAPTER II

LITERATURE REVIEW

Learning is a continuous process, and a process is actions that lead to a result. In this
situation, learning barriers can result in delay or stop the learning process. However, an
effective learning strategy can overcome those barriers to create learning that suits the learner.
One of those barriers is the mismatch in the teaching-learning approach. An inappropriate way
of using methods, techniques, and strategies to the learners may lead to this barrier.
Recognizing the learner’s style of learning can be lead to effective learning. Every student has a
learning style and learning preferences that are useful and helpful to them. Some find their
dominant learning style, but others use different learning style in other situations. Different
people naturally prefer a specific single different learning style, meaning to say everyone has a
unique learning style.
The teachers need to understand how their students learn, but they must understand
their learning style. Teachers for many years found out that students are unique individuals;
they have their preferred learning style that suits them in understanding the lesson better.
Faculty should think that knowledgeable in making the class prepared and can match the
student’s preferences with appropriate method and technique.
One of the things that educators should know in the learning process is to be aware that
they are diverse individuals, especially in their learning styles. Almost all educators know that
different learning styles exist; integrating this into a classroom has not been significant.
Understanding these learning styles is one way of creating a classroom with the higher success
of past students. Then faculty should understand these styles to create more appropriate
instruction for students. Student’s performance may relate to their learning preferences. The
student’s success is partly dependent on the teacher’s understanding of their learning styles.
Student-centered is one of the approaches that create more stability between the
teacher and student, each playing a role in the learning process. While the teachers still hold
authority, they act more as facilitators, coach students, and assist them in their learning. For
this approach to become effective, the teachers should consider the students preferred
learning styles. If students are aware of their learning styles, they will be able to cope with this
approach with ease.
Both teaching and learning styles play essential role in learning development and
achievement. Thus, researchers have paid great attention to discovering the students’ learning
styles, particularly under the New Normal.
 Read and write learning style learns best through words. These students may present
themselves as copious note-takers or avid readers and translate abstract concepts into word
essay. Hands on learners and learn best by figuring things out by hand. This model identifies
students learning styles, and allowing students to access the information they are comfortable
with, will increase their academic confidence. The teacher gains a better perspective on
implementing these learning styles into lesson plans and study techniques. 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 student’s 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
student’s knowledge to understand what is being taught easily. In a study conducted on the
Learning Styles and its relationship with Educational Achievement, we found out that knowing
the student’s learning style will help the teacher deliver the lesson that students can cope
easily, make diverse teaching strategies, and lead to their educational achievement.
These studies are supported by the first distinctive feature and guiding principles of the
Philippines DepEd K to 12 Basic Education Program. The learner is the very reason for the entire
curriculum system. Its primary emphasis is on the learner’s holistic learning growth. An
instructor provides an environment in which the learner enjoys learning, participates in
meaningful learning activities, and achieves success because he or she is valued, embraced, and
feels secured, even if he or she makes mistakes during his or her learning exploration. He/she is
empowered to make choices to become responsible for his/her learning in the classroom and
for a lifetime.
A group of psychologists stated that there is no adequate evidence-based to justify
incorporating learning style assessments into general educational practice. Thus, limited
education resources would be devoted to adopting other educational practices with a robust
evidence-based increase in numbers. Given the scarcity of methodologically sound studies of
learning styles, assuming that all potential learning styles have been studied may be a mistake.
More research into the use of learning styles test in teaching may be necessary in some
situations, but it must be done properly.
Learning and Individual Differences, attitude formation in human learning affected
individual learner’s experiences with various learning objects in particular learning contexts. It
hypothesizes that the learner’s object-related perceptions, personality traits, and situational
perceptions may have different relationships with the general attitudes towards the learning
objects and the specific attitude. Learning style as not in itself ability but rather a preferred way
of using one’s abilities. There are three main motivations or interests in studying styles;
understanding, anticipating, and enhancing educational achievement; and improving vocational
selection, instruction, and potential placement.
 CHAPTER III

METHODOLOGY

RESEARCH DESIGN/METHOD

The quantitative and qualitative methods to solicit the responses of the respondents
were use. Quantitative research methods are usually adopted because they are scientific
methods and provide immediate results. Another reason behind selecting this approach is that
it is more efficient, can test hypothesis and always target clarifying features, matter them, and
build statistical models to describe what is discovered during research. Quantitative research
method are fundamentally put on collecting data set up, and that could be displayed
numerically. Generally, quantitative data is accumulated when a researcher has followed the
positivist epistemological way and data are collected that may be scientifically analyzed. In this
study, the learning styles and the preferred learning modalities were treated quantitatively. The
students were asked to accomplish the questions for their learning styles. We interviewed fifty
(50) selected students, from different schools at Municipality of Matalam North Cotabato.
There are 10 questions about modular learning style. The questioner was provided to all (50)
selected students from different school in Municipality of Matalam North Cotabato during the
first semester of the Academic Year 2020-2021. The selected 50 students accomplished and
submitted their responses via messenger. They are those with strong internet connectivity,
have gadgets or android phones, which WiFi ready, and financially capable.

RESULTS AND DISCUSSIONS

The following shows the survey results regarding the learning styles and the result of the
survey about modular distance learning from (50) selected students in different school at
Municipality of Matalam North Cotabato. This part includes the answer of the selected
respondents, the learning styles, and the preferred learning modalities.

1.) I have a lot of learnings in face to face classes than modular distance learning
  Strongly Agree - 24 students
 Agree – 16 students
 Neutral – 5 students
 Disagree – 3 students
 Strongly Disagree – 2 students

2.) I enjoy answering my modules

 Strongly Agree – 1 student

 Agree – 10 students
 Neutral – 28 students
 Disagree – 9 students
 Strongly Disagree – 2 students

3.) I answer my modules everyday

 Strongly Agree – 2 students

 Agree – 7 students
 Neutral – 26 students
 Disagree – 11 students
 Strongly Disagree – 4 students

4.) I get answers from google and brainly app

 Strongly Agree – 6 students

 Agree – 11 students
 Neutral – 22 students
 Disagree – 10 students
 Strongly Disagree – 1 student

5.) I answer my module with the help of my classmates and friends

 Strongly Agree – 3 students

 Agree – 16 students
 Neutral – 15 students
 Disagree – 12 students
 Strongly Disagree – 4 students
6.) I and my friends do school activities together

 Strongly Agree – 3 students

 Agree – 8 students
 Neutral – 22 students
 Disagree – 12 students
 Strongly Disagree – 5 students

7.) Modular distance learning is difficult than face to face classes

 Strongly Agree – 22 students

 Agree – 13 students
 Neutral – 9 students
 Disagree – 3 students
 Strongly Disagree – 3 students

8.) I feel stress caused of modular distance learning

 Strongly Agree – 9 students

 Agree – 24 students
 Neutral – 11 students
 Disagree – 5 students
 Strongly Disagree – 1 student

9.) I experience video presentation sending through via messenger

 Strongly Agree – 28 students

 Agree – 10 students
 Neutral – 6 students
 Disagree – 6 students
 Strongly Disagree – None

10.) I want face to face classes next year

 Strongly Agree – 35 students

 Agree – 2 students
 Neutral – 7 students
 Disagree – 1 student
 Strongly Disagree – 5 students
 The table below shows the result of the survey

 5 - Strongly Agree
 4 – Agree
 3 – Neutral
 2 – Disagree
 1 – Strongly Disagree

Respondents Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10
R-1 2 2 3 4 2 3 2 2 4 2
R-2 2 3 3 2 3 3 5 5 5 5
R-3 4 4 3 3 2 3 4 3 5 5
R-4 4 3 3 4 3 5 3 3 5 5
R-5 4 2 3 3 3 3 5 4 5 5
R-6 4 3 2 3 3 3 3 3 4 4
R-7 4 3 3 3 2 1 5 4 5 5
R-8 5 3 3 2 2 3 5 4 5 5
R-9 5 3 3 4 4 3 5 4 5 5
R-10 3 3 3 4 4 3 4 3 4 3
R-11 4 3 2 3 3 2 3 3 4 3
R-12 4 3 4 3 3 2 5 4 5 5
R-13 4 3 3 3 3 3 4 3 4 5
R-14 4 3 3 3 4 3 5 3 3 3
R-15 5 3 3 3 4 3 4 4 5 5
R-16 5 3 3 2 2 2 1 3 2 1
R-17 4 4 5 4 2 2 3 2 3 5
R-18 5 3 3 2 4 3 4 4 5 5
R-19 2 2 3 3 4 3 4 5 4 5
R-20 5 3 2 2 1 2 5 5 3 5
R-21 4 2 3 5 4 2 3 3 2 5
R-22 5 4 1 2 5 5 4 1 5 3
R-23 3 5 4 3 4 3 2 2 5 3
R-24 5 4 2 4 5 2 1 4 5 5
R-25 5 3 2 4 2 1 5 4 2 5
R-26 1 3 3 3 3 4 1 2 2 1
R-27 5 3 3 3 4 2 5 4 4 5
 R-28 5 2 2 3 3 3 5 4 3 5
R-29 3 4 2 2 2 3 4 4 4 1
R-30 5 3 2 3 2 3 5 4 5 5
R-31 5 3 3 4 5 4 5 4 3 5
R-32 5 3 3 3 3 4 5 4 5 5
R-33 3 4 5 5 3 5 3 5 5 5
R-34 5 4 3 5 2 3 4 4 5 5
R-35 4 3 3 4 1 1 5 4 5 5
R-36 4 3 4 3 3 2 4 4 5 5
R-37 5 1 1 2 2 4 5 5 5 5
R-38 3 4 2 2 4 4 2 3 5 4
R-39 5 1 1 1 1 4 5 5 5 5
R-40 5 2 2 3 4 2 4 4 2 5
R-41 5 4 4 2 3 3 5 4 5 1
R-42 1 3 3 4 4 2 4 4 2 1
R-43 5 4 4 3 2 3 3 3 3 5
R-44 5 3 2 3 3 4 5 5 5 5
R-45 5 2 1 3 4 1 5 4 4 5
R-46 5 2 3 5 4 4 4 5 5 5
R-47 4 2 3 4 3 2 5 5 5 5
R-48 5 3 3 3 4 3 5 4 4 3
R-49 4 3 4 5 1 1 3 4 5 3
R-50 4 3 4 5 4 3 3 5 5 5

CONCLUSIONS AND RECOMMENDATIONS

The administration of a diagnosis of the learning styles and preferred learning

modalities should be done at each class opening. In this case, the teachers are guided with the
baseline information they have of their students.
Teachers must cater to visual students’ needs by creating suitable instruction materials
since learning is best attained when they see what they are studying.
Other learning styles must also be addressed. The auditory, read/write and kinesthetic
students must also be given due importance. The teachers also need to have a variety of
activities to respond to their students’ specific needs. There should be equity and equality in
attending to interest, conditions, and level of abilities, particularly in this time of the pandemic.
There must be an alignment of the teachers’ teaching strategies/approaches with the
students’ learning styles and preferred learning modalities.
 There must be adjustment in selecting the topics incorporated in the syllabus or the
teachers’ academic plans; approved by the academic heads. The contents or topics should
cover the essential learning competencies without sacrificing the contents’ quality of
instructional delivery.
Since the pandemic situation is not yet over, asynchronous and synchronous approaches
can still be used. In online learning, asynchronous learning is a student-centered teaching
approach that is widely used. Its basic principle is that learning should occur at various times
and places for each learner, as opposed to synchronous learning, which takes place at the same
time and place for groups of learners or one learner and their teacher. Instructors usually set up
a learning roadmap for students to follow at their own pace in asynchronous learning. Some
examples of this method are creating online content with prerecorded videos, PowerPoint
presentations, a quiz, or examinations via Google Forms. Synchronous learning is any form of
learning in which the learner(s) and instructor(s) meet an agreed time and place to facilitate
learning. This approach involves in person classes as well as live online meetings with the entire
class or smaller groups. Students usually go along the learning path together in synchronous
learning, assisted by a teacher who can encourage students to perform assignments and
activities. The majority of online learning occurs asynchronously, with synchronous learning
occurring only when there is a real need for live discussion or interaction or a strategy to foster
community among students.
PRACTICAL RESEARCH 2

Researchers:
Shane R. Biongan
Mark A. Loquinario
Zaldy D. Real

Subject Teacher:
Ma’am Jeclyn Filipinas

12 HUMSS
SHANE R. BIONGAN

MARK A. LOQUINARIO

ZALDY D. REAL

2021