Learning Styles and Science Achievement of the Pilot and SPJ G-9 Students: Basis for Developing Differentiated Learning Instructions

Yıl 2021, Cilt: 6 Sayı: 2, 219 - 229, 31.10.2021

Omar Lamina

Öz

The primary objective of this study is to the determine and analyze the learning styles and achievement in Science of the Pilot and SPJ Grade 9 students of Casimiro A. Ynares Sr. Memorial National High School in the Taytay, Rizal. This study employed two adopted research in gathering the information regarding the characteristics of learners. Sixty-two Grade 9 students served as participants of the study. Purposive sampling method was used in selecting the participants of the study from the existing school population. After administering the Grasha-Riechman Learning Style Instrument to the participants, it was revealed that 21 or 34% of the student respondents are dependent learners, 20 or 32% are collaborative learners, ten or 16% of the learners are independent, six or 9% of the class are competitive, five or 8% are participant and none of the of the respondents are avoidant learners. The second instrument administered to the students respondents was the VARK questionnaire, after the tabulating the results of the survey it was revealed that 42 or 68% of the respondents are kinesthetic learners, 15 or 24% are audio leaners, 3 or 5% prefer learning through reading and writing and the remaining 2 or 3% are visual learners. Results indicates that there is a significant difference between the achievement of learners when grouped based on the Grasha-Riechmann learning style. On the other hand, there is no significant difference among the achievement of learners when grouped based on the VARK learning modalities. In the light of the findings of this research, it is recommended that teachers should assess the learning styles and modalities of their students to be able to create a teaching-learning plan that best suit their needs and must consider that learning acquisition varies, instructions, activities, and learning materials to learners must be differentiated.

Anahtar Kelimeler

achievement, differentiated instruction, learning styles, learning modalities, Science

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