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LEARNING STYLES AND SCIENCE ACHIEVEMENT OF THE PILOT AND SPJ G-9 STUDENTS: BASIS FOR DEVELOPING DIFFERENTIATED LEARNING INSTRUCTIONS

Yıl 2022, Cilt 6, Sayı 2, 1 - 15, 03.06.2022

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.

Kaynakça

  • Abidin, M. J. (2012). Learning styles and overall academic achievement in a specific educational systems. Kuala Lumpur: University Sains Malaysia.
  • Amin K. & Rajaei, M. (2013). Impact of students' style of learning on their preferred style of learning. Journal of Educational Psychology.
  • Baykul, Y. (2010). A validity and reliability study of Grasha-Riechmann student learning style. Istanbul: University of Yeditepe.
  • Bostrom, R. P., Olfman, L., & Sein, M. K. (1990). The important of learning style in end-user training. MIS Quarterly.
  • Bonham, L. A. (1988). Learning style use: In need of perspective. Lifelong Learning.
  • Department of Education (2013). K to 12 Curriculum Guide in Science. Pasig City:Department of Education
  • Department of Education (2014). Science Module Grade 9. Pasig City: Department of Education
  • Department of Education (2016). DepEd Order 42 series 2016. Pasig City: Department of Education
  • Dunn, R. (2011). Learning style/teaching style should they, can they be matched? New York: Educational Leadership.
  • Ferrier, M. A. (2007). The effects of differentiated instruction on academic achievement in a second-grade science classroom.
  • Flemming, N. (2001). Visual, auditory and kinesthetic (VAK) learning style model. Retrieved from https:// martimurphy.com/pdf/VAK_Learning_Style_Model.pdf.
  • Felder, R. M & Henriques, E. R. (1995). Learning and teaching styles in foreign and second language education. Foreign Language Annals.
  • Fisher B. & Fisher L. (2011). Styles in teaching and learning. Colorado: Colorado Department of Education.
  • Fleming, N.D. and Mills, C. (1992). VARK a guide to learning styles.available at: www.vark-learn.com/English/index.asp.
  • Grasha, A.F. (1996). Teaching with style: A practical guide to enhancing learning by understanding teaching and learning style. Pittsburgh: Alliance publishers.
  • Grasha A. F, Riechmann S.W. (1989). A rationale to developing and assessing the construct validity of a student's learning styles scale instrument. Journal of Psychology.
  • Izadi S. & Mohammadzadeh R.A. (2008). Investigating the relationship between learning styles, characteristics and performance students, Daneshvar; 14(27), 15-30
  • Kabadayı, A. (2004). İlköğretim Öğrencilerinin Bilişsel Öğrenme Stilleri ve Cinsiyetlerine Göre Karşılaştırılması: Konya İli Örneği. Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi, 18, 1- 16
  • Kabadayı, A. (2007). Analyzing the cognitive teaching styles of preservice and cooperating preschool teachers in Turkey. Early Child Development and Care, 177, 275– .doi:10.1080/03004430500473276
  • Kabadayı, A. (2012).Determining the Preferred Learning Styles Modes of the Prospective Preschool Teachers through LSS in Turkish Context, Journal of Educational and Social Research, 2(5), 111-118.
  • Khalid, R. (2013). Learning styles and academic achievements among arts and sciences students. Kuala Lumpur: Universiti Utara Malaysia.
  • Lamina, O. G. (2020). Peer-led team learning (PLTL), student engagement and achievement in science. Social Science Research Network.
  • Logan, K., & Tomas P. (2002). Learning Style of Distant Education Learning. United Kingdom: UK Open University.
  • Uzuntiryaki, E. (2007). Learning styles and High School Students’ Chemistry Achievement. Turkey: Middle East Technical University.

Yıl 2022, Cilt 6, Sayı 2, 1 - 15, 03.06.2022

Öz

Kaynakça

  • Abidin, M. J. (2012). Learning styles and overall academic achievement in a specific educational systems. Kuala Lumpur: University Sains Malaysia.
  • Amin K. & Rajaei, M. (2013). Impact of students' style of learning on their preferred style of learning. Journal of Educational Psychology.
  • Baykul, Y. (2010). A validity and reliability study of Grasha-Riechmann student learning style. Istanbul: University of Yeditepe.
  • Bostrom, R. P., Olfman, L., & Sein, M. K. (1990). The important of learning style in end-user training. MIS Quarterly.
  • Bonham, L. A. (1988). Learning style use: In need of perspective. Lifelong Learning.
  • Department of Education (2013). K to 12 Curriculum Guide in Science. Pasig City:Department of Education
  • Department of Education (2014). Science Module Grade 9. Pasig City: Department of Education
  • Department of Education (2016). DepEd Order 42 series 2016. Pasig City: Department of Education
  • Dunn, R. (2011). Learning style/teaching style should they, can they be matched? New York: Educational Leadership.
  • Ferrier, M. A. (2007). The effects of differentiated instruction on academic achievement in a second-grade science classroom.
  • Flemming, N. (2001). Visual, auditory and kinesthetic (VAK) learning style model. Retrieved from https:// martimurphy.com/pdf/VAK_Learning_Style_Model.pdf.
  • Felder, R. M & Henriques, E. R. (1995). Learning and teaching styles in foreign and second language education. Foreign Language Annals.
  • Fisher B. & Fisher L. (2011). Styles in teaching and learning. Colorado: Colorado Department of Education.
  • Fleming, N.D. and Mills, C. (1992). VARK a guide to learning styles.available at: www.vark-learn.com/English/index.asp.
  • Grasha, A.F. (1996). Teaching with style: A practical guide to enhancing learning by understanding teaching and learning style. Pittsburgh: Alliance publishers.
  • Grasha A. F, Riechmann S.W. (1989). A rationale to developing and assessing the construct validity of a student's learning styles scale instrument. Journal of Psychology.
  • Izadi S. & Mohammadzadeh R.A. (2008). Investigating the relationship between learning styles, characteristics and performance students, Daneshvar; 14(27), 15-30
  • Kabadayı, A. (2004). İlköğretim Öğrencilerinin Bilişsel Öğrenme Stilleri ve Cinsiyetlerine Göre Karşılaştırılması: Konya İli Örneği. Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi, 18, 1- 16
  • Kabadayı, A. (2007). Analyzing the cognitive teaching styles of preservice and cooperating preschool teachers in Turkey. Early Child Development and Care, 177, 275– .doi:10.1080/03004430500473276
  • Kabadayı, A. (2012).Determining the Preferred Learning Styles Modes of the Prospective Preschool Teachers through LSS in Turkish Context, Journal of Educational and Social Research, 2(5), 111-118.
  • Khalid, R. (2013). Learning styles and academic achievements among arts and sciences students. Kuala Lumpur: Universiti Utara Malaysia.
  • Lamina, O. G. (2020). Peer-led team learning (PLTL), student engagement and achievement in science. Social Science Research Network.
  • Logan, K., & Tomas P. (2002). Learning Style of Distant Education Learning. United Kingdom: UK Open University.
  • Uzuntiryaki, E. (2007). Learning styles and High School Students’ Chemistry Achievement. Turkey: Middle East Technical University.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim, Bilimsel Disiplinler
Bölüm Makaleler
Yazarlar

Omar Gonzales LAMINA Bu kişi benim
Bir kuruma bağlı değildir
Philippines

Yayımlanma Tarihi 3 Haziran 2022
Başvuru Tarihi 10 Şubat 2022
Yayınlandığı Sayı Yıl 2022, Cilt 6, Sayı 2

Kaynak Göster

Bibtex @araştırma makalesi { ijqe1125463, journal = {International Journal of Quality in Education}, eissn = {2636-8412}, address = {}, publisher = {Abdülkadir KABADAYI}, year = {2022}, volume = {6}, number = {2}, pages = {1 - 15}, title = {LEARNING STYLES AND SCIENCE ACHIEVEMENT OF THE PILOT AND SPJ G-9 STUDENTS: BASIS FOR DEVELOPING DIFFERENTIATED LEARNING INSTRUCTIONS}, key = {cite}, author = {Lamına, Omar Gonzales} }
APA Lamına, O. G. (2022). LEARNING STYLES AND SCIENCE ACHIEVEMENT OF THE PILOT AND SPJ G-9 STUDENTS: BASIS FOR DEVELOPING DIFFERENTIATED LEARNING INSTRUCTIONS . International Journal of Quality in Education , 6 (2) , 1-15 . Retrieved from https://dergipark.org.tr/tr/pub/ijqe/issue/70157/1125463
MLA Lamına, O. G. "LEARNING STYLES AND SCIENCE ACHIEVEMENT OF THE PILOT AND SPJ G-9 STUDENTS: BASIS FOR DEVELOPING DIFFERENTIATED LEARNING INSTRUCTIONS" . International Journal of Quality in Education 6 (2022 ): 1-15 <https://dergipark.org.tr/tr/pub/ijqe/issue/70157/1125463>
Chicago Lamına, O. G. "LEARNING STYLES AND SCIENCE ACHIEVEMENT OF THE PILOT AND SPJ G-9 STUDENTS: BASIS FOR DEVELOPING DIFFERENTIATED LEARNING INSTRUCTIONS". International Journal of Quality in Education 6 (2022 ): 1-15
RIS TY - JOUR T1 - LEARNING STYLES AND SCIENCE ACHIEVEMENT OF THE PILOT AND SPJ G-9 STUDENTS: BASIS FOR DEVELOPING DIFFERENTIATED LEARNING INSTRUCTIONS AU - Omar GonzalesLamına Y1 - 2022 PY - 2022 N1 - DO - T2 - International Journal of Quality in Education JF - Journal JO - JOR SP - 1 EP - 15 VL - 6 IS - 2 SN - -2636-8412 M3 - UR - Y2 - 2022 ER -
EndNote %0 International Journal of Quality in Education LEARNING STYLES AND SCIENCE ACHIEVEMENT OF THE PILOT AND SPJ G-9 STUDENTS: BASIS FOR DEVELOPING DIFFERENTIATED LEARNING INSTRUCTIONS %A Omar Gonzales Lamına %T LEARNING STYLES AND SCIENCE ACHIEVEMENT OF THE PILOT AND SPJ G-9 STUDENTS: BASIS FOR DEVELOPING DIFFERENTIATED LEARNING INSTRUCTIONS %D 2022 %J International Journal of Quality in Education %P -2636-8412 %V 6 %N 2 %R %U
ISNAD Lamına, Omar Gonzales . "LEARNING STYLES AND SCIENCE ACHIEVEMENT OF THE PILOT AND SPJ G-9 STUDENTS: BASIS FOR DEVELOPING DIFFERENTIATED LEARNING INSTRUCTIONS". International Journal of Quality in Education 6 / 2 (Haziran 2022): 1-15 .
AMA Lamına O. G. LEARNING STYLES AND SCIENCE ACHIEVEMENT OF THE PILOT AND SPJ G-9 STUDENTS: BASIS FOR DEVELOPING DIFFERENTIATED LEARNING INSTRUCTIONS. IJQE. 2022; 6(2): 1-15.
Vancouver Lamına O. G. LEARNING STYLES AND SCIENCE ACHIEVEMENT OF THE PILOT AND SPJ G-9 STUDENTS: BASIS FOR DEVELOPING DIFFERENTIATED LEARNING INSTRUCTIONS. International Journal of Quality in Education. 2022; 6(2): 1-15.
IEEE O. G. Lamına , "LEARNING STYLES AND SCIENCE ACHIEVEMENT OF THE PILOT AND SPJ G-9 STUDENTS: BASIS FOR DEVELOPING DIFFERENTIATED LEARNING INSTRUCTIONS", International Journal of Quality in Education, c. 6, sayı. 2, ss. 1-15, Haz. 2022