08692nam a22002177a 4500 10075 OCLRC 20260730103801.0 230207t xxu||||| |||| 00| 0 eng d OCLRC T 370 2010 Apao, Flordeliza D. Olivarez College education student�s learning styles: basis for the adoption of appropriate teaching approaches/ Flordeliza D. Apao, Perla A. Borja, Marife Amanda B. De Guzman, Genevieve Denise D.J Santos. Paran��aque City: Olivarez College, 2010 Undergraduate Thesis The present study aimed to find out the learning styles of the Education Students of Olivarez College, Sucat, Paranaque City during the second semester of school year 2009-2010 as basis for the adoption of teaching approaches. Specifically it sought answers the following questions: 1. What is the profile of the education students in terms of 1.1. Age: 1.2. Gender, 1.3. Area of Specialization; and 1.4. Year Level? 2. What are the learning styles of the education student-respondents based on VARK? 3. Is there a significant relationship between each of the following variables below and learning styles: 3.1. Age: 3.2. Gender, 3.3. Area of Specialization; and 3.4. Year Level? 4. What appropriate teaching approaches can be recommended from the findings of the study? The study covered the learning styles of the teacher education students enrolled in Olivarez College of school year 2009-2010. The respondents were limited only to all fifty-three (53) Education student-respondents. This study used the descriptive-normative survey method as the design of the study because descriptive surveys attempt to determine the incident, distribution and interrelations among sociological and psychological variables. Findings In the light of the gathered data, the study revealed the following: Personal Profile 1.1. Age: The data illustrated that the majority of the 53 education students were in the Younger Age Group (18-20 years old) with the frequency of nineteen or 35.85 percent followed by both the Older Age Group (21-23 year old) and Oldest Age Group (24 years old and above) with the frequency of thirteen or 24.53 percent. Lastly, the Youngest Age Group (15-17 years old) with the frequency of eight or 15.09 percent with the total of 100 percent of the overall population of the teacher education students. 1.2. Gender: There were more female teacher education students with the frequency of thirty two or 60.38 percent than males with the frequency of twenty one or 39.62 percent with the total of 100 percent of the overall population of the education students. 1.3. Area of Specialization: The majority of the 53 education students were in Preschool Education specialization with the frequency of eighteen or 33.96 percent; English specialization with the frequency of seventeen or 32.08 percent; Physical Education specialization with the frequency of thirteen or 24.53 percent; General Education specialization with the frequency of three or 5.66 percent; and specialization with the frequency of two or 3.77 percent with the total of 100 percent of the overall population of the education students. 1.4. Year Level: The Second Year level with the frequency of nineteen or 35.85 percent represented the majority of the 53 education students; Fourth Year level with the frequency of thirteen or 24.53 percent; First Year level with the frequency of eleven or 20.75 percent; and Third Year level with the frequency of ten or 18.87 percent with the total of 100 percent of the overall population of the education students. 2. Having the highest percentage and the frequency of twenty two or 41.51 percent, the majority of the total number of education students had the learning style R (Reading and Writing). This was followed by the learning style K (Kinesthetic) with the frequency of twelve or 22.64 percent, and learning style A (Auditory) with the frequency of eight or 15.09 percent along with the variable having two or more Dominant Learning Styles with the same number of frequency and percentage. Lastly with the lowest percentage and the frequency of three or 5.66 percent the least number of education students had the learning style V (Visual). 3. All computed values of the variables were less than their critical values. Therefore at 0.05 levels, it can be said that there was no significant relationship between each of the variables considered and learning styles of the teacher education students. Hence the null hypothesis of no significant difference was accepted. 4. The appropriate teaching approaches that were drawn from the findings of this study were the following: 4.1. Understand and conceptualize the learning styles and their relationship to student achievement. 4.2. Provide reflective opportunities and information to enhance the development of student teachers to work effectively with diverse learners. 4.3. Share the dialogue and strategies that underscore the importance of building relationship with each student. Conclusions In the light of the findings, the following conclusions were drawn: The Education students of Olivarez College were mostly composed of females ranging the age of 18-20 years old with Preschool Specialization and with Reading/Writing learning style with the highest percentage representing the total gathered data of the respondents.. Recommendations Based from the findings and conclusions of the study, the following recommendations are hereby offered. The guidance or the one in charge of admission for new students should include in the entrance examination or diagnostic test an inventory of the students learning styles and the results should be distributed to the respective department In this manner, the department head will be guided as to how they should deal with the students to make the teaching-learning more effective and enjoyable on the part of the students. Teachers should make the lessons interesting by incorporating varied teaching strategies or techniques so that students will actively participate in all the activities and consequently learn the lessons or master the necessary skills. 3. The teachers should properly motivate the students through positive reinforcement's right at the beginning of the semester or term to condition their mind that they are in the school to learn and not to receive failing grades. 4. Understanding the learning styles goes a long way toward increasing your odds of academic success. Most college students lean toward more than one individual learning style. Once a student is familiar with her own learning preferences, she can gear her individual study habits to take advantage of the ways that she learns best. So the instructors must be aware of the different learning styles that a classroom of students represents to better able to accommodate the differing styles. 5. The following appropriate teaching approaches drawn from this study were the following: Visual Visual symbols will be made meaningful if we can use them as summaries of our own direct experiences or our own rich indirect experiences. From the real- world experience we proceed to a word of visual symbols that Visual learners benefit from diagrams, charts, pictures, films, and written directions. These students will value to do lists, assignment logs, and written notes. Auditory Auditory learners tend to benefit most from traditional teaching techniques. These learners succeed when directions are read aloud, speeches are required or information is presented and requested verbally. With the use of lecture-style forum teachers' present information by talking and their students will then listen. Read/Write The Read/Write learners are with the text-based input and output reading and writing in all its forms. Learners who prefer this modality are often addicted to Power Point Presentations, the Internet, lists, file faxes, dictionaries, thesaurus, quotations and words. Kinesthetic Most of the school population excels through kinesthetic means: touching, feeling, and experiencing the material at hand. Kinesthetic learners are most successful when totally engaged with the learning activity, shifting toward a more hands-on approach. They acquire information fastest when participating in a science lab, drama presentation, skit, field trip, dance, or other active activity. Borja, Perla A. De Guzman, Marife Amanda B. Santos, Genevieve Denise D.J THES T 370 2010 10075 10075 0 0 0 0 LRC GR 2026-07-30 0 T 370 2010 0016 C1 2026-07-30 10:38:01 1 2026-07-30 THES 0 0 0 0 LRC GR 2026-07-30 0 T 370 2010 0021 C.2 2026-07-30 10:38:01 2 2026-07-30 THES