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Kalinangan Refereed Journal

Volume no. 26 | 2018/11
Issue no. 1


Title
CONCEPTUALIZING INTERVENTION ACTIVITES THRU LEARNING STYLE INVENTORY PERCEIVED BY SELECTED GRADE 7 STUDENTS OF UNIVERSITY OF BATANGAS AND THEIR ACADEMIC PERFORMANCE
Author
Dimaano, Marilyn E., Briones, Bernalyn L. and Rodriguez, John Ponce Patrick B.
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Abstract
The study aimed to determine the preferred learning styles of Grade 7 students of University of Batangas during the school year 2016-2017 and its relationship to academic performance. The descriptive research design was aided by Bixler’s Learning Style Inventory as basis for grouping. Demonstration teaching was conducted among three groups of learners while tests focusing on the cognitive process dimension were given to know their academic performance relative to their learning styles. Purposive sampling was used to arrive at two hundred sixteen (216) Grade 7 students from Science and Regular classes. Frequency count and percentage, analysis of variance and Scheffe’s test were used in analysing data. Findings revealed that Grade 7 students are mostly auditory learners. After teaching three lessons to students in accordance with their learning styles, the scores obtained showed that the normal hierarchy of cognitive process dimensions was not attained. They all performed well in remembering and found applying easier than understanding. More so, both the visual and kinesthetic learners found creating easier than evaluating as compared with auditory learners who found creating as the most difficult. In comparing academic performance based on learning style, no significant difference was noted on the remembering dimension in all learning styles as students found it the easiest. However, in the evaluation, a significant difference was evident between visual and kinesthetic learners with the former performing better than the latter. Meanwhile, on the rest of the cognitive process dimensions, a high significant difference was noted wherein between visual/auditory and kinaesthetic/auditory learners, the auditory learners’ scores were low. This means that students from this group found difficulty in all these dimensions; thus, a need to conceptualize intervention activities to enhance their academic performance.
Keywords
academic performance, cognitive process dimensions, intervention activities, learning style
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