The learning style of Grade 5 students in Bario Luz elementary school / by Valerie Reed Orlanes, Thea Arabela Borres, Mariane Jem Martir, Jesebelle Pogtis, Venisse Ivy Narido.
Material type:
TextPublisher: Cebu City, Philippines : University of Cebu-Banilad, c2025Description: x, 136 pages : colored illustrations ; 28 cmContent type: text Media type: unmediated Carrier type: volumeSubject(s): Learning styles | Elementary Education | Grade 5 students | Student perceptions | Research design | Research environmentSummary: "Optimizing teaching methods and raising academic achievement require an understanding of students' learning preferences. In order to determine the most prevalent learning methods and how they affect knowledge retention, this study looks at the learning preferences of Barrio Luz Elementary School students in Grade 5. The study highlights the significance of visual, auditory, and kinesthetic learning modalities. It is based on Neil Fleming's VARK Model of Learning. Allan Paivio's Dual Coding Theory. and the Dunn and Dunn Model. The results aid in the creation of focused teaching strategies that accommodate a range of student backgrounds.
One hundred forty-eight pupils in Grade 5 had their preferred learning styles evaluated using a descriptive-correlational research approach. A structured questionnaire that was modified from Calvin E. Bright's learning style inventory was used to collect data. The association between learning preferences and demographic characteristics, including age and gender, was examined using statistical techniques such as frequency count, simple percentage, weighted mean, Chi-square, and one-way ANOVA. To maintain the integrity of the study process, ethical considerations were closely adhered to.
A summary of the findings, most students showed a strong preference for auditory learning, which was followed by visual and kinesthetic learning modalities. According to the study, learning preferences and gender are significantly correlated, with males showing greater propensities for visual and auditory learning. However, there was no discernible link found between learning style and age. The results emphasize how crucial it is to use a variety of teaching strategies in order to meet the needs of various learning styles and improve student engagement. According to the study's findings, Grade 5 students' learning outcomes can be considerably enhanced by an adaptive teaching strategy that incorporates visual aids, auditory explanations, and practical exercises." —Abstract
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College Library Periodicals Index | T Or52le 2025 (Browse shelf) | Not for loan | 3UCBL000029476 |
Includes bibliographical references.
"Optimizing teaching methods and raising academic achievement require an understanding of students' learning preferences. In order to determine the most prevalent learning methods and how they affect knowledge retention, this study looks at the learning preferences of Barrio Luz Elementary School students in Grade 5. The study highlights the significance of visual, auditory, and kinesthetic learning modalities. It is based on Neil Fleming's VARK Model of Learning. Allan Paivio's Dual Coding Theory. and the Dunn and Dunn Model. The results aid in the creation of focused teaching strategies that accommodate a range of student backgrounds.
One hundred forty-eight pupils in Grade 5 had their preferred learning styles evaluated using a descriptive-correlational research approach. A structured questionnaire that was modified from Calvin E. Bright's learning style inventory was used to collect data. The association between learning preferences and demographic characteristics, including age and gender, was examined using statistical techniques such as frequency count, simple percentage, weighted mean, Chi-square, and one-way ANOVA. To maintain the integrity of the study process, ethical considerations were closely adhered to.
A summary of the findings, most students showed a strong preference for auditory learning, which was followed by visual and kinesthetic learning modalities. According to the study, learning preferences and gender are significantly correlated, with males showing greater propensities for visual and auditory learning. However, there was no discernible link found between learning style and age. The results emphasize how crucial it is to use a variety of teaching strategies in order to meet the needs of various learning styles and improve student engagement. According to the study's findings, Grade 5 students' learning outcomes can be considerably enhanced by an adaptive teaching strategy that incorporates visual aids, auditory explanations, and practical exercises." —Abstract
Adult
Mindajao, Lynie College of Teacher Education Education
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