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UCU GS Research Journal
LEARNING STYLES OF GRADE 10 STUDENTS OF BARANGAY HIGH SCHOOL:
BASIS FOR A PROPOSED INTERVENTION PROGRAM
SHEILA B. CRUZ

This study focused on the learning styles of Grade 10 students in Barangay High Schools
of Rosales during the school year 2015-2016. The study looked into the profile of the respondents
such as age, sex, highest educational attainment of parents, occupation of parents, number of
siblings, order of birth, monthly family income, number of educational resources available at
home and their favorite subject. It also ought to determine the preferred learning styles in terms
of independent, dependent, avoidant, participative, collaborative and competitive. Significant
differences and relationships of learning styles with selected profile variables such as monthly
family income, number of educational resources available at home and favorite subject were
also determined. Proposed intervention activities were formulated to enhance students learning.
The findings indicate that majority of the respondent-grade 10 students are 16 years
old, female, whose fathers and mothers are self-employed. The highest educational attainment
of most fathers and mothers is high school level. Majority of the respondents are born in between
the eldest and the youngest sibling in the family and belong to families whose monthly family
income is below Php50,000. The most preferred learning style of the student-respondents is the
Collaborative Learning Style and the least preferred is the Avoidant Learning Style. It was also
found that here are significant differences in the learning styles of the respondent-students with
respect to the variables, namely: monthly family income and number of educational resources
available at home. Hence, the learning styles of the respondent-students are correlated with
the variables, namely: monthly family income and number of educational resources available at
home.
Based on the findings, the following conclusions were drawn: majority of the student-
respondents have learning styles specifically where there is a group that could provide for their
social benefit rather than just preferring the learning style because they learn much for its usage.
The student-respondents indicated that their preferred learning styles are those that emphasize
group activities. Moreover, the study shows that monthly family income and educational resources
available at home greatly affect the preferred learning style of the students as well as their way
of learning.
The following recommendations are forwarded: Teachers of Science should be aware
of the different learning styles of every student and give them appropriate activities in which
their preferred learning styles will be utilized, thus learning will be a lot easier to students.
Since the collaborative learning style is the most preferred by students in their Science and
Technology class, more activities requiring students to work with their classmates should be
given to motivate the students to give their best in the teaching and learning process.
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