Learning Styles of Science Students

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Republic of the PhilippinesSORSOGON STATE COLLEGESchool of Graduate StudiesBulan, Sorsogon   “ATTITUDES OF PEOPLEOF BRGY. SUA, MATNOG, SORSOGONON K12 ADVOCACY”  A term paper for the subjectAdvance Course in Curriculum Development By:MICHAEL G. OSEO   May 2011 ABSTRACTTitleAuthors:  Jessie l. Figueras                 Michael G. OseoType of Document:  Unpublished Undergraduate ThesesHost Institution:  Bicol University Gubat Extension Program Summary            The study was conducted to determine the dominant learning styles of science students in Gubat national High School during the school year 2008 – 2009. Specifically, it sought answer the following questions:1.      What are the dominant learning styles of the science students in each year level?2.      Is there a difference in the learning styles of the science student?3.      What are the activities proposed to suit for the dominant learning styles of the science students? The descriptive method was utilized. Descriptive statistics including frequency counts, and percentage used analyze the data. The questionnaire on learning styles served as the instrument for gathering the data that provided answer to problems of the study.The respondent of the study included 160 high students from first year to fourth year High school of Gubat National High School who were selected in a randomly under different teacherFindings            Base from the data gathered, the following findings were drawn: 1. Out of 41 respondents from first year, the dominant learning style is the Auditory learning styles with a 43.9 percent. However in the second year high school, out of 43 students the dominant learning styles is the Visual learning styles with a 41.9 percent. In the third year high school the dominant is the tactile/kin esthetic learning style with a 50 percent out of 38 respondents. In the fourth high school the dominant learning styles is the visual learning styles with a percentage 36.8. 2. The researchers found out that there is a difference in the dominant learning styles of the science students. 3. The activity proposed to suit the dominant learning styles of the science students were they prefer writings, written and graphs in the visual learning styles. While in the auditory learning styles they prefer oral report, oral recitation and songs to suit to their dominant learning styles. The last is the tactile/kinesthetic learning styles with a dominant activity proposed of blackboard/whiteboard activities, fieldtrips and the last is the body games.Conclusion            Based from the findings the following conclusions were made: 1. The science student had a dominant learning style of visual learning styles, Auditory learning styles, and tactile/kinesthetic learning styles. 2. There is a difference in the dominant learning styles of the science students. 3. The science student performs different activity to suit their learning styles.Recommendation            On the bases of findings and conclusions of this study the following recommendation were made for consideration. 1. Teachers must use strategies methods of teaching the learning styles can be practiced to help students attain a better understanding of concepts. 2. The students should apply to different learning styles. They should not stick to one learning styles 3. Curriculum maker should consider designing and developing material that will enhance the abilities of learners with different learning styles.          TABLE OF CONTENTS Chapter 1The problemIntroductionStatement of the problemScope and DelimitationSignificance of the studyNotes Chapter 2            Review of related Literature and Studies            Related Literature            Related Studies            Synthesis of the State –of the – Art            Gap bridged by the Study            Theoretical Framework            Conceptual Framework            Definition of Terms            Notes Chapter 3            Research Design and...
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