A RESEARCH SURVEY IN LEARNER’S INSTRUCTIONAL PREFERENCE
IN GRADE 10 STUDENTS OF COSCA
Presented to
Dr. Neri Ojastro
In Partial Fullfillment of the Requirement
in MA17-Instruction/Teaching
by
Jonathan A. Asenjo
Learner’s Instructional Preference in Grade 10 students of COSCA
I. Introduction
In the last two years, a lot of things happened especially in Education not just in
the Philippines but also around globe. The ways of learning shifted from a normal onsite learning to a different type of learning modalities depending on the topographical
aspect and also its’ availability of resources. From the undefeated books, modules were
created for the learning process and designed to be palatable to the taste buds of our
learners even without the presence of the teacher.
In the present time, the resumption of the on-site learning in now happening,
teachers will cater those students who are thirsty with interaction, hands-on activity
deficit, half-cooked honors, modular survivors and also the independent achievers.
If without proper assessment on the learners’ instructional preferences with those
mentioned type and characteristic of the students, teachers will be challenged in
supervising the learning process. Mismatches between learning and teaching styles can
lead to disappointment with students are taking, and lead to underperformance among
them (Chetty, 2019). That is why, the learners’ learning preference should be
determined to coincide with the proper teaching strategies along with the preparation of
the learning environment. The educators should emphasize high-level positive
reinforcement in the class and use materials that are high in structure through which
students can gradually work towards better educational achievement. (Almasa, 1985)
This problem should be addressed for the benefit of the teachers especially in
applying the different types of instructions to achieve a success in the learning process.
The purpose of this study is (1) to investigate and examine the students’ learning
preferences, (2) compile evaluation on specific aspect that students have least interest
in the learning instruction, (3) determining specific preferences based on groups, (4)
illustrate and explain diagnosis based on a survey questionnaire, and (5) give
recommendations on the learning instructions based on the survey results.
II. Statements of the Problem
1. What is the profile of respondents in terms of
1.1 Sex
2. What is the learners’ learning preference in terms of
2.1 Teacher demonstration,
2.2 Cooperative Learning, and
2.3 ICT Integration?
3. What is the learning preference of male in terms of
3.1 Teacher Demonstration,
3.2 Cooperative Learning, and
3.3 ICT Integration
4. What is the learning preference of females in terms of
4.1 Teacher Demonstration,
4.2 Cooperative Learning, and
4.3 ICT Integration?
5. What is the overall learning preference learners in terms of
5.1 Teacher Demonstration,
5.2 Cooperative Learning, and
5.3 ICT Integration?
III. Results and findings
Table 1.1 Demographic Data of the Study
GRADE 10 STUDENTS PROFILE
Sex
Frequency
Percent (%)
Male
12
52%
Female
11
48%
Total
23
100%
Table 1.1 shows the demographic data of the respondents in Grade 10 is composed of
12 males (52% of the respondents), 11 females (48% of the respondents) with a total of
23 respondents.
Table 2.1 Learners’ Learning Preference in terms of Teacher demonstration
Questions
Weighted Mean
4. I am excited to learn when I see and observe our teacher
doing the experiment first. (TD)
3.65
8. I love to watch our teacher showing the process involve in
our lesson. (TD)
3.57
9. I love when my teacher relates and uses real-life
examples in the lesson. (TD)
3.61
14. It is easier for me to understand more when my teacher
provides examples in his/her discussion. (TD)
3.74
15. I feel motivated when the teacher uses varied
instructional materials in delivering his/her lessons. (TD)
16. I feel confident when my teacher allows me to participate
during discussion. (TD)
16. I feel confident when my teacher allows me to participate
during discussion. (TD)
21. I find it challenging when the teacher uses different
activities in our class. (TD)
22. I love learning when the teacher lets us explore new
ideas within the given allotted time. (TD)
3.48
3
3.22
3.3
27. I feel the eagerness to learn when the teacher involves
us in the class activities. (TD)
28. I can develop my skills well when my teacher adds
hands-on activities in the class. (TD)
3.09
3.09
4 – Point Likert Scale
3.28 – 4.00 – Strongly Agree
2.52 – 3.27 – Agree
1.76 – 2.51 – Disagree
1.00 – 1.75 – Strongly Disagree
Code Legend:
TD – Teacher Demonstration
CL – Cooperative Learning
ICT – With ICT Integration
Table 2.1 shows the Students’ Learning Preference in terms of Teacher demonstration.
Item number 14 shows the highest weighted mean of 3.74 out of the nine survey
questions, from the 4 – point Likert scale indicator it corresponds to the indicator
“Strongly Agree”. This means that students preferred to have more examples when
teacher is discussing for them to understand the lesson easier.
Table 2.2 Learners’ Learning Preference in terms of Cooperative Learning
Questions
Weighted
Mean
1. I like working with other students on assignments and projects (CL)
2.91
5. I feel confident to share my insights with my group-mates. (CL
2.78
6. I am more responsible in accomplishing my tasks when I am paired
with a classmate. (CL)
2.91
7. I am more confident expressing my ideas when working with groups.
(CL)
2.74
8. I am comfortable learning when I'm working with classmates/peers.
(CL)
2.87
19. I enjoy learning when I am with my classmates/peers. (CL)
3.35
20. I get high scores in the test exams when studying with
classmates/peers. (CL)
3.04
25. I can easily comprehend when examples of ideas or concepts are
explained by my classmates/peers. (CL)
3.09
26. I look forward to interacting with my classmates/peers everyday.
(CL)
3.13
30. It is easier to accomplish tasks when working together with
classmates/peers. (CL)
2.96
Code Legend:
4 – Point Likert Scale
3.28 – 4.00 – Strongly Agree
2.52 – 3.27 – Agree
1.76 – 2.51 – Disagree
1.00 – 1.75 – Strongly Disagree
TD – Teacher Demonstration
CL – Cooperative Learning
ICT – With ICT Integration
Table 2.2 shows the Students’ Learning Preference in terms of Cooperative Learning.
Item number 19 shows the highest weighted mean of 3.35 out of the nine survey
questions, from the 4 – point Likert scale indicator it corresponds to the indicator
“Strongly Agree”. This means that students values a fun learning when they are with
their classmates/peers.
Table 2.3 Learners’ Learning Preference in terms of ICT Integration
Questions
2. I can understand well when the teacher uses or integrates
Audio/Visual Presentation or Videos related to our lesson. (ICT)
Weighted Mean
3
3. I feel enthusiastic to learn when we make use of interactive online
platform such as Kahoot and Quizizz during our lesson. (ICT)
2.7
7. It is easier for me to learn and comprehend when the teacher
gives us assignments, home works or activities that would require us
to access the internet in finding the answers. (ICT)
2.43
10. I can pick up the lesson easily when I listen to audio recordings
in relation to our lesson. (ICT)
2.13
11. It is easy for me to remember the lesson when the teacher uses
documentaries and movies to relate the topic in our discussion.
(ICT)
3.22
17. I Look forward in doing my school-work at home when the
teacher wants us to use the internet for our assignment/homeworks. (ICT)
2.57
18. I can achieve mastery of the lesson easily when the teacher
uses an interactive quiz through Power Points & mobile game. (ICT)
3
23. I can acquire more information if the teacher uses
ICT in his/her instruction than books/printed materials. (ICT)
2.7
24. The use of ICT enables me to be more active and engaging in
the lesson and activities. (ICT)
2.78
29. I feel very confident when it comes working technology in class.
(ICT)
2.87
Code Legend:
TD – Teacher Demonstration
CL – Cooperative Learning
ICT – With ICT Integration
4 – Point Likert Scale
3.28 – 4.00 – Strongly Agree
2.52 – 3.27 – Agree
1.76 – 2.51 – Disagree
1.00 – 1.75 – Strongly Disagree
Table 2.3 shows the Students’ Learning Preference in terms of teaching with ICT
Integration. Item number 11 shows the highest weighted mean of 3.22 out of the nine
survey questions, from the 4 – point Likert scale indicator it corresponds to the indicator
“Agree”. This means that students preferred having movies and documentaries to be
part of the instruction so that they can remember easily the lesson.
Table 3.1 Learners’ Learning Preference in terms of males in Teacher demonstration
Respondent
No.
1
2
3
4
5
6
7
12
17
18
21
23
1
4
4
4
3
3
3
4
4
4
4
4
4
3.75
2
4
3
4
3
4
3
3
4
3
4
4
4
3.58
Teacher Demonstration
3
4
5
6
7
4
4
3
3
4
4
4
4
3
4
4
4
3
3
3
3
3
3
2
3
3
4
4
4
4
3
3
3
2
3
4
4
3
2
4
3
4
3
3
3
3
4
2
4
2
4
3
3
3
4
4
4
4
4
3
4
4
4
3
3
3.58 3.75 3.25 3 3.33
8
2
4
4
3
4
3
3
3
4
3
3
4
3.33
9
4
4
3
3
3
3
3
2
3
3
3
2
3
10
4
2
3
3
3
3
3
2
2
4
4
3
3
Weighted
Mean
3.36
Weighted
Mean
Table 3.1 shows the Learners’ Learning Preference in terms of males in Teacher
demonstration. The table reveals that based on the weighted mean of 3.36 and marked
as “Strongly Agree” from the 4-point Likert Scale indicator, with its corresponding
spread of the data, we can observed the homogeneity on its weighted mean. This
means that male students yearned for direct instruction in the learning process.
Table 3.2 Learners’ Learning Preference in terms of males in Cooperative Learning
Respondent
No.
1
2
3
4
5
6
7
12
17
18
21
23
Weighted
Mean
1
4
3
4
3
4
4
3
3
3
3
3
4
2
3
2
3
2
3
2
3
2
4
3
3
3
3
3
1
4
3
4
3
2
2
4
3
3
4
3.42
2.75
3
Cooperative Learning
4
5
6
7
3
4
4
4
2
3
3
3
2
3
3
3
3
3
3
3
3
4
4
4
2
2
3
3
3
4
4
2
3
3
3
4
3
3
4
4
3
3
3
3
3
3
4
3
3
4
4
4
2.75
8
4
3
2
2
4
3
3
4
3
3
3
3
9
4
3
4
2
3
3
4
3
3
3
3
3
10
4
4
2
3
3
4
3
4
3
4
4
3
3.25 3.5 3.33 3.08 3.17 3.42
Weighted
Mean
3.17
4 – Point Likert Scale
3.28 – 4.00 – Strongly Agree
2.52 – 3.27 – Agree
1.76 – 2.51 – Disagree
1.00 – 1.75 – Strongly Disagree
Table 3.2 shows the Learners’ Learning Preference in terms of males in Cooperative
Learning. The table reveals that based on the weighted mean of 3.17 and marked as
“Agree” from the 4-point Likert Scale indicator, this means that male students yearning
for their classmates and teachers interaction when learning. In addition, based on the
indicator we can say that male students are sociable learners.
Table 3.3 Learners’ Learning Preference in terms of males in ICT Integration
Respondent
No.
1
2
3
4
5
6
7
12
17
18
21
23
Weighted
Mean
1
3
1
3
3
3
3
3
3
3
3
4
4
2
4
2
2
2
3
1
3
2
3
4
2
3
3
2
3
4
1
4
4
4
3
4
4
2
2
4
2
3
1
1
4
2
1
1
1
1
3
3
3
2.58
3.08
1.92
ICT Integration
5
6
3
2
4
4
3
3
3
3
4
3
3
4
3
4
2
2
2
2
4
4
4
3
4
3
3.25
3.08
7
4
3
4
2
3
2
3
3
3
4
2
4
8
2
2
2
2
4
2
3
2
3
2
4
3
9
2
2
2
2
3
1
2
3
2
2
4
4
10
3
1
3
2
3
2
1
2
4
3
4
4
3.08
2.58
2.42
2.67
Weighted
Mean
4 – Point Likert Scale
3.28 – 4.00 – Strongly Agree
2.52 – 3.27 – Agree
1.76 – 2.51 – Disagree
1.00 – 1.75 – Strongly Disagree
Table 3.3 shows the Learners’ Learning Preference in terms of males in ICT Integration.
The table reveals that based on the weighted mean of 2.77 and marked as “Agree” from
the 4-point Likert Scale indicator, this means that male students value the involvement
of ICT in the learning process.
2.77
Table 4.1 Learners’ Learning Preference in terms of females in Teacher demonstration
Teacher Demonstration
Respondent
No.
1
2
3
4
5
6
7
8
9
10
8
4
4
4
4
4
4
3
4
4
4
9
4
4
4
4
4
3
4
4
4
4
10
4
4
4
4
4
3
3
3
3
3
11
4
4
4
4
4
3
3
4
3
2
13
3
3
4
4
4
4
1
1
3
3
14
3
3
3
3
3
1
3
3
2
3
15
4
4
4
4
4
4
4
4
4
4
16
3
3
3
4
4
4
3
4
3
3
19
3
3
3
3
3
2
3
3
3
3
20
4
4
4
4
4
4
3
3
3
3
22
3
3
3
3
3
1
4
3
3
3
Weighted
Mean
3.55 3.55 3.64 3.73 3.73 3 3.09 3.27 3.18 3.18
Weighted
Mean
3.39
4 – Point Likert Scale
3.28 – 4.00 – Strongly Agree
2.52 – 3.27 – Agree
1.76 – 2.51 – Disagree
1.00 – 1.75 – Strongly Disagree
Table 4.1 shows the Learners’ Learning Preference in terms of females in Teacher
demonstration. The table reveals that based on the weighted mean of 3.39 and marked
as “Strongly Agree” from the 4-point Likert Scale indicator, with its corresponding
spread of the data, we can observed the homogeneity on its weighted mean. This
means that female students also earned for direct instruction in the learning process.
They show interest in experiments & hands-on activities in the learning process.
Table 4.2 Learners’ Learning Preference in terms of females in Cooperative Learning
Cooperative Learning
Respondent
No.
1
2
3
4
5
6
7
8
9
10
8
1
4
3
4
3
4
3
4
4
4
9
2
2
2
2
2
2
2
2
2
1
10
3
4
3
3
2
3
3
2
1
2
11
2
3
3
3
3
3
3
4
4
2
13
2
3
3
3
1
3
3
4
3
3
14
3
2
3
2
3
4
3
4
4
3
15
2
3
3
3
3
4
1
2
4
1
16
3
3
2
3
2
3
3
3
3
3
19
3
2
3
3
3
3
3
3
3
3
20
2
2
3
2
3
3
3
3
3
3
22
3
3
3
2
2
3
3
3
3
2
Weighted
Mean
2.36 2.82 2.82 2.727 2.45 3.18 2.73 3.09 3.09 2.45
Weighted
Mean
2.77
4 – Point Likert Scale
3.28 – 4.00 – Strongly Agree
2.52 – 3.27 – Agree
1.76 – 2.51 – Disagree
1.00 – 1.75 – Strongly Disagree
Table 4.2 shows the Learners’ Learning Preference in terms of females in Cooperative
Learning. The table reveals that based on the weighted mean of 2.77 and marked as
“Agree” from the 4-point Likert Scale indicator, this means that female students also
interested in social learning. In addition, we can say that female students are also social
learners.
Table 4.3 Learners’ Learning Preference in terms of females in ICT Integration
Respondent
No.
8
9
10
11
13
14
15
16
19
20
22
Weighted
Mean
1
4
1
2
4
3
3
3
4
3
4
2
2
1
1
3
4
3
3
4
3
2
4
3
3
1
2
2
1
1
2
1
2
2
4
1
4
4
2
3
1
3
3
1
2
2
3
2
3
2.82
1.73
2.36
ICT Integration
5
6
4
3
1
3
4
2
4
1
3
1
3
2
4
1
3
2
3
2
4
4
2
1
3.18
2
7
3
1
3
3
4
3
4
2
2
4
3
8
4
2
2
4
3
3
1
4
2
3
3
9
4
2
3
4
3
3
2
3
3
4
4
10
4
4
3
3
3
3
3
3
2
4
2
2.91
2.82
3.18
3.09
Weighted
Mean
2.71
4 – Point Likert Scale
3.28 – 4.00 – Strongly Agree
2.52 – 3.27 – Agree
1.76 – 2.51 – Disagree
1.00 – 1.75 – Strongly Disagree
Table 4.3 shows the Learners’ Learning Preference in terms of females in ICT
Integration. The table reveals that based on the weighted mean of 2.71 and marked as
“Agree” from the 4-point Likert Scale indicator, this means that female students also
appreciate the use of ICT in the learning process.
Table 5.1 Overall Learners’ Learning Preference in terms of Teacher demonstration
Respondent
No.
1
2
3
4
5
6
7
12
17
18
21
23
8
9
10
11
13
14
15
16
19
20
22
Weighted
Mean
Teacher Demonstration
1
4
4
4
3
3
3
4
4
4
4
4
4
4
4
4
4
3
3
4
3
3
4
3
2
4
3
4
3
4
3
3
4
3
4
4
4
4
4
4
4
3
3
4
3
3
4
3
3
4
4
4
3
3
3
4
3
3
4
4
4
4
4
4
4
4
3
4
3
3
4
3
4
4
4
4
3
4
3
4
4
4
3
4
4
4
4
4
4
4
3
4
4
3
4
3
5
3
4
3
3
4
3
3
3
2
3
4
4
4
4
4
4
4
3
4
4
3
4
3
6
3
3
3
2
4
2
2
3
4
3
4
3
4
3
3
3
4
1
4
4
2
4
1
7
4
4
3
3
4
3
4
3
2
4
3
3
3
4
3
3
1
3
4
3
3
3
4
8
2
4
4
3
4
3
3
3
4
3
3
4
4
4
3
4
1
3
4
4
3
3
3
9
4
4
3
3
3
3
3
2
3
3
3
2
4
4
3
3
3
2
4
3
3
3
3
3.65 3.57 3.61 3.74 3.48 3.00 3.22 3.30 3.09
4 – Point Likert Scale
3.28 – 4.00 – Strongly Agree
2.52 – 3.27 – Agree
1.76 – 2.51 – Disagree
1.00 – 1.75 – Strongly Disagree
10
4
2
3
3
3
3
3
2
2
4
4
3
4
4
3
2
3
3
4
3
3
3
3
3.09
Overall
Weighted
Mean
3.37
Table 5.1 shows the Overall Learners’ Learning Preference in terms of Teacher
demonstration. The table reveals that based on the overall weighted mean of 3.37 and
marked as “Strongly Agree” from the 4-point Likert Scale indicator, with its
corresponding spread of the data, we can observed the homogeneity on its weighted
mean. This means that the students really yearning for direct instruction in the learning
process. They show interest in classroom activities, experiments & hands-on activities
in the learning process.
Table 5.2 Overall Learners’ Learning Preference in terms of Cooperative Learning
Cooperative Learning
Respondent
No.
1
2
3
4
5
6
7
8
9
10
1
4
3
3
3
4
4
4
4
4
4
2
3
2
1
2
3
3
3
3
3
4
3
4
3
4
2
3
3
3
2
4
2
4
3
2
3
3
3
3
3
2
2
3
5
4
3
4
3
4
4
4
4
3
3
6
4
2
3
2
2
3
3
3
3
4
7
3
3
2
3
4
4
2
3
4
3
12
3
2
2
3
3
3
4
4
3
4
17
3
4
4
3
3
4
4
3
3
3
18
3
3
3
3
3
3
3
3
3
4
21
3
3
3
3
3
4
3
3
3
4
23
4
3
4
3
4
4
4
3
3
3
8
1
4
3
4
3
4
3
4
4
4
9
2
2
2
2
2
2
2
2
2
1
10
3
4
3
3
2
3
3
2
1
2
11
2
3
3
3
3
3
3
4
4
2
13
2
3
3
3
1
3
3
4
3
3
14
3
2
3
2
3
4
3
4
4
3
15
2
3
3
3
3
4
1
2
4
1
16
3
3
2
3
2
3
3
3
3
3
19
3
2
3
3
3
3
3
3
3
3
20
2
2
3
2
3
3
3
3
3
3
22
3
3
3
2
2
3
3
3
3
2
Weighted
Mean
2.91 2.78 2.91 2.74 2.87 3.35 3.04 3.09 3.13 2.96
4 – Point Likert Scale
3.28 – 4.00 – Strongly Agree
2.52 – 3.27 – Agree
1.76 – 2.51 – Disagree
1.00 – 1.75 – Strongly Disagree
Weighted
Mean
2.98
Table 5.2 shows the Overall Learners’ Learning Preference in terms of Cooperative
Learning. The table reveals that based on the overall weighted mean of 2.98 and
marked as “Agree” from the 4-point Likert Scale indicator, this means that students give
value also in the interaction between the persons around the school when learning.
Table 5.3 Overall Learners’ Learning Preference in terms of ICT Integration
Respondent
No.
1
2
3
4
5
6
7
12
17
18
21
23
8
9
10
11
13
14
15
16
19
20
22
Weighted
Mean
ICT Integration
1
3
1
3
3
3
3
3
3
3
3
4
4
4
1
2
4
3
3
3
4
3
4
2
2
4
2
2
2
3
1
3
2
3
4
2
3
1
1
3
4
3
3
4
3
2
4
3
3
2
3
4
1
4
4
4
3
4
4
2
2
1
2
2
1
1
2
1
2
2
4
1
4
2
3
1
1
4
2
1
1
1
1
3
3
4
2
3
1
3
3
1
2
2
3
2
5
3
4
3
3
4
3
3
2
2
4
4
4
4
1
4
4
3
3
4
3
3
4
2
6
2
4
3
3
3
4
4
2
2
4
3
3
3
3
2
1
1
2
1
2
2
4
1
7
4
3
4
2
3
2
3
3
3
4
2
4
3
1
3
3
4
3
4
2
2
4
3
8
2
2
2
2
4
2
3
2
3
2
4
3
4
2
2
4
3
3
1
4
2
3
3
9
2
2
2
2
3
1
2
3
2
2
4
4
4
2
3
4
3
3
2
3
3
4
4
10
3
1
3
2
3
2
1
2
4
3
4
4
4
4
3
3
3
3
3
3
2
4
2
3
2.70
2.43
2.13
3.22
2.57
3
2.70
2.78
2.87
Overall
Weighted
Mean
2.74
Table 5.3 shows the Overall Learners’ Learning Preference in terms of ICT Integration.
The table reveals that based on the overall weighted mean of 2.74 and marked as
“Agree” from the 4-point Likert Scale indicator, this means that students also values
importance of integrating ICT in the learning process.
IV. Conclusion
Analysis of the result simply means that after the survey on the Learners’ Instructional
Preference, we have now the idea on the overall interest of the students when it comes
to their preference in learning. The students’ preference is very evident from the results
that showed closeness of the data from the given factors.
The students’ preferred instructional way is “Teaching through teacher demonstration”,
this simply shows that the pandemic left an impact on their ways of learning. Based on
the results we noticed that there is a slight difference between the male and the female
preferred ways of learning and both have joint their support in the leading learning
preference. This means this will be a good opening for teachers to revisit their
instructional strategies based on the results on the most preferred and the least
preferred instructional ways of learning.
To sum up, this survey shows significance for teachers to continue improving their
strategies on the most preferred instructional ways, revisit, modify and improve on the
least preferred factors.
V. Recommendations
After thorough assessment and considering the foregoing findings and conclusions of
the study the following recommendations are presented:
1. The teacher should revisit and examine strategies on the least preferred learning
factor from the questions of the survey from ICT integration. This result maybe
shocking that it is the least preferred knowing that were are now in the digital era
where the students are seemed to be experts with this technology.
2. Administrator/principals may strengthen the supervision on the facilities used for
instruction (e.g. computers, TV’s, etc…) and also the implementation of teachers
with these learning preferences, this may be one of the reason for the low rating
of its factors because the teacher is not doing these strategies to the students
and to the limited or broken facilities.
3. Teachers should exposed and promote cooperative learning & ICT Integration in
the learning process because these skills should be developed as part of the 21st
century skills in adapting the fast changing world.
Bibliography
Almasa. (1985). LEARNING-STYLE PREFERENCE OF ESL STUDENTS . LEARNING-STYLE PREFERENCE OF ESL
STUDENTS , 8.
Chetty, N. D. (2019). Learning styles and teaching styles determine students’ . International Journal of
Evaluation and Research in Education.