LEARNING STYLES OF SOPHOMORE ACCOUNTANCY STUDENTS OF SAN BEDA COLLEGE, MANILA, AY 2012-2013 A Research Paper Presented to Prof. Romana Alipio CAS, San Beda College, Manila In Partial Fulfilment of the Requirements for the Subject ENG4B- Technical Writing for Business Prepared by: Jose C. Fernandez III Jonas P. Garcia Danish Bernadeth G. Mahusay
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LEARNING STYLES OF SOPHOMORE ACCOUNTANCY STUDENTS OF
SAN BEDA COLLEGE, MANILA, AY 2012-2013
A Research Paper Presented to
Prof. Romana Alipio
CAS, San Beda College, Manila
In Partial Fulfilment of the Requirements for the Subject
Imagery- another technique applied by 2nd year accountancy students wherein they try
to construct images in their mind to be able to visualize certain information.
CHAPTER II
REVIEW OF RELATED LITERATURE
The review of related literature for this study focuses on the most effective and
favoured learning style of the Sophomore Accountancy Students of San Beda College,
AY 2012-2013. The review focuses on the previous studies that have a connection on
the learning styles used by the students. The basis and efficacy for these proposals are
extensively criticized. Although children and adults express personal preferences, there
is no evidence that identifying a student's learning style produces better outcomes, and
there is significant evidence that the widespread "meshing hypothesis" (that a student
will learn best if taught in a method deemed appropriate for the student's learning style)
is invalid.
Many researchers have proclaimed the significance of learning styles. Claxton
and Ralston (1978, in Miller, 1982) alluded to this significance: “The research findings
on learning styles offer substantial promise to teachers, counsellors, and the students
themselves in terms of finding better ways for students to learn. But while matching
learning style with instructional mode apparently facilitates positive interpersonal
relations, and while it would seem to point the way for increased learning, the empirical
data that support this idea are rather scarce. Such a significant gap in the research
must be filled if knowledge about learning styles is to become a significant force in
improving college and university teaching.”
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However, identifying and defining the vast number of learning styles can become
an enormous task. According to Cornett (1983), the myriad of labels and categories
used in identifying the different areas of style can be overwhelming for educators.
Corbett and Smith (1984) stated: “Learning style is a complex construct involving the
interaction of numerous elements; thus, at the outset, the experimenter is faced with the
difficult task of having to decide which dimensions of learning style to elucidate and
which interactions might be meaningful, in a practical sense, in understanding their
contribution to achievement.”
There are many definitions of learning styles in the literature. For example,
Cornett defined learning style as “a consistent pattern of behavior but with a certain
range of individual variability.” Hunt (1979) thought that learning style “describes a
student in terms of those educational conditions under which he is most likely to learn.
Learning style describes how a student learns, not what he has learned.” From a
phenomenological viewpoint, Gregorc and Ward (1977) stated that learning style
“consists of distinctive and observable behaviors that provide clues about the mediation
abilities of individuals. In operational terms, people through their characteristic sets of
behavior ‘tell’ us how their minds relate to the world, and therefore, how they learn.”
Keefe and Languis, (1983) contended that “learning style is the composite of
characteristic cognitive, affective, and physiological factors that serve as relatively
stable indicators of how a learner perceives, interacts with, and responds to the learning
environment.” They suggested that it is within these domains that instructors identify
learning styles and try to match them with an appropriate teaching style. Cross (1976)
defined learning styles as the characteristic ways that individuals collect, organize, and
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transform information into useful knowledge. Learning style is consistent across a wide
variety of tasks. It has a broad influence on how information is processed and problems
are solved, and it remains stable over many years.
Based on a study made by a psychologist named Luria, a person can easily
remember or memorize details and information by using imagery. Imagery is the use of
pictures and/ or illustrations to easily recall or memorize a detail. For some cases
wherein images are not available, one may create a story behind those details to be
able to visualize an image out of it. There is also a study which proves that
memorization through auditory senses (or simply through listening) will be retained in
the memory for up to several seconds while for pictures and images, it will only be
retained for ¼ second.
Various researchers have used different models to study the different learning
styles. Examples of this are the theories made by Kolb, and Fleming. Warren (1974, in
Raines, 1978) stated that “New means of accommodating student diversity are clearly
needed, and one approach is to assess the personal preferences or learning styles of
the student and adopt instructional procedures accordingly.”
The learning style inventory or LSI, which is related to Kolb’s model, is used for
determining a student’s learning style. As shown in Kolb’s model the experimental
learning theory. Under this theory there are two ways of grasping experience. These are
the concrete experience and abstract conceptualization. There are also two related
approaches toward transforming experiences. These are the reflective observation and
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active experimentation. These modes are used in response to situational demands.
According to David Kolb, there are four types of learners:
Converger
Diverger
Assimilator
Accommodator
According to Kolb convergers are more skilled in making practical applications of
what they have learned and use deductive reason to solve problems. Divergers are very
imaginative and come up with ideas by seeing things in a different perspective.
Assimilators use inductive reasoning to solve problems. Accommodators are good at
doing things, rather than learning about them.
The Honey & Mumford Learning Styles Questionnaire (LSQ) is a self-
development tool and differs from Kolb’s Learning Style inventory by inviting managers
to complete a checklist of work-related behaviours without directly asking managers
how they learn. Having completed self- assessment, managers are encouraged to focus
on strengthening underutilized styles in order to become better equipped to learn from a
wide range of everyday experiences.
Dennis W. Mills discusses the work of Anthony F. Gregorc and Kathleen A Butler
in his article entitled “Applying What We Know: Student Learning Styles”. Gregorc and
Butler worked to organize a model describing how the mind works. This model is based
on the existence of perceptions—our evaluation of the world by means of an approach
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that sense to us. These perceptions in turn are the foundation of our specific learning
strengths, or learning styles.
Consequently there are many different theories about learning styles, and
learning is not only dependent upon experiences. As stated by Neil Fleming’s VAK
model, there are also different media by which to learn:
1. Visual
2. Auditory
3. Kinesthetic
The visual media is more preferred by people who like to see what they are
learning about. For example seeing diagrams, charts, or presentations help visual
learners absorb more information. The auditory media is preferred by people who like to
hear. They learn best through lectures, discussions, and the like. Finally kinaesthetic
learners prefer to learn through experience, for example moving, touching, etc.
Fleming claimed that visual learners have preference for seeing (think in pictures;
visual aids such as overhead slides, diagrams, handouts, etc.). Auditory learners best
learn through listening (lectures, discussions, tapes, etc). Tactile/kinesthetic learners
prefer to learn via experience00moving, touching, and doing (active exploration of the
world; science projects experiments, etc.). It’s use in the pedagogy allows teachers to
prepare classes that address each of these areas. Students can also use the model to
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identify their preferred learning style and maximize their educational experience by
focusing on what benefits them the most.
In a research conducted by various professionals on the students of the
University of the Philippines, College of Medicine students have different ways of
learning. This is based on Entwitle’s Inventory Approach to Learning. According to them
the inventory scales are:
Achieving
Reproducing
Meaning
Comprehension Learning
Operation Learning
Versatile Approach
Learning Pathologies
Prediction of Success
The achieving scale is based on students with organized study methods. Reproducing
is based on students with rote-learning and memorization. They are motivated by lure of
qualifications. Meaning is based on students who are intrinsically motivated.
Comprehension learning is based on students with broad perspective of learning.
Operation learning is used by students with a sequential and detailed approach.
Versatile approach is utilized by students with ability to adopt either approach according
to demands of learning task. Learning pathologies are based on students who jump to
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conclusions based on insufficient evidence. Lastly prediction of success is based on
students with best prediction for overall academic success.
CHAPTER III
METHODOLOGY
This Chapter presents the methods and procedures used in this study, the respondents,
the validation of the instruments, gathering data and the statistical treatment employed.
Research Design
The researchers used the Descriptive Research Design Method which focuses
on comparing, contrasting and classifying the data that will be gathered. It is also a fact-
finding study with adequate and accurate interpretation of the findings. It describes with
emphasis what actually exists such as current conditions, practices, situations or any
phenomena. Since the study was concerned with the present learning styles of the
Accountancy students of San Beda College Manila, 1st semester, AY 2012-2013, the
Descriptive Research Design Method was the most appropriate method of research to
use.
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Research Instruments
The researchers used different research instruments for gathering data as a
basis for drawing conclusions or making inferences some of these are questionnaires,
interviews, and research.
A questionnaire is series of questions prepared by the researchers to gather
information. The researchers prepared this to help them in drawing conclusions. Also,
the researchers make sure that all the aspects were covered by the questions and to
answer all the specific questions under the statement of the problem. These
questionnaires are given to the respondents for them to answer then it will be analysed
by the researchers
An Interview is the act of questioning to receive a desired answer that is necessary in
solving a specific problem. The researchers chose random Accountancy students to
interview about their different learning styles.
A Research is a systematic search for related information on a specific problem. The
researchers used different source materials like books, periodicals and thesis related to
their study to help gather more information.
Respondents
The respondents are randomly selected second year students of San Beda
College Manila whoare currently taking Accountancy during 1st semester, AY 2012-
2013.Among the 248 second year Accountancy students of San Beda College Manila,
the researchers selected 100 students which are 40% of the total population of the
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second year Accountancy students of San Beda College Manila. From each section of
the second year level, 10 students were selected from each class.
Statistical Treatment of Data
The data obtained from the respondents were tabulated systematically in order to obtain accurate information diseased was the percentage formula, as shown below:
Percentage was computed following the formula:
P = F/N X 100
Where:
P = Percentage
F = Frequency
N – Total number of respondents
The statistical treatment of data used to determine the percentage of acquiring the most effective learning style was the weighted mean formula, as shown below:
WM = sum of WF/N
Where:
WM = Weighted mean
W = Weight of a response
F = Frequency of a response
N = Total number of cases
Obtained weighted means were interpreted using the following intervals:
Interval Verbal Description
4.50 – 5.00 Very Effective/Always
3.50 – 4.49 Effective/Often
2.50 – 3.49 Uncertain/Occasionally
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1.50 – 2.49 Less Effective/Seldom
1.00 – 1.49 Never Effective/Never
REFERENCES
(1) The Science of Psychology, An Appreciative View, 2nd Edition
(McGraw-Hill International Edition, Laura King) pp. 234-236 & 209-216
(2) Modules in General Psychology(Sofia E. Guillermo, Ed. D., Miriam A. Padolina,
Ph. D., Flor D. Morales, B.S.) pp. 88-100
(3) “Review of related literature”: pages 1-2, July 26, 2012