1 Chapter 1

Introduction

Nowadays students had different ways on how they preferred to receive

information. The three senses such as eyes, ears, and sense of touch plays an

essential role in the learning styles of every learners.

According to dictionary.com's 21st century lexicon, learning styles is an individual’s

unique approach to learning based on strengths, weaknesses and preferences. The

term "learning styles" speaks to the understanding that every student learn differently.

People recognize that each person prefers different learning styles. Everyone may

find that they have a dominant style of learning with far less use of the others. But they

can develop ability in less dominant as well as further improve the styles that was

already use well. Learners can be classified into 3 styles of learning: Visual, learners

who learned through images and spatial understanding. Auditory, prefer using sounds

and music. While Tactile/Kinesthetic learners, learned using hands, body and sense of

touch.

In other words learners learned best through the styles of learning they preferred in

which helps the student to absorb, process, comprehends and retains information. And

as learners identified the styles they preferred it improves the ability of the students in

understanding the information called comprehension.

 2 According to the Website of Miami University, reading comprehension is the ability
to read, understand, process, and recall. It is the skills that increase the effectiveness of

reading skills that help in personal and professional lives of individuals. They also

mentioned that reading comprehension are two different things. Reading involves

translating and decoding text into sounds and spoken words, while reading

comprehension involves taking what just read and deriving meaning from those words.

The researchers must say that learning styles is the key to develop the reading

comprehension of the students.

It was clearly stated above that one’s learner discover his/her strategies in learning

it will enhance and develop the ability to understand the whole context.

Background of the Study

Some of the students know how to read but they don't have the ability to

understand the context. It is because the learning styles preferred by the learners are

not appropriate to the strategies used by the instructors which need changes perhaps in

the way of teaching or communication strategies. For learners to know and discover the

effective learning styles to understand the discourse of reading materials.

According to Rosadah, Noriah and Zalizan, 2004, p.60, every student attending

public school in Malaysia will have to sit for national examinations set by the Malaysian

Examination Syndicate. One of the compulsory subjects that have to be taken by the

students is English language. "The result of this subject will appear in national
standardized
3 examination certificates". This has resulted in education institutions paying

a great deal of attention to students' learning process so that they can achieve excellent

results in the national examinations.

"Some students prefer to learn by themselves in their own time in familiar

surroundings rather than in groups. Students tend to perceive information differently,

such as by viewing and listening, reflective and acting, to reasoning logically and

intuitively and also scrutinizing and visualizing" (Felder & Henriques, 1995, p.1). This

has clearly portrayed that all students display depending on the topic, its context, and

the particular task demands made on the students (Wong, 2004, p.9). The learning

styles of the students influence their ability to acquire information and respond to the

learning environment ( Azlinda, 2006, p.1). Students can plan and manage their

language activities better if they can discover their preferred learning styles. This can

"assist the students to enhance and take advantage of their natural skills and

inclinations. As students motivation will be sustained and they can progress well in the

language learning process" (Azlinda, 2006, p.1).

According to Inc.com magazine approximately 65% of the population are visual

learners and often called spatial learners. Around 30% of the population is made up of

the auditory learners, who learn best through hearing. They can hear and remember up

to 75% of it. While kinesthetic learners are a complex bunch and make up just 5% of the

population.

Learners who have different learning styles improve their comprehension level

based on their preferred learning styles and with different memories.

 4 The purpose of this study is to look at student’s attitudes towards learning and in
what type of environment students preferred to read. And also to identify the dominant

learning styles that improves the effectiveness of ones comprehension level.

Statement of the problem

This study aims to identify The Impact of Different Learning Styles to the Reading

Comprehension of Sample Grade 9 Students in MHNHS S.Y. 2018-2019; specifically it

seeks to answer the following:

1. How may the respondents be described in terms of:

1.1 Visual

1.2 Auditory

1.3 Tactile/ Kinesthetic

2. What is the Level of Reading Comprehension of the Respondents?

3. Is there a significant difference between the Learning Styles and Reading

Comprehension level of the respondents when they are grouped according to:

3.1visual

3.2 Auditory

3.3 tactile/Kinesthetic.
Hypothesis:
5

There is no significant difference between the Learning Styles and Reading

Comprehension level of the respondents when they are grouped according to the

following: visual, auditory and tactile/Kinesthetic.

Definition
6 of Terms

To achieve better clarity, the following terms have been defined.

Reading Comprehension- is the ability of ones learners to comprehend in the different

learning materials using the dominant styles of learning. Learning Styles- It is the ability

or strategies used of ones learners to process and learn data and information’s.

Students- are the learners involved or respondents and the most important beneficiary

of researchers study.

School- is an organization which helps the researchers accomplishes the research

study through allowing the respondents to fill out the data needed in the said study.

Conceptual Framework

The diagram below showcases the relationship between the Learning Styles and

Reading Comprehension, through assessing the impact of different learning styles and

reading comprehension of the respondents. The researchers will be able to find out the

most effective learning styles and which of them has the highest level of reading

comprehension.

The study will use the learning Styles and Reading Comprehension in order to

present the variables use. The first box contains only the Learning Styles as an

independent variable and the second box contains only the Reading comprehension as
the7 dependent variable. The two variables are the only variable used by the researchers

in the study. And the arrow draws relationship between the two variables.

The researchers used the independent variable, learning styles and dependent

variable reading comprehension as the most appropriate model in order to know the

Impact of Different Leaning styles to the reading comprehension of the students. And

how these styles enhance or improve the respondent’s comprehension level.

Research Paradigm

Learning Styles Reading Comprehension

Theoretical Framework

This research is anchored to a schema theory, one of the cognitivist Learning

Theories was firstly introduced in 1932 through the work of British psychologist Sir

Frederic Barlett. Some suggest it was first introduced in 1926 by Jean Piaget and was

further developed mostly in 1970’s by American educational psychologist Richard

Anderson.

Schema theory, describes how knowledge acquired, processed and organized. The

starting assumption of this theory is that very act of comprehension involves one’s
knowledge
8 of the world. According to this theory knowledge is a “network of mental

frames” or cognitive constructs called Schema.

The researchers chose this theory as the basis of the study about The Impact of

Different Learning Styles to the Reading Comprehension of sample grade 9 students in

MHNHS, it is mainly because the Schema theory refers to a mental frameworks human

use to represent and organize remembered information which is a strong basis of the

researchers about how learners learned best through the different styles they preferred

affects the development of the learners comprehension level.

Scope and delimitation

In this study, The Impact of Different Learning Styles to the Reading

Comprehension of Sample Grade 9 Students in Montalban Heights NHS. Out of 349

populations only 77 students composed of 11 students per sections are going to be the

respondents.

The study focuses on Grade 9 students, not in Grade 7, 8 and 10. The researchers

conduct the study at Montalban Heights National High School not in San Jose NHS,

GLGMNHS and other schools.

Significance of the Study

The
9 study on “The Impact of Different Learning Styles to the Reading Comprehension of
Sample Grade 9 Students in MHNHS S.Y. 2018-2019, will benefit the following people:

Students- This study will help them to become more knowledgeable enough to know

what learning styles is more dominant for them to better understand how ones learners

prefer to learn. And it will help them to develop more the learning strategies that are

best suited to one of the learner’s particular styles that will be effective ways to enhance

comprehension level.

School- This study will help them to inform the instructors on what are the advantage

and disadvantage of knowing the learning strategies to be used to learners who learned

differently. And it will increase the quality of education.

Teachers- This study will help them to engage different learners to the different

environment they preferred that will be great help to the both educators and learners.

And also it helps educators to be more creative and strategic in educating learners

knowing most of them learn differently.

 10 Chapter 2

Review of Related Literature

The researcher studies The Impact of Different Learning Styles to the Reading

Comprehension of Sample Grade 9 Students in Montalban Heights National high

school, and found out that Learners had different ways of learning which affects the

quality of teachings and others strategies to improve and develop the comprehension

level of every learners.

Reading is one of the four macro skills taught in an English language

classroom, which requires a response from the reader through summarizing the main

facts based on what was read (Zintz&Maggart, 1986, in Blay et.al, 2009).Reading is not

just extracting meaning from the text but a process of connecting to the information

given by the text. Reading in this sense, is a communication between the reader and

the text (Grabe,1988 in Villanueva, 2006). Reading is essential to life. And reading with

comprehension is the chief justification why we read, understanding what the text is all

about (Lastrella, 2010).Reading comprehension is a complex balance between

recognizing printed symbols and interpreting the meaning behind the symbols (Dennis,

2011).

Many educators and researchers consider interest to be an essential factor in all

learning (Hidi, 1990; Schiefele, 1991). Students who do not enjoy typical school texts

often fail to engage in reading, and may develop a lifelong aversion to reading. Even if

they are not initially struggling readers, “reluctant readers tend to gradually lose some

academic ground, because wide Journal of Inquiry & Action in Education, 3(2), 2010
reading
11 is related to increases in general knowledge and reading comprehension”

(Williamson & Williamson, 1988).

For an individual to survive in today’s world, it is a requirement for him/her to

know how to read with understanding. He/she should be capable of understanding

simple text such as transportation documents which includes travel directions and road

instructions, bills and contracts. The effect of not being able to comprehend could be

disastrous (e.g. instructions on a bottle of medicine or chemical warnings) (Lastrella,

2010).With the ability to comprehend a text, people are able not only to live safely and

productively, but also to continue to develop socially, emotionally and intellectually.

Likewise, reading is a very significant language skill for a student. Since they are

subject to a continuous flow of information, they need to prepare themselves for the

demands that reading in school and in the bigger society places on them. Reading also

has been a segment of the entrance test in most colleges and universities. But there are

cases by which students fail during the entrance examination because of lack of

comprehension (Yale, 2011 in Lastrella, 2010).Maggart and Zintz (1970) in Marquez

(2008) state that comprehension is the major purpose of reading- without

comprehension, reading is a meaningless activity regardless of age or ability of the

reader. There are levels of reading comprehension, namely: literal level (reading the

lines), inferential or interpretive level (reading between the lines) and the critical level

(reading beyond the lines (Romero, 1987 in Marquez, 2008).

In the local context, Mante (2009) in Ilustre (2011) sought to identify factors that

affected Filipino bilingual high school student’s reading comprehension in English. The

objective of her paper was twofold; first was to determine and measure the participants'
dimensions
12 of motivation to read, and second was to identify the relationships between

the participants’ motivation to read in English, their reading comprehension and their

use of meta-cognitive reading strategies when reading in the same language. Results

were not conclusive as to whether reading motivation or use of meta-cognitive reading

strategies affects reading comprehension more for there was no single predictor of the

reading test scores. On the contrary, Anderson (1994) as cited in Lastrella (2010)

presented that the recall of information in a text is affected by the reader’s schemata

and explains that a reader comprehends a message when he is able to bring to mind a

schema that gives account of the objects and events described in the message.

Moreover, Wilson (1972) in Marquez (2008) stated that the lack of educational

opportunity and reading materials among poor families contribute to the performance

and competence of the learner. Educational attainment of the parents of the

respondents also matter. Students whose parents have higher educational background

perform well than those whose parents only attained elementary or high school

education. This is because the former are able to provide more learning experiences

that are essential to the development of the student’s reading skills and other aspects

as well (Lardizabal, 1981 in Marquez, 2008).

Rizardo&Tabuno, (1998) in Marquez (2008) in their study on the reading

comprehension of Fourth year high school students of Iligan, made the following

conclusions:

1. Parents’ monthly income and educational attainments have contributed to the

reading performance of the student.

 13 2. The kind of materials that the respondents read enhanced their ability to
comprehend a text

3. The respondents’ attitude towards reading differed from each other

4. The availability of reading materials at home and in school and the students’

curiosity to learn enhanced their reading comprehension. Educational researchers have

also focused on the teacher’s behavior that should be effective in promoting student’s

motivation (Brophy, 1986 in Marquez, 2008).

Poor reading comprehension is cited as a fundamental feature of academic

underperformance in South Africa (Pretorius 2002; Granville 2001; Dreyer 1998). Many

learners in the high schools demonstrate a low level of strategy knowledge and lack of

metacognitive control (Dreyer 1998; Strydom 1997).

According to Gary Woolley Reading Comprehension, 15-34, 2011.

This chapter lays the foundation for an understanding of what reading

comprehension is and how it is conceptualized in the literature. It develops the notion

that reading comprehension is a flexible and ongoing cognitive and constructive

process. It is asserted that there are both conceptually driven (top-down) and data-

driven processes (bottom-up) that contribute to the construction of a situation (mental)

model of text ideas. It is a two-way process that integrates information from the text-

based model with information from prior knowledge using inferential processing. The

chapter will examine how readers construct mental or situation models of text to enable

reading comprehension. The second part of the chapter examines a number of factors
that
14 impede children’s reading comprehension. By nature reading comprehension
difficulties are complex and reader difficulties may be related to a combination of factors

such as: biological, cognitive, or behavioral issues. What is important is the realization

that reading comprehension outcomes are influenced by a combination of factors that

may be situated within or outside of the learner.

According to User attitude as a mediator of learning performance improvement in

an interactive multimedia environment: an empirical investigation of the degree of

interactivity and learning. Vichuda Nui Kettanurak, K Ramamurthy, William D Haseman

International Journal of Human-Computer Studies 54 (4), 541-583, 2001.

According to them the Multimedia technology-based interactive learning/training

programs have recently emerged as major tools for learning in educational settings

(schools), at home and for training in corporations. Multimedia aspects and an ability to

interact with the programs are claimed to enhance the learning experiences. A central

thesis of this study is that such “interactive multimedia learning systems” would

significantly improve users' attitudes, and that this, in turn, would enhance their learning

achievement.

According to Black children: Their roots, culture, and learning styles Janice E Hale,

Janice E Hale JHU Press, 1982.

According to them American educators have largely failed to recognize the crucial

significance of culture in the education of African-American children, contends Janice E.

Hale in the revised edition of her groundbreaking work," Black Children." As African-

American children are acculturated at home and in the African-American community,

they
15 develop cognitive patterns and behaviors that may prove incompatible with the
school environment. Cultural factors produce group differences that must be addressed

in the educational process. Drawing on the fields of anthropology, sociology, history,

and psychology, Hale explores the effects of African-American culture on a child's

intellectual development and suggests curricular reforms that would allow African-

American children to develop their intelligence, pursue their strengths, and succeed in

school and at work.

According to Survey of research on learning styles Rita Dunn, Jeffrey S Beaudry,

Angela Klavas California Journal of Science Education 2 (2), 75-98, 2002.

According to them Research on learning styles has been conducted at more than

60 universities over the past decade. These investigations have yielded useful findings

about the effects of environmental, emotional, sociological, physiological, and cognitive

preferences on the achievement of students. Learning style is a biologically and

developmentally imposed set of personal characteristics that make the same teaching

method effective for some and ineffective for others.

Every person has a learning style—it’s as individual as a signature. Knowing

students’ learning styles, we can organize classrooms to respond to their individual

needs for quiet or sound, bright or soft illumination, warm or cool room temperatures,

seating arrangements, mobility, or grouping preferences. We can recognize the patterns

in which people tend to concentrate.

 16 According to Learning styles and adaptive flexibility: Testing experiential learning
theory Charalampos Mainemelis, Richard E Boyatzis, David A Kolb Management

learning 33 (1), 5-33, 2002.

This research used three instruments derived from experiential learning theory—

the Learning Style Inventory, the Adaptive Style Inventory and the Learning Skills

Profile—to test hypotheses about differences between balanced and specialized

learning styles in a sample of 198 part-time and full-time MBA students. Learning styles

that balanced experiencing and conceptualizing showed greater adaptive flexibility in

responding to experiencing and conceptualizing learning contexts. The learning style

specializing in experiencing showed higher levels of skill development in interpersonal

skills and lower levels of skill development in analytic skills; while the reverse was true

for the learning style specializing in conceptualizing. Similar tests for the

acting/reflecting specialized and balanced learning styles showed no consistent results.

Analysis of male and female subsamples produced results supporting these general

conclusions. The study adds further construct validity for the hypothesis that adaptive

flexibility in learning style is predictive of highly integrated and complex levels of adult

development.
 17 Chapter 3

Research Methodology

This chapter presents the Research design, Sampling procedure, Data gathering

procedure, Sources of data and Data analysis.

Research Design

This study aims to identify the Impact of Different Learning Styles to the Reading

Comprehension of Sample Grade 9 Students in MHNHS S.Y. 2018-2019, Specifically it

seeks to answer the following questions such as: How may the respondents be

described in terms of visual, auditory and Tactile or Kinesthetic, What is the level of

reading comprehension of the respondents and if there is a significant difference

between the Learning styles and Reading comprehension of the respondents when they

are grouped according to: visual, auditory and tactile/Kinesthetic.

The study made use of the quantitative and descriptive design as a method of

research along with the survey questionnaires to gather the essential data needed to

find out the Impact of Different Learning Styles to the Reading Comprehension of

Sample Grade 9 Students in MHNHS S.Y. 2018-2019.

According to Alliaga and Gunderson (2000), the quantitative research is

‘’explaining phenomena by collecting numerical data that are analyzed using

mathematically based methods (in particular statistics)”. This type of research utilizes

numbers and statistical analysis. It is ideal in studying phenomenon which must contend

with the problems of measurement. While the descriptive research design describe the
status
18 of identified variable such as events, people or subjects as they exist. Descriptive
research usually makes some type of comparison contrast and correlation and

sometimes in carefully planned and orchestrated descriptive researcher cause-effect

relationships may be established to some extent.

The quantitative design research approach was suitable for this study as its

design was quasi-experimental. It analyzed data through statistics and had a treatment

group has used to measure the Impact of Different Learning Styles to the Reading

Comprehension of Sample Grade 9 students. And also the descriptive design was used

to describe the status or characteristics of a population being studied and addresses the

“what questions” which makes it relevant and useful method in the researchers study.

Sampling Procedure

The researchers will utilize the grade 9 students of Montalban Heights National

High School. There will be 11 respondents on every section. Currently, there are 7

sections in 9th grade level and the total respondents will be 77. The data will directly

coming from the students of Montalban Heights National High School.

The researchers used probability sampling technique. It is the only approach that

makes possible representative sampling plans. It makes possible for the investigators to

estimate the extent to which the findings based on their sample are likely to differ in

what they would have found by studying the population.

 19 Stratified random sampling is selecting sub-samples proportionate in size to the

significant characteristics of the population are defined and each member of the stratum

is listed. Stratified sampling assures the researchers that his/her sample will be the

representative of the population in terms of certain critical factors that have been used

as the basis for stratifications.

The researchers used the Slovin’s formula to get the range of the respondents.

n= N / 1 + Ne^2

N- Is the population size

e- Is the margin of error?

N= 349 population of the grade 9 students.

e= 0.10 margin of error

n= 349 / 1 + 349 * 0.10^2(.01)

=77.72

= 77 respondents

Data gathering procedure

The researchers will utilize a set of questionnaires. The questionnaires contain

Learning styles assessment, Learning style inventory and Parade of Lechon with
comprehension
20 questions from MHNHS to be checked by the research adviser for

validity on specifying questions that needed to be corrected the researchers are

required to show them on consultation.

The researchers were only allowed to start gathering data when the research

adviser has given the signal to do so after revising what is needed to be corrected. The

researchers conducted a pilot study from the grade 10 students of MHNHS to determine

the reliability of the questionnaires. A letter will be sent as a formality to ask permission

on conducting such surveys for the study that was addressed to the students of MHNHS

that is currently studying as Grade 9 students. Once the request has been approved,

the researchers will go to the school to gather data that will be secured and treated with

utmost confidentiality.

The respondents were given ample time to answer survey questionnaires. The

gathered responses from the respondents will be tallied and computed, analyzed and

recorded by the researchers that will serve as a basis for analysis and interpretation of

the study.

Sources of Data

The researchers will utilized the Learning Style Inventory and Parade of Lechon

with Comprehension questions in order to identify The Impact of Different Learning

Styles to the Reading Comprehension of Sample Grade 9 Students in MHNHS S.Y

2018-2019.
 21 The Learning Style Inventory is composed of 24-item statements to better
understand how ones learners prefer to learn and process information. Each statement

corresponds to the 3 learning styles of learners. The respondents needed to put a check

after each statements in which it is answerable by often (5), sometimes (3) and seldom

(1). While the Parade of Lechon is composed of 7-item comprehension questions to

measure the understanding of the respondents to the selections.

The researchers will be able to evaluate the responses of the respondents in

learning style inventory through the scoring procedures. The respondents will place the

point value on the line next to the corresponding item. In order to evaluate the Visual

preference the researchers will add the point value places in number statements: 2,

3,7,10,14,16,19 and 22. Followed by, audio preference numbers: 1, 5,8,11,13,18,21 and

24. And lastly, Tactile preference numbers:4,6,9,12,15,17,20 and 23. As the

researchers added the points in each column to obtain the preference source under

each heading. While the comprehension questions of the Parade of Lechon will be

evaluated and leveled according to the scores obtain. A score of 6-7 is equivalent to

Independent, 4-5 is instructional while the remaining 1-3 scores is frustration and zero is

non- reader which needs to read and read to develop the comprehension level.
 22 Chapter 4

Presentation, Analysis and Interpretation of Data

SOP 1

How may the respondents be described in terms of:

1.1 Visual

1.2 Auditory

1.3 Tactile

Table 1. Learning Styles of the respondents.

Learning Styles Sex F % Total

Visual Male 16 20.78% 30 or

38.96%
Female 14 18.18%

Auditory Male 14 18.18% 40 or

51.95%
Female 26 33.77%

Tactile Male 2 2.60% 7 or 9.09%

Female 5 6.49%

Total 77 100% 100%

Respondents
 23 The table shows the frequency and percentage of Learning Styles of the

respondents.

It can be seen from the table that 30 or 38.96% out of 77 respondents are visual

learners. While 40 or 52.95% are auditory learners. And only 7 or 9.09% are made of

tactile learners.

Based on the findings it can be concluded that the Grade-9 respondents are

dominated by auditory learners, followed by Visual but only few learners are

tactile/kinesthetic.

SOP 2

What is the Reading Comprehension of the respondents?

Table 2.1. Reading Comprehension level of the respondents.

Sex µ σ Verbal

Interpretation

Male 5.59 1.46 Instructional

Female 5.56 0.91 Instructional

Average 5.58 1.19 Instructional

The table shows the obtained mean score, standard deviation and its verbal

interpretation.
 24 It can be seen from the table that Grade-9 male respondents obtained a mean

score of 5.59 and standard deviation of 1.46 verbally interpreted as Instructional, while

female respondents got the man score of 5.56 and standard deviation of 0.91 verbally

interpreted as instructional.

It can be seen from the findings that the respondents in both sexes are

instructional when it comes to reading comprehension level.

Table 2.2 Reading Comprehension level of the respondents when they are grouped

according to learning styles.

Reading Sex µ σ Total Verbal

Comprehension/ Interpretation

Learning Styles

Visual Male 5.44 1.55 6.99 Instructional

Female 5.64 1.34 6.98 Instructional

Auditory Male 5.64 1.45 7.09 Instructional

Female 5.77 0.91 6.68 Instructional

Tactile Male 6 1 7 Independent

Female 4.67 0.82 5.49 Instructional

 25 Based on the table visual learners obtained a mean score of 5.44 and standard

deviation of 1.55 verbally interpreted as instructional, while the female respondents got

the mean score of 5.64 and standard deviation of 1.34. And in auditory, male got the

mean score of 5.64 and standard deviation of 1.45, while female respondents got the

mean score of 5.77 and standard deviation of 0.91 verbally interpreted as instructional.

While in tactile, male respondents obtained the mean score of 6 and standard deviation

of 1 verbally interpreted as independent. And male respondents got the mean score of

4.67 and standard deviation of 0.82 verbally interpreted as instructional.

It can be concluded based on the findings that auditory learners might have a

better reading comprehension level among the respondents when they are grouped

according to learning styles.

SOP 3

Is there a significant difference between the learning styles and reading

comprehension level when they are grouped according to:

3.1 Visual

3.2 Auditory

3.3 Tactile
26

Annova: Single Factor

SUMMARY

Groups Count Sum Average Variance

Column 1 30 166 5.533333 2.050575

Column 2 7 34 4.857143 0.809524

Column 3 40 229 5.725 1.230128

ANOVA

Source of

Variation SS df MS F P-value F crit

Between

Groups 4.558333 2 2.279167 1.501871 0.229422 3.120349

Within Groups 112.2988 74 1.517551

Total 116.8571 76

P- value is

accepted
 27 It can be seen from the table that there is no significant difference between the

learning styles and reading comprehension level of the respondents when they are

grouped according to: visual, auditory and tactile. The P-value (0.229422) is accepted

because it is higher than 0.05.

3.2 Is there a significant difference between the learning styles and reading

comprehension?

Learning Independe Instructional Frustration Total

Styles/Reading nt

comprehension

f % f % f %

Visual 18 16.75 10 11.69 2 1.56 30

Auditory 24 22.34 5 15.58 1 2.08 40

Tactile 1 3.91 15 2.73 1 0.36 7

Total 43 43 30 30 4 4 77

fo fe fo-fe (fo-fe)² (fo-fe)²/fe

18 C1 - 16. 75 1.25 1.56 0.09

1 C2 - 22.34 -21.34 455.40 20.38

4 C3 - 3.91 20.09 403.61 103.23

10 C4 - 11.69 -1.69 2.86 0.24

5 C5 - 15.58 -10.58 111.94 7.18

 28 15 C6 - 2.73 12.27 150.55 55.15

1 C7 - 1.56 0.44 0.19 0.12

1 C8 - 2.08 -1.08 1.17 0.56

4 C9 - 0.36 0.64 0.41 1.14

Therefore X² = 188.09

• Null hypothesis: No significant relationship exist between Learning Styles and Reading comprehension

• Level of Significance: 5%

• Degree of Freedom = (c-9)(r-9)

c = no. of columns

r = no. of rows

df = (9-1)(9-1) = (8)(8) = 64

CV = 9.488

Decision Rule

Since the computer value X² = 188.09 is greater than the critical value (9.488) , we reject the null
hypothesis. Thus, the two variables of Learning Style and Reading comprehension are related: auditory
learners are classified into independent level of comprehension while visual learners are instructional.
 29

Chapter 5

SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS

This chapter presents the Findings of the Study, Conclusions and

Recommendation.

Findings of the Study

1.Based on the findings it can be concluded that the Grade-9 respondents are

dominated by auditory learners, followed by Visual but only few learners are

tactile/kinesthetic.

2.1 It can be seen from the findings that the respondents in both sexes are instructional

when it comes to reading comprehension level.

2.2 It can be concluded based on the findings that auditory learners might have a better

reading comprehension level among the respondents when they are grouped according

to learning styles.

3.1 It can be seen from the table that there is no significant difference between the

learning styles and reading comprehension level of the respondents when they are

grouped according to: visual, auditory and tactile. The P-value (0.229422) is accepted

because it is higher than 0.05.

 30

Conclusion

Based on the findings the researchers concluded in their researchers study titled,

The Impact of Different Learning Styles to the Reading Comprehension of Sample

Grade 9 Students in MHNHS S.Y. 2018-2019. The dominated styles of learning among

the respondents of Montalban Heights National High School are auditory learners. It is

40 or 51.95% of the population. The auditory learners are learners who learned through

the use of sense of hearing. It is the learners who good at listening. The researchers

also found out based on the findings and interpretation of data that the obtained P-value

which is 0.23 is accepted, therefore there is no significant difference between the

reading comprehension level of the respondents when they are grouped according to

visual, auditory and tactile.

The preferences of the students nowadays are quite complicated due to the

modernization of our country. And most of the styles of the students are based on

technology. That’s why teachers thought that learners learned according to the 3

learning styles which are tactile, auditory and visual. But according to the inc.com

magazine it is only a theory and it has nothing to do with how the students understand

the context. But the researcher findings contradict to what the theories stated. This may

conclude that the most preferred styles may help the concern teachers that the students

may learn faster when they are using their preferred styles.

Recommendation
 31 The researchers conducted a survey to the grade 9 students of Montalban

Heights National High School. Researchers found out that the most of the students

are auditory learners because most of them preferred to learn using audio and they

are also good at listening. Researchers also found out that ones learners identified

their styles of learning they could understand well. That’s why the researchers would

like to recommend this study to the future researchers who are having a hard time in

choosing the right subject of their future study. The researchers wanted to

recommend this paper to the following people :

Principal- the researchers wanted to recommend this paper to the Principal and he

could implement the rules and regulations of school regarding the teaching methods

of the educators are aligned to the styles of learning of the students.

Students- the researchers recommend to the students for them to analyze their way

of learning well in school activities and other curricular activities to achieve academic

excellence of competency.

Teachers- the researchers would like to recommend to the teachers to strictly

monitor the student learning capacity and performance. The researchers wanted

also the teachers to encourage and teach everyone according to the students

preferred styles of learning. And be aware to the rules and regulations of the school.

Lastly, to the future researchers, the researchers wanted to recommend this

research paper for the following students who wanted to choose the topic for the

research paper. The students should choose topic that suits the interest of everyone.

And also it will be effective to relate it ones experiences.

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