Learning Styles of the Secondary Students in ARMM in Relation to their Performance in the Biology-Component of the National Achievement Test: Basis for Culture – Sensitive Modular Instruction
Abstract
Abstract: This study is a descriptive-correlational and developmental, dealing with the learning styles of 661 secondary biology students, who comprised of four cultural minority groups, namely: a) Maguindanaon, b) Meranao and c)Tausog; and d.) Mixed-culture group consisted of Christians and other non-Muslim denominations of the Autonomous Region in Muslim Mindanao (ARMM), and its relationship of their performance in the biology component of the National Achievement Test (NAT). The learning styles of the respondents were measured using the Index of Learning Style by Felder and Solomon (1995) and Learning style Inventory by Kolb. The collected data of these two instruments were analysed with the use of frequency, weighted mean, Pearson-Coefficient correlation and ANOVA. Results revealed that there is no significant relationship between the performances of the respondents in biology component of the National Achievement Test with their Felder and Solomon learning style in the case of active/ reflective and visual/ verbal learning style, thus null hypothesis was accepted. On the other hand, in the case of sensing/ intuitive and sequential/ global learning style the null hypothesis was rejected. In Kolb’s learning styles, results show no significant relationship between the performances of the respondents in biology-component of the National Achievement Test with their Kolb’s learning styles. From the results of the study, the researcher designed an intervention program through modular instruction anchored to each culture in the respective participants such as the Maguinadanon, Meranao, Tausog, and the mixed – culture group. The culture based module designed by the researcher is the intervention to be used for the continuation of the study.
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Key words: learning style, culture-based module, biology performance.Â
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