This document discusses the elements of teaching and learning, including teachers, learners, and the learning environment. It describes learners as having both cognitive and appetitive faculties, and outlines various factors that contribute to differences among learners, such as ability, aptitude, interests, family background, and attitudes. The document also discusses theories related to multiple intelligences, learning styles, and the brain.

1. THE ELEMENTS OF A
TEACHERS:

2. The principal elements that
makes teaching and learning
possible and attainable are
the teachers, the learners
and a conducive learning
environment.

3. THE LEARNERS
Is an embodied spirit, a union of body and
a rational soul
The body experiences sensations, and feel
pleasure and pain
The souls is the principle of spiritual acts,
the source of intellectual abstraction, self
reflection, and free rational volition.

4. Fundamental Equipment of the Learner
A. COGNITIVE FACULTIES
1.Senses
2.Instincts
3.Imagination
4.Memory
5.Intellect

5. Fundamental Equipment of the Learner
B. APPETITIVE FACULTIES
1.Feelings
2.Emotions
3.Rational Will

6. -All learners are equipped wih
cognitive as well as appetitive faculties
however, they differ in the degree to
which they are utilized and expressed
on the account of the learners
abilities, aptitude, interest, values, and
home background.

7. FACTORS CONTRIBUTING TO DIFFERENCES AMONG
LEARNERS
1. Ability
capacity to understand and assimilate information
classified as fast, average, slow learner
high, moderate, and slow achiever

8. FACTORS CONTRIBUTING TO DIFFERENCES AMONG
LEARNERS
2.Aptitude
learners innate talent or gift
natural capacity to learn certain skills
3. Interest
strong appeal or attraction to something

9. FACTORS CONTRIBUTING TO DIFFERENCES AMONG
LEARNERS
4. Family and Cultural background
students who come from different socioeconomic
background manifest a wide range of behavior due to
differences in upbringing and practices

10. FACTORS CONTRIBUTING TO DIFFERENCES AMONG
LEARNERS
5. Attitudes
refers to an individual perspective and disposition
some positive attitudes are curiosity, responsibility,
creativity and persistence

11. Four Lobes of the Brain
1.Frontal Lobe- involve in any voluntary movement of
particular part of the body
2.Parietal Lobe- produces sensory experiences(pressure,
pain)
3.Temporal Lobe- responsible for processing
sounds/speech or audition
4.Occipital Lobe- responsible for processing visual
images

12. Gardner’s Multiple Intelligence Theory
(HOWARD GARDNER)
1.Verbal- Linguistic Intelligence
2.Logical-Mathematical Intelligence
3.Visual-Spatial Intelligence
4.Bodily-Kinesthetic Intelligence
5.Musical Intelligence
6.Interpersonal Intelligence
7.Intrapersonal Intelligence
8.Naturalist Intelligence
9.Existential Intelligence

13. Learning Pyramid

14. Learning Styles
Categorized;
Logical and Mathematical Learner
Visual Learner
Auditory Learner
Verbal Learner
Physical Learner
Social and Interpersonal Learner
Solitary and Intrapersonal Learner
Combination Learner

15. Dunn & Dunn’s Learning Style
Environmental. The environmental strand
refers to these elements: lightning, sound,
temperature, and seating arrangement.
Emotional. This strand includes the
following elements: motivation, persistence,
responsibility, and structure.

16. Dunn & Dunn’s Learning Style
Sociological. The sociological strand
represents elements related to how individuals
learn in association with other people:
(a) alone or with peers, (b) an authoritative
or with a collegial colleague, and (c) learning in
variety of ways or in routine patterns.

17. Dunn & Dunn’s Learning Style
Physiological. The elements in this strands are:
perceptual (auditory, visual, tactile, and kinaesthetic),
time- of- day energy levels, intake (eating or not
studying) and mobility (sitting still or moving around).
Psychological. The elements in this strand
corresponds to the following types of psychological
processing: hemispheric, impulsive or reflective, and
global versus analytic.

18. THANK
YOU!!!

19. THANK
YOU!!!

21. Statement of the Problem
To determine the learning styles
of Grade 7 students in English in
COHS.

22. Hypothesis
There is no significant degree of
variance on the weighted mean of
the learning styles of the Grade 7
students.

23. Significance of the Study
The result of this study will be significant to the
following:
students
 teachers
school administrators
community
Researchers
 other interested person

24. Scope and Limitation of the Study
Conducted in Campao Oriental High School.
during the first semester of S.Y 2018-2019.
focused on Grade 7 students of the mentioned
school.
The central target of this study was to identify the
preferred learning styles by the students.

25. RESEARCH
METHODOLOGY

26. Research Design
Conducted quantitative study
Utilized descriptive method
Survey research

27. Research Environment
was conducted in Campao
Oriental High School,Grade 7
students , Campao Oriental,
Getafe, Bohol

28. Research Respondents
Grade 7 students of Campao Oriental
High School
randomly selected from the
following sections: Grade 7
Sampaguita, Grade 7 Rose, Grade 7
Cattleya, and Grade 7 Adelfa

29. Research Instrument
closed-ended questionnaire

30. Data- Gathering Procedure
1.sought the approval of the school principal, Mrs. Ma.
Cecilia B. Vitor.
2.used judgement sampling.
3.the researcher used close- ended questionnaire
4. the research instruments was distributed to the
randomly selected students
5. after two days the questionnaires were collected.

31. Statistical Treatment
Slovin Formula
Mean
Percentage
F-Test
 Frequency distribution

32. Definition of Terms
Learning Styles
Auditory learners
Kinesthetic leaners
Visual learners
Group learners
Grade 7 students

33. CHAPTER 2
PRESENTATION,ANALYSIS,AND
INTREPRATION OF DATA

34.  On Profile
Gender of the Respondents
Gender Frequency Percentage
Rank
Male 64 43.24 2
Female 84 56.76 1
TOTAL 148 100
Age of the Respondent
Age Frequency Percentage Rank
11 6 4.05 4
12 84 56.76 1
13 47 31.76 2
14 7 4.73 3
15 3 2.03 5
16 1 0.66 6
TOTAL 148 100

35. Grade Level and Section of
the Respondent
Grade and section Frequency Percentage
Grade 7 Adelfa 37 25
Grade 7 Cattleya 37 25
Grade 7
Sampaguita
37 25
Grade 7 Rose 37 25
TOTAL 148 100
First Quarter Grade in
English
Grade in
English
Frequency Percentage Rank
90-94 26 17.57 3
85-89 73 49.32 1
80-84 49 33.12 2
TOTAL 148 100

36. LEARNING STYLES PREFERENCES
Learning Style General Weighted
Mean
Descriptor Rank
VISUAL 4.11 AGREE 5.5
TACTILE 4.11 AGREE 5.5
AUDITORY 4.20 AGREE 2
GROUP 4.19 AGREE 3
KINESTHETIC 4.24 STRONGLY
AGREE
1
INDIVIDUAL 4.12 AGREE 4

37. ON SIGNIFICANCE ANALYSIS OF VARIANCE
Analysis of Variance of the Learning Styles of
Grade 7 Students
TABLE 6 –A
Visual Tactile Auditory Group Kinestheti
c
Individual
X1 (X1)2 X2 (X2)2 X3 (X3)2 X4 (X4)2 X5 (X5)2 X6 (X6)2
N 148 148 148 148 148 148
Su
m
605
.5
2517.
.25
607
.4
2538
.92
624
.4
2680
.64
621
.4
267
6.6
626
.6
2723
.08
606
.7
2579
.01
Me
an
4.0
9
4.1
0
4.2
2
4.2
0
4.2
3
4.1
0
TABLE 6- B
ANOVA TABLE
Sources of
Variation
Df Sum of
Squares
Mean F-Value
Comput
d
Tabula
r
Between
Groups
5 3.244009 0.648802 1.57998 2.2242
5
Within
Groups
882 362.1839 0.410639 Result:
Insignificant
Total 887 365.4279 Ho: Accepted

38. CHAPTER 3
SUMMARY, FINDINGS,
CONCLUSION, AND
RECOMMENDATIONS

39. SUMMARY
The profile of the respondents
significant degree of variance on
the weighted mean of the
learning styles of the Grade 7
students
Research methodology

40. FINDINGS
On Profile
Learning Style Preference
On Significant Analysis of
Variance

41. CONCLUSION
The most prefered learning style of
the students is kinesthetic
There is no significant degree of
variance on the weighted mean
of the learning styles of the
Grade 7 students.

42. RECOMMENDATIONS
 activities and workshops that aims to
improve the learning styles and
performance level of the students that
they are prefered to developed.

43. THANK YOU!