Special Issue - April 2015

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International
Journal of
Humanities &
Social Sciences
Special Issue
IJHSS.NET
e-ISSN: 1694-2639
p-ISSN: 1694-2620
April 2015

Special Issue - April 2015
Table of Contents
Development of Teacher-Designed SelfLearning Kit in Geometry for the
Subanen, Maranaos and Visayans
1
Vilma D. Hambre, Ph.D.
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
15
Malano Macalabo Tingara-an, Ph.D.
The Language Learning Strategies used by High School Students: It’s
Relationship to their English Performance
35
Sittie Ainah A. Diamla, Norhanifah O. Mangotara, Prof. Teodoro
M. Drilon, Wardah D. Guimba, Ph.D., Rohanie M. Sultan, Ph.D.
and Prof. Sittie Khaironisa S. Marohombsar
Reading Anxiety and Comprehension of Grade 8 Filipino Learners 44
Dr. Wardah D. Guimba and Jerryk C. Alico
Factors Associated with Muslim High School Students’ Mathematics
Performance in Three Selected Regions in Mindanao: Basis for
Intervention
60
Omensalam P. Guro, Ph.D. and Johaira P. Guro, MST-Mat
Multifaceted Presentation Oriented-Instruction (MPOI): Effects on
Students’ Concept Learning, Achievement, and Attitude towards
Chemistry
75
Norolayn K. Said
AAJHSS.ORG

1 http://aajhss.org/index.php/ijhss
TAEED: Teachers Association for Excellence in Education, Mindanao State University,
Philippines
International Journal of Humanities and Social Sciences
p-ISSN: 1694-2620
e-ISSN: 1694-2639
Special Volume, pp. 1-14, ©IJHSS
Development of Teacher-Designed Self-
Learning Kit in Geometry for the Subanen,
Maranaos and Visayans
Vilma D. Hambre, Ph.D.
Mindanao State University
Marawi City, Philippines
Abstract. This study is a comparative analysis on the effectiveness of the
teacher-designed self-learning kit (SLK) in Geometry for the Subanen,
Meranaos, and Visayans, reflecting the culture, tradition and ethnicity of
these tribes. The researcher used quasi experimental design involving
quantitative and qualitative approaches. The respondents were grouped
into control and experimental and purposively assigned to their
respective groups. Achievement test was given to the respondents in the
control and experimental groups after the implementation of the SLK.
SLK was developed based on Taba Model: Diagnoses of needs,
formulation of objectives, selection of content, logical organization of
content, selection of learning experiences, organization of learning
activities, evaluation and means of evaluation. Effectiveness of the SLK
in teaching Geometry was evaluated through observations and
interviews gathering the information qualitatively, particularly the
insights and beliefs of students on self-learning kit. Findings revealed
that the mean achievement scores between experimental and control
group vary significantly. The mean scores of Subanen tribe differ
significantly from the mean scores of Meranao and Visayan tribes. The
untoward peace and order incident that happened in Lapuyan,
Zamboanga del Sur affected so much the performance in the
achievement test of both experimental and control groups in the
Subanen tribe. All the respondents rated the SLK “excellent” in their
evaluation. The student-respondents showed positive insights and
perceptions in the use of SLK in their learning process. It enhanced their
critical thinking, promoted their creativeness, and interests. Moreover,
they become more motivated to learn the concepts and they enjoyed
their interactive learning.
Keywords: self –learning kit; geometry; language
Introduction
Developing countries lack material resources in teaching Science and
Mathematics at all levels (Talisayon, 1990). Kline (1996) commented that if
Mathematics is indeed a creative activity, what driving force causes men to
pursue it? The most obvious, though not necessarily the most important motive

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for mathematical investigations, is to answer questions arising directly out of
social needs. Commercial and financial transaction, navigation, calendar
reckoning, construction of bridges, dams, and churches, the design of
fortification and weapons of warfare, and other numerous human pursuits
involve problems which can best resolved through Mathematics. The use of
mathematics as a universal tool is specifically true of our modern technological
age. Quantum leaps that the modern age boasts of could not have been possible
without mathematics. This is the reason why Schoenfield (1992) said that success
in Mathematics needs to be built in the classroom. Students need to experience
success early when they begin a mathematics class. This success enables them to
develop confidence in their ability to do Mathematics, which in turn paves the
way for further positive feedback in this field. However, there is a dearth of
learning materials in the secondary schools in the Department of Education. This
is true in Math particularly in Geometry. Secondly, the existing teaching
learning materials do not consider the culture of the learners, specifically their
traditions, realities and localities. Hence, these factors make the indigenous
students find mathematics alien hence, more difficult.
Moreover, the Department of Science and Technology-Science Education
Institute (DOST-SEI) (1998) reiterated that Mathematics and Science continue to
be the most difficult subjects up to this time. It is because the results in the
National Secondary Achievement Test (NSAT) for two consecutive years, that is
1996 and 1997, were below 50%. In the Division of Lanao del Norte, the results
were attributed to the teachers who were not major in the key learning areas in
Science, Mathematics, English, and Filipino. Specifically, the least number of
teachers (1.4%) have specialized in science and small 6% in Mathematics. These
statistics confirmed that many teachers are not well prepared to teach the critical
subject areas of Science and Mathematics (Oreta, T. A., 2000). This situation is
particularly true in the Lanao areas, hence, there is a need for Self-Learning Kit
to guide these non- Math majors in teaching. Besides, it is a known fact that
many teachers, even Math majors, find teaching Geometry difficult. Therefore a
Self-Learning Kit (SLK) will be a welcome innovation to facilitate teaching of this
subject.
According to Airasian (1994), classrooms are busy places. Every day in every
classroom, teachers make decisions about their pupils’ behavior, the success of
their instruction, the classroom climate and the availability of instructional
resources influence not only the nature of instruction but as well as the learning
outcomes. Since the teachers are considered the key factors in the students’
understanding of Mathematics’ concepts, they should have instructional
materials that would facilitate the teaching of Mathematics. Lack of texbooks
and other resource materials was the primary problem encountered by both
Mathematics teachers and students in the Division of Lanao del Norte.
Mathematics is a vital subject that cannot be taken for granted since it is the
heart of science. However, we cannot escape from reality that there are students
who have negative attitudes toward it. Most students consider it as difficult
because of endless repetition, meaningless memorization, never ending services

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of worksheets or fracture exercises, and in general, the lack of interest and
understanding in Mathematics.
By developing a Self-Learning Kit (SLK) in Geometry students may be
motivated to explore and become more creative. It may erase the negative
perceptions of the students towards Mathematics. This kit motivates students to
love, and be interested in learning Mathematics particularly Geometry. It is in
this light that the researcher developed a Self-Learning Kit (SLK) tailored for
Subanen, Meranaos and Visayans. This kit is expected to cater to the level of
understanding of the students. Self-learning kit is a tool that enhances learning
Mathematics. It aims to develop creativity through manipulative processes and
thinking skills. It also relates the lesson to the real world, and develops self-
confidence in Mathematics among the students. In addition, several studies have
shown that beliefs about oneself have a remarkable connection with success in
Mathematics. The more students learn the more confident they become, and the
more enjoyable experience of learning it becomes. The self-learning kit
developed and used in this study is expected to cater to the level of
understanding of the students reflecting their own culture and tradition,
ethnicity and locality.
The SLK has the following aims: (a) knowledge based culture and their
application to culture based teaching of basic education; (b) opportunities for
critical dialogue with the local culture; (c) contribute to a deeper understanding
and appreciation of culture. These aims are congruent to the aims of the
Department of Education in initiating a scholarship program for the graduate
certificate in cultural education which was already started last summer 2011. To
uplift the teacher’s capacity in the teaching-learning strategies among the
Indigenous Peoples and Meranao teachers must uphold with the modern
pedagogy that is fitted to the learners, embracing their cultural identity as the
basic examples in the teaching-learning process. SLK is useful for the scholars
and mentors to bring innovations to teaching-learning process especially to the
Indigenous Peoples’ and Meranao students.
Research Methodology
This research used quasi experimental posttest design involving quantitative
and qualitative approaches. Quantitative approach was used to interpret the
numerical value obtained in this study. Qualitative approach, on the other hand
was used to qualify the data that would triangulate the quantitative results.
Moreover, qualitative data need not be analyzed using statistical. Generally, the
study was based on experimental design using Self Learning Kit (SLK) as an
intervention. The respondents were grouped into control and experimental.
They were purposively assigned to their respective groups through pairing of
students using their previous grades in Mathematics III and draw lots. Then,
achievement test was given to the respondents after the implementation of the
SLK. Observations and interviews were employed in gathering the information
qualitatively, particularly the insights and beliefs of students on the self -
learning kit, and the feedbacks of the teachers regarding the self-learning kit as a
tool in the classroom instructions.

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Mindanao is the southernmost and the second largest island in the Philippines
was chosen as the research locale of the study. Specifically Lapuyan, Zamboanga
del Sur; Pantao Ragat, Lanao del Norte; and, Aurora, Zamboanga del Sur. These
municipalities were chosen since Subanen, Meranaos, and Visayans are
dominant in these places. The respondents of the study were the third year high
school students and their respective teachers of Lapuyan National High School
(LNHS), Pantao Ragat Agro Industrial High School (PRAIHS), and
Commonwealth National High School (CNHS). The teacher-respondents handle
both the experimental and control groups. These students belong to the tribe of
Subanens, Meranaos, and Visayans.
Subanen tribe is one of the indigenous peoples in the Philippines. They are
originally found along the river banks or “suba” but now reside in the
mountains of Lapuyan, Zamboanga del Sur (Daligang, 2011). In the olden days,
Subanen did not go to schools. Their parents were in charge of their schooling.
Generally, the mothers or the fathers sang Subanen epics, poems and read
legends and stories. The Mother also trained their daughters to weave abacca
cloth. While, the fathers trained their son to do wood carvings, to weave rattan
baskets, and to make musical instruments out of bamboo and wood (Wikipedia,
2011).
On the other hand, the Meranao tribe is the largest Moro and cultural minority
in the Philippines (FEMAS, 1999). Together with the Ilanuns and Maguindanaos,
the Meranaos are one of the three indigenous Muslim groups who are natives to
the island in Mindanao in the south western part of the Philippines. This tribal
group shares in a generalized Southern Asian culture but has its own cultural
identity. Almost all Meranaos are Muslims, but some groups living in the hills
around Lake Lanao are committed to a version of Islam that is fused with traces
of pre-Islamic traditions. The spreading of Islam in Mindanao created a
differentiation between its native people, those who became Muslims were
named “Moro” and those who did not are called “Lumad”. Lastly, the Visayans
(Bisaya, Bisayan, Pintado) is a general term for a large segment about a quarter
of the Philippine population. The term “Visayan “refers to people who inhabit in
the islands surrounding the Visayan Sea. Most of the Visayans are Roman
Catholic, and they make up a large part of Christian population that is loosely
labeled Filipino. At first when discovered by the Spaniards, they were named
“Pintados “because they used to paint their bodies. The popular image of
Visayans is of passionate, fun-loving, brave, and musical people. Their major
economic activity is the cultivation of maize and irrigated rice. Those who have
settled in Mindanao in recent decades have often become involved in fighting
local Muslims for land (Dumont, 1991).
The breakdown of the respondents based on match pairing is shown in table 1
below. This table showed that the experimental group is composed of 65
respondents while, the control group is 65 respondents. The total respondents
were one hundred thirty (130) students. The table also shows that the Subanen
tribe has the least number of respondents.

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Table 1
Distribution of Respondents in the Study
Tribes Group Total
Experimenta
l
Control
Lapuyan National High School
(LNHS)
16 16 32
Subanen
Pantao Ragat Agro Industrial
High School (PRAIHS)
29 29 58
Meranao
Commonwealth National High
School (CNHS)
20 20 40
Visayan
Total 65 65 130
This study used six (6) different sets of tests, namely: Achievement Test, Self-
Learning Kit (SLK), Readability Test, Journal Writing, SLK Evaluation Checklist,
and Teacher’s Evaluation Checklist. These instruments were all used to gather the
data. Achievement test was constructed by the researcher based on the topic on
triangle similarity which is chapter 5 in the textbook of the Department of
Education and has been validated, both in content and reliability. Self-Learning kit
(SLK) was constructed by the researcher considering the culture, tradition, and
ethnicity of each tribe. It provides the students the opportunities to enhance their
skills in reasoning, thinking, computing, and accuracy in tackling real life
situations. It also develops their personality and intellectual ability, which in turn
lays the foundation to develop positive self-confidence. This SLK also serves as the
main instrument in conveying the concepts in Geometry, specifically on the topic
triangle similarity. The following subtopics are included in SLK: triangle similarity
with (1) Ratio and Proportion; (2) Similarity Between Triangles; (3) Scales and Map
Problems; (4) Proportionality Theorems; (5) Basic Proportionality Theorems; (6)
Similarities in Right Triangles; (7) Problems Involving Similar Triangles and
Special Right Triangles; (8) Relationships Between Perimeters and Between Areas
of Similar Triangles. Different activities were introduced in each subtopic and
emphasizing with the value of cooperative learning. The Kit was pilot tested to the
respective tribes which are not the respondents in the study for content,
readability and reliability validation. According to Robert (2012), the readability of
writings describes how well the text matches the reading abilities of the audience.
In this study, the Fry Graph Readability Formula was used to minimize or to
eliminate the difficulty of the respondents in understanding the SLK. The Fry
Graph Readability Formula was developed by Edward Fry. He was a Fulbright
Scholar in Uganda, where he helped the teachers in teaching English Second
Language (ESL). Fry constructed readability test based on a graph.

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Figure 1: Fry Graph Readability Test
Journal Writing is another tool where the students expressed their perceptions,
thinking and feelings in using the self-learning kit. This was done regularly on a
daily or weekly basis so that the observation was properly documented. This
tool can also validate the response of the respondents of the other instrument of
this study. Evaluation Checklist was used to evaluate the effectiveness of the
Self-Learning Kit (SLK) considering its objectives. It evaluates the following
parts of the SLK, namely: Cover Page, Overview, Jumpstart, Lesson Proper,
Layout, Overall Content, Writing Mechanism, Self-Assessment Questions, and
Citations. The response scoring has the following scale and equivalent
description 1.0 – 1.74 – Poor, 1.75 – 2.49 – Good, 2.50 – 3.24 – Very Good, and
3.25 – 4.00 – Excellent. Teacher’s Observation Checklist was used in monitoring
the performance of the teachers in the implementation of the SLK. The classroom
instructional observation are answerable by YES/NO or Not at All (NA). The
researcher also does some observations on the performance of the teachers for
improvement of their teaching skills.

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Table 2
Chart of Class Observation and Interview Schedules
Date
Observation Schedules Interview Schedules
Subanen Meranao Visayan Subanen Meranao Visayan
2/2/2012
2/3/2012
2/6/2012
2/7/2012
2/9/2012
2/10/2012
2/13/2012
2/16/2012
2/20/2012
2/21/2012
2/23/2012
2/27/2012
2/28/2012
3/1/2012
3/2/2012
3/5/2012
3/6/2012
3/7/2012
3/8/2012
Note: The highlighted sections are the schedule or respective dates where the researcher
observed and interviewed the respective respondents
Statistical Tools and Data Analysis Procedure
For quantitative data frequency and percentage distribution were used to
establish the profile of the respondents as to the demographic profile and
performance in the achievement test. To test the significance of the differences in
the achievement test of the three tribal groups of students, t- test of difference
was computed. To test for the variance, the Analysis of Variance of the
Achievement Scores of the experimental and control group was used and to test
the multiple comparisons of the three tribes both the experimental and control
groups was used, Tukey’s Test was used.
For qualitative data analysis, the researcher used coding system, to maintain the
confidentiality of the ideas or opinions of the informants. For the respective
Mathematics teachers of the respondents they were coded with the used of their
name initials. Since there were only three teachers involved, they are coded as
Teacher F in Lapuyan, Teacher R, in Pantao Ragat, and Teacher I in

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Commonwealth. The opinions and ideas of respondents during their interviews
and their journal writing were analyzed through descriptions and comparisons.
Comparisons were used by the researcher in presenting contradicting ideas or
opinions of the respondents. The student-respondents were coded as Subanen
student/s, Meranao student/s, and Visayan student/s.
Summary of Findings
This research study on, “Development of Teacher-Designed Self-Learning Kit in
Geometry, for the Subanen, Meranao and Visayan” was aims to evaluate the
SLK and help students learn Geometry in an enjoyable and interesting way
particularly on triangle similarity through hands – on and interactive learning.
Specifically the study sought to answer on the following questions:
1. How was the Self-Learning Kit in Geometry developed?
2. What is the demographic profile of the respondents?
3. What are the previous grades in Mathematics of the respondents namely:
Subanen, Meranao, and Visayan?
4. What are the mean achievement scores of the third year students of the
three respondents’ tribes in terms of experimental and control groups?
5. Is there a significant mean difference in the achievement scores of the
experimental and control groups of the three respondent tribes?
6. Is there a mean difference in the achievement test scores of the control
group in the three respondent tribes?
7. Is there a mean difference in the achievement test scores of the
experimental group in the three respondent tribes?
8. What are the insights and perceptions of the teachers derived in using the
self-learning kit?
9. What are the insights and perceptions of students on the self-learning kit
in triangle similarity with regards to their critical thinking, creativity,
interest, and motivation?
10. How effective is the SLK in terms of teaching and learning?
11. What implications are drawn from the study?
Based on the data gathered the following findings emerged:
1. Most of the Meranao and Visayan tribe respondents are female for while in
the Subanen tribe male and female respondents are almost equal.
2. Majority of the respondent’s age in the two groups of Subanen tribe and
Meranao tribe falls within sixteen (16) years of age while in the Visayan
tribe both experimental and control groups are fifteen (15) years of age.
Only few of the respondents belong to eighteen years and above.
3. Majority of the Subanen tribe are Alliance and Baptist while Meranao tribe
is one hundred percent Islam. The majority of the Visayan tribe, both
experimental and control groups are Roman Catholic
4. The parents’ educational attainment of the Subanen respondents in the
experimental group is at elementary level while the control group,
secondary level. Some of the parents for Meranao tribe in experimental
group are college graduates and elementary graduates, while in the control
group are college level and secondary graduates. For Visayan tribe,
majority of their parents are secondary graduates.

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5. The parent’s income of the respondents of the three tribes is below poverty
line.
6. Farming is the primary occupation of the parents of the three respondent
tribes for both experimental and control groups. Very few are professionals
in the Subanen and Visayan tribes while there are more professionals
among the parents of the Meranao tribe.
7. The previous grades of the respondents in the three tribes mostly fall
within 80 – 84 ranges. Only one student in the Meranao tribe control group
has a grade ranging from 95 – 99, while few respondents from the three
tribes have a grade ranging from 90 – 94.
8. Among the control group, Visayan tribe has the highest mean of 21.60
followed by the Meranao tribe with a mean of 21.59, and the lowest mean
is the Subanen tribe with 9.81. In the experimental group; the highest
mean is still in the Visayan tribe with a mean of 34.05, followed by
Meranao tribe with a mean of 33.83 and the lowest mean of 19.63 is
obtained by the Subanen tribe. Therefore, the Visayan tribe in both the
experimental and control groups have the highest mean, followed by the
Meranao, and then Subanen tribe. It also shows that the experimental
groups of the three tribes have a higher mean as compared to the control
group. It signifies that the students in the experimental group perform
better than the control group.
9. The Self-Learning Kit (SLK) is effective as a tool in teaching triangle
similarity, since mean achievement scores between experimental and
control groups vary significantly at 0.05 level of significance among the
three groups of respondents.
10. The mean achievement scores of the three tribes in the control group vary
significantly. It implies that the traditional method of teaching differ
significantly among the three tribes since the teacher-respondents have
different teaching strategies.
11. The Visayan and Meranao tribes in the control group have higher mean
scores as compared to the Subanen tribe. It means that the unexpected
peace and order incident that happened in Lapuyan, Zamboanga del Sur
affected so much the performance of the Subanen respondents in the
achievement test of both experimental and control groups.
12. The p-value is less than the level of significance at 0.05. Therefore, the H0 is
rejected. This means that the mean scores of the Subanen tribe differ
significantly from the mean scores of Meranao and Vesayan tribes.
13. In the evaluation of Self-Learning Kit (SLK), all respondents rated it
“excellent”.
14. The teacher and student-respondents showed positive insights and
perceptions on the use of SLK in their teaching-learning process.
Conclusion
Only one hypothesis was tested in the study. From the results of data analysis,
the results showed that there is significant difference in their post-test result
among Meranao and Visayan tribes. Therefore, the null hypothesis is rejected at
0.05 level of significance. All the teacher and student-respondents favor and
appreciate the SLK, and find it effective in the teaching-learning processes in

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their respective classes. The student respondents showed positive insights and
perceptions in using SLK in their learning process. It enhances their critical
thinking; promote their creativity, and interests. Moreover, they become more
motivated to learn the concepts and enjoy their interactive learning especially
that the different activities and problems posted in the SLK were based on real-
life situations reflecting the culture, tradition, and ethnicity of the Subanen,
Meranao, Visayan tribes. Since the teacher and student respondents rated the
SLK “excellent” then the SLK passed the evaluation with flying colors.
Implications to Education
The SLK was found to be effective in promoting learning when used in
teaching Geometry as shown by the results of the study. The experimental group
had higher achievement scores, both teacher and student-respondents greatly
favored the use of SLK in teaching -learning Geometry; it developed a higher
order and creative thinking skills, problem solving skills were enhanced and
positive attitude and interest among teacher and student were deepened.This
implies that the researcher developed SLK reflecting the culture, tradition,
ethnicity of the Subanen, Meranao, and Visayan, has adequately shown to have
the potentials to bring about effective and efficient teaching and learning of
math among the IPs and the Meranaos.
There is relatively little information and analysis available on participation,
completion and performance in education that is specifically disaggregated for
Indigenous and Muslim children. The quality of analysis and its application into
policy and programs is generally weak particularly in the context of Indigenous
People and Muslim population (PRIME Program 2011). The questions about the
relationship between demographic diversity and mathematics achievement were
never addressed directly (Grouws, 1993). This study tries to respond to this need
as expressed by Grouws. Results of this study showed proof that achievement is
a function of social demographic characteristics but there were woefully few
impact studies that did likewise. Grouws further said that if we are to believe
what demographic tell us, the mainstream has become diverse and that
curriculum and instruction should first be effective with these students, and
then applied to other populations. Finally, the notion of disadvantaged and
compensatory education that are linked to these populations should be replaced
by notions that acknowledge their competence, as shown in this study
Education is based on the principle that all children can and have a right to
learn. Diversity may be age, gender, religion; ethnicity, culture, language or
disability is expected and valued in any population. To fairly and equitably meet
the needs of the diversity of learners, the learning environments and processes
and educational structures and systems need to be adaptable and context to
better able meet the needs of all learners (PRIME Programs, 2011). Hence this
study is a timely response to this program Philippines’ Response to Indigenous
Peoples’ and Muslim Education (PRIME) of the Department of Education
(DepEd). The study developed SLK catered to the IPs namely: Subanen,
Meranao, and Visayan, reflecting their cultures and traditions.

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Shaping classroom techniques to the cultural needs of students is nothing new.
However, some teachers face dilemma on designing instructional materials that
makes the learning environment interactive. This Self-Learning Kit (SLK) tried to
design mathematics instructional materials showing Subanen and Meranao
cultural heritage in an interactive manners. Classroom is not the only place
where cultures merge, however, the teacher in the classroom should provide
ample time among students’ interaction having different multicultural
prospective. Urging to adopt a multicultural perspective in the classroom is to
help develop a greater understanding and appreciation of students (Elliot, et.al.
2000). Results of this study affirm that the Indigenous peoples are the holders of
unique languages, knowledge systems and beliefs and possess invaluable
knowledge of practices for the sustainable management of natural resources
(http://www.un.org/esa/socdev/unpfii/documents/5session factsheet1.pdf,
1/24/2013). As such designing and raising materials such as this SLK would
promote tribal identity as shown in this research study.
The aim of the development of the (SLK) is to address the gap existing in the
inequity and flexibility of education among the Indigenous People and the
Meranao students. Grouws (1993) said enhancing the mathematics achievement
for diverse population and closing the achievement gaps between those
populations is anchored on the theory of Cognitive Guided Instruction (CGI).
The CGI has been found to enhance first grade students’ achievement on basic
skills, problem solving, and confidence. It does not prescribe teaching behaviors.
Rather, the program is based on four interlocking principles: (1) teacher
knowledge of how mathematical content is learned by their students. The SLK
provide lessons that lessen the teachers’ burden in preparation of the lesson and
equip them with different activities that suit the ethnicity, locality and culture of
their students. (2) Problem solving as the focus of instruction, the SLK
instructions are brief and clearly stated that every students were inspired to do
the activities even without the presence of the teachers. (3) Problems reflecting
their culture inspired students to solve them. (4) Teacher decision-making based
on teacher knows how their students are thinking (Grouws, 1993). However, this
study has not included the metacognitive aspects of learning that would give
teachers opportunity for them to access students’ thinking, more so, with
principle number (4).
Cooperative learning is another teaching strategy that produces greater student
achievement than traditional learning methodologies (Slavin 1984) as cited by
(Dahley, 1994). Grouws (1993) also stated that the creation of small groups is an
organizational feature of instruction that is intended to make classes more
manageable and to allow teachers to fine tune their instruction to better meet the
diverse abilities and needs of their students. Experiential Learning Theory (ELT)
provides a holistic model of the learning process and a multi-linear model of
adult development, both of which are consistent with what we know about how
people learn, grow, and develop. The theory is called “Experiential learning” to
emphasize the central role that experience plays in the learning process, an
emphasis that distinguishes ELT from other learning theories. The term
“experiential” is used therefore to differentiate ELT both from cognitive learning

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theories, which tend to emphasize cognition over affect, and behavioral learning
theories that deny any role for subjective experience in the learning process
(Kolb et.al, 1999). To effectively use SLK, experiential activities were generously
provided that interlink to the lesson. Self-Learning Kit (SLK) was designed in
such a way that learners were thoroughly engaged in the activities reflective of
their cultural heritage. It clearly demonstrated the hands on minds on principle
of practical works. These were deeply appreciated because the learners were
familiar with the materials and concepts in their culture. Place based, contextual
and hands on learning are all examples of experiential learning. Learning by
doing is a powerful way to activate multiple senses through direct experiences.
Learning takes place in the natural world provides students a change of scenery,
stimuli and way to complement didactic learning (www.sd38.bc.ca/-
djubinville/EA/Indigenous_Knowledge, 12/20/2012). These were all
demonstrated in the SLK.
This Self-Learning Kit study has also an implication on the internationally
recognized features of inclusive education that have provided the basis to guide
the priorities for inclusions. The following features of inclusive education state
(a) A constantly evolving process of change and improvement within the school
and wider education more welcoming learner friendly and beneficial to a wide
range of people. The content of SLK gives information of the learners to explore
more since there are topics which was already done or invented long time ago
and still useful today just like the theory of Thales, the trivia presented on the
computation of the circumference of the earth and many more. Another is (b)
Restructuring of education cultures, policies and practices so they can respond
better to the diversity of learners. SLK is very much appropriate to restructuring
of education for it is bounded with ethnicity, locality and culture sensitive. (c)
Changing the education system so it can be flexible enough to accommodate the
needs to different learners, for it is said that the world is full of changes same as
the educational system also changed. SLK accommodate the needs of the
learners with regards to their tribal identity where the examples introduce to
them are local and an application to the real life situation. (d) Identifying and
removing barriers that exclude learners in different context and prevent
equitable presence, participation and achievement, SLK is a student centered
activity where cooperative learning is encouraged, this way student have the
courage to do the activities and create camaraderie among the members of the
groups that helps remove the barriers of learning in mathematics. (e)
Curriculum and learning materials that may not be accessible to the range of the
learners and their needs, beliefs and their abilities. SLK is an instructional
material that fit to the needs of the learners based on the results of the
readability test to both Indigenous Peoples and Meranao students. (f)
Inadequate resources to promote and support inclusive learning through
assessment, quality teachers, learning materials, facilities, infrastructure, training
and capacity development. The Department of Education provides textbooks
and other learning materials which are not familiar to some places just like in the
Indigenous Peoples and Meranao. In this way students may not be interested to
study for there is no connectivity between the lesson and the real life situation.

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SLK is learning materials that provide adequate resources that fit to their own
tribal identity.
With these implications, the Department of Education is commendable in the
creation of the Philippines’ Response to Indigenous Peoples’ and Muslim
Education (PRIME) Program and the scholarship grants for the cultural
education. This study may have helped provide materials that will be used in
the classroom of the IPs and Meranao students. Moreover, teachers also will be
guided in the creation of the learning materials in their field of specialization to
use in the teaching-learning process. This SLK study is anchored on the
Cognitively Guided Instruction, experiential learning, and cooperative learning.
It also reflects the uniqueness of the IPs and Meranaos on their culture and
traditions that contribute the success and acceptance of the SLK and makes it
very effective.
References
Abel, I. D. & Abel, F. J. (1988) Writing in the Mathematics Classroom, Clearing House,
62 (4), pp 155-158.
Airasian, P. (1994) Classroom Assessment, International Edition, Mc Graw-Hill Inc
pp 3-5
Blum, Milton. Counseling and Psychology Prentice-Hall Inc, 1991
Bruner, J.S., The Course of Cognitive Growth, American Psychologist, 1964. p.19.
Cangelosi, J. (2003) Multicultural Education Teaching Mathematics in Secondary
And Middle School: An Interactive Approach, Pearson Education, Inc
USA pp 5-9
Collahan, Gibson, Harder, Orlich (2001). A guide to better instruction (6th Ed.).
Houghton Mifflin Company.
Davis, John Effective Schools, Organizational Culture, and Local Policy
Initiative, Educational Policy for Effective School, New York, 1989, p.347
Ebel, Robert L., Achievement Test Encyclopedia of Educational Research Fourth Edition,
Mcmillan Co. London, 1969.
House, J (2000) Student Self-Beliefs and Science Achievement in Irelend: Findings from
the Third International Mathematics and Science Study (TIMMS) In Nurmi, et.
Al., On Pupils Self-Confidence in Mathematics, Gender Comparison, 3-454.
University Of Turku, Department of Teacher Education, Finland
Isidro, A. (1962). Principles of education applied to the Philippines. Quezon City:
Phoenix Press
Jones, Arthur. Principles of Guidance, Sixth Edition, McGraw-Hill Book Co., Phoenix
Press Inc. Quezon City
Klug, Samuel, Leadership and Learning: A measurement –Based Approach for
Analyzing School Effectiveness and Developing Effective School Leader,
Advances in Motivation and Achievement. JAI Press Vol. 6, Connecticut,
1989, p.293
Lester, F. K. et al (1989) Self-Confidence, Interest, Beliefs, and Metacognition: Key
Influences on Problem-Solving Behavior, In D.B. Mc Leod & V. M. Adams (Eds)
Affect and Mathematical Problem Solving, pp 75-88.
Mastopieri, A.M., Scruggs, T.E. (2008). The inclusive teaching strategies for effective

Philippines
instruction. Columbus, Ohio: Prentice Hall.
Oreta, T.A. (2000). Lanao del Norte educational background and professional
competencies: a profile of the Filipino teacher (Committee on Education Arts
and Culture) Senate, Philippines.
Schoenfeld, A. (1992) Learning to Think Mathematically: Problem Solving,
Metacognition and Sense, Making in Mathematics in A. D. Grouves. Handbook
of Research on Mathematics Learning and Teaching pp 334-370.
Torralba, A.N.(1998). The joys of teaching…Be a teacher…A great teacher. Makati,
Philippines.
United Nations Children’s Fund (UNICEF). Effective teaching learning in child friendly
school. Makati, Philippines.
United Nations Children’s Fund (UNICEF) (2002). Student tracking system facilitator’s
manual. Makati, Philippines.
About the Author
Dr. Vilma Hambre is a high school mathematics teacher of
Marcela T. Mabanta National High School, Libertad Kauswagan
Lanao del Norte. She was also a former DOST –SEI scholar in her
Ph.D. in Math Education for three years. Dr. Hambre attended
various seminar and workshops as well as conferences both in
international and national like International Conference in
Jakarta Indonesia, and a national conference in Iloilo City which
was sponsored by the DOST-SEI. As an educator by heart Dr. Hambre is an
active high school mathematics teacher and performed various school activities
both in academic and extracurricular activities. Because of her love in teaching
she was designated as coordinator in Scouting and other school related
activities.

TAEED: Teachers Association for Excellence in Education. Mindanao State University,
Philippines
International Journal of Humanities and Social Sciences
p-ISSN: 1694-2620
e-ISSN: 1694-2639
Special Volume, pp. 15-34, ©IJHSS
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
Malano Macalabo Tingara-an, Ph.D.
Institute of Science Education, Mindanao State University
Marawi City, Philippines
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.
Keywords: learning style, culture-based module, biology performance
Introduction
The Philippine nation is composed of sixteen (16) different political regions,
including the National Capital Region (NCR), Cordillera Autonomous Region
(CAR), Autonomous Region in Muslim Mindanao (ARMM) and CARAGA
Region. This fact implies diversity and variety of life patterns, traditions,

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behaviors and values. As Pilispis (2007) states, “differences in geographical
characteristics, like climate, topography, social conditions and natural resources
account for social and cultural differences.” People coming from varying
climates and topography are expected to exhibit differences in character traits.
Moreover, different mentalities and biases of some groups are rooted on their
respective inherited cultural values. Palispis added that cultural variations give
rise to ethnocentrism which means that is culture differs, it culture defines
reality. They are different because they tend to be conditioned by factors such as
the natural resources within the environment, historical antecedents, human
ingenuity, varying cultural integration within the society, and relativity of
cultural standards within society.
Globally, the low performance of the Philippines in the Second International
Science Study (SISS) and Third International Mathematics and Science Study
(TIMSS) (Human Resource Council, 2000) alarmed the Department of Education
(DepEd) enough to revitalize the basic education curriculum (RBEC) for
secondary education in the year 2002. Simultaneously, the Commission on
Higher Education (CHED) revised the curriculum of the Bachelor of Elementary
Education (BEEd) and Bachelor of Secondary Education (BSEd) under CHED
Memorandum Order 30, Series of 2006, so that Filipino student performance in
Science, Mathematics and English would improve. It also hoped to provide
quality education for the students, making them ready, capable, and competent,
as well as effective and efficient citizens of society.
Moreover, the Department of Education (DepEd) and National Examination and
Testing Research Center (NETRC, 2004) gave the following tests: National
Achievement Test (NAT), Regional Achievement Test (RAT), and Division
Achievement Test (DAT) to evaluate the status of the teaching-learning process
of the elementary and secondary levels of education. According to the NETRC
Report in 2004, 2005 and 2006, the ARMM ranks third from the bottom which
implied a deterioration of education in the region. In 2008, eventually, there was
a significant improvement in the science subject area. However, in the year 2009
and 2010, there was again a remarkable decrease in the subject area noted. Lapus
(2009) states that all possible interventions considered relevant and appropriate
had been made on the educational system in the ARMM towards improving
the performance of the students in the subject areas of Mathematics, Science and
English, but it seems that result had not shown any significant improvement.
As Smith (2000) states, people differ in how they go about certain activities
associated with learning. Pelarjaran (2001) adds that each learner has his own
strength and unique intelligence and, where possible, individual differences
should be taken into account in the teaching process. In addition, Keefe and
Ferrell (1990) state that learning problems are frequently not related to the
difficulty of the subject matter, but rather to the type and level of the cognitive
process required to learn the material. Guild and Garger (1985) support the idea
that effective educational decision and practices must be derived from an
understanding of the ways that individuals learn. Zulueta (2006) also supports

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the idea that individual and group differences must be considered as the teacher
plans her lessons and then teaches it.
The researcher has investigated the students’ learning style, to explore its
contribution and possibility for effective intervention in the teaching-learning
processes for secondary biology subject. In addition, this investigation is
conducted primarily within the framework of students’ learning style,
particularly among Maguindanaon, Meranao, Tausog and mixed-culture groups
among the secondary biology students in the ARMM and examines its
relationship to their performance in biology-component of the NAT. As Cassidy
(2004) claims individuals learning style preferences affect their performance and
achievement. In addition, Felder and Spurlin (2005) state that it is imperative for
a teacher to examine the variations of their students’ learning style, because the
information about learner’s preferences can help the teachers become more
sensitive to the differences that students bring to the classroom. They add that
adjustment can then be made to accommodate the students varied needs. As
such, the concept of learning style would challenge teachers to rethink of their
methods to improve students’ academic achievements.
Research Methodology
This study was conducted in selected national high schools of the Department of
Education-Autonomous Region in Muslim Mindanao (DepED-ARMM) using a
combined quantitative and qualitative research design. The respondents of this
study were the second year biology students of four cultural groups in ARMM.
Table 1 shows the distribution of respondents in each selected tribe.
Table 1: Distribution of respondents
The research instruments in the data gathering were; a) Index Learning Style
(ILS). The ILS is a 44-question instrument designed to assess preferences on four
dimensions: active/reflective, sensing/intuitive, visual/verbal and
sequential/global of learning style model formulated by Richard M. Felder and
Linda K. Silverman (1991). This instrument was developed by Richard M. Felder
and Barbara A. Solomon of North Carolina State University. It is available at no
cost for non-commercial purposes by educators who wish to use it for teaching,
advising or research. b) Learning Style Inventory (LSI). This LSI was adapted
from the Kolb learning abilities model (1985). It is composed of fifteen (15)
questions, each of which asks the students to rank the given sentence that
correspond to the four learning characteristics of the respondents, which are
Name of
school
Total
Number
of
2nd yr
students
Maguindanaon Meranao Tausog Mixed-
Culture
Total
School A 375 131 18 15 30 194
School B 401 7 153 13 28 201
School C 796 0 0 217 49 266
Total 1572 138 171 245 107 661

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concrete experience, abstract conceptualization, reflective observation and
active experimentation. This instrument was used by the researcher to
supplement the Index of Learning Style of the respondents. It is a forced-choice
method by which to measure an individual learning orientation toward the
mentioned learning styles, c) NAT Biology Score.
Results and Discussion
There were four dimensions of learning styles in the Felder and Solomon
learning style as follows: strongly active, moderately active, mildly active,
mildly reflective, moderately reflective and strongly reflective; strongly sensing,
moderately sensing, mildly sensing, mildly intuitive, moderately intuitive and
strongly intuitive; strongly visual, moderately visual, mildly visual, mildly
verbal, moderately verbal and strongly verbal; strongly sequential, moderately
sequential, mildly sequential, mildly global, moderately global and strongly
global as suggested by Felder and Spurlin ( 2005).
a. Learning Style
Table 2
Respondents’ active/reflective learning style
Respondent
s’
Cultural
group
N Strongly
reflectiv
e
Moderate
ly
reflective
Mildly
reflecti
ve
Strongl
y
active
Moderate
ly active
Mildly
active
% % % % % %
Maguindan
aon
13
3
0.75 6.01 12.8 19.55 15.79 14.2
Meranao 17
0
0 2.35 3.53 32.94 18.82 8.23
Tausog 23
1
0 0.86 18.6 25.11 16.45 17.3
Mixed-
Culture
10
7
0 2.80 13.1 11.21 5.61 0
Table 2 shows that the Maguindanaon and Meranao had similar trends in the
active / reflective learning style, which is dominated by “strongly active”
followed by “moderately active”, “mildly active”, “mildly reflective”,
“moderately reflective” then “strongly reflective”. Unlike Tausog, and Mixed-
culture, the trends of Maguindanaon and Meranao learning style were “strongly
active” learning style. Active / Reflective learning style is a two-way mode of
processing information by the learner. Active processing information is
processing of information that views the learner as acting out the meaning of
the information by demonstrating, illustrating or trying it out. Reflective
learning style is processing of information that shows the learner as analyzing
and manipulating the information through his own mind and feelings (Felder
& Henriques, 1995). This response may exhibit the philosophy of John Dewey, as
cited by Zulueta (2006) that “we learn by doing”. Sarasin (1998) further adds
that active learners learn and often rely on physical interaction in order to

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master a concept. Moreover, maybe these respondents were adept at
administration and team-oriented project work than doing individual research
and design (Silverman, 2003).
On the other hand, many of the Mixed-culture respondents group favor mildly
reflective processing of information over strongly and moderately reflective; as
well as strongly, moderately and mildly active processing of information. This
would mean that majority of them process information by gently analyzing and
manipulating the meaning of the subject matter in their own mind and feelings.
However, there were also some of them who favoured the strongly active
learning style and process information as the minority respondents have done.
The results would disclose that respondents favored the strongly and
moderately active learning style, which would imply that they were active
learners. They could understand new information by doing something with it,
like doing group work, in which they learned best by applying them as guided
through the active teaching styles. They learned best by way of the active
teaching style, because of their being active learners. Active or laboratory
method of teaching utilizes raw data or material things to produce better
understanding of the subject matter or lesson and this also brings reality better
to the learner (Calderon, 1998). Active learners give less analysis of the
information presented to them while a reflective learner focuses more on
forming images on the presented information to them. This keeps their
information for a longer period of time which they can also integrate it through
rehearsal, elaboration and organization with information that is already known
(Zulueta, 2006).
The quantitative results affirmed by the findings at the interview to the
randomly chosen respondents. The following is a portion of their responses to
the question, “What is your learning style?” followed by sub-question “How did
you go about learning?” Their responses showed that most of the interviewed
respondents revealed a characteristic of the active learning style rather than the
reflective learning style; Maguindanaon: “I want all my family and relatives as
listening to me.” She added that “such that they can comment on my
mispronunciation and I can ask them other ideas which make me understand more
clearly about what I’m studying;” Mixed Culture 3 responded that “I’m studying
with my friends and enjoy the moment;” Another question asked her was “why are
you enjoying it?” She replied “Because we can share how do we understand the
lesson;” “Itinatanong ko sa Tatay ko o sa mga kapatid ko ang hindi ko maintindihan.”
This is in Filipino language which means “I asked my father or my sisters and
brothers on those matters that I cannot understand”. Meranao “Pesaboten aken so topic
igira a kiyatenpengan aken go bo raken d dindiskasen.” This is in Meranao language
which means “I understand the topic when I tried it first before it will be discussed to
me”. “Na igira nan d aken zaboten na ipegiza aken ko matao ron ago katawan yan na
igira di niyan katawan na pag ilayn aken sa libro, diksyonaryo o di na sa Encarta.” This
respondent expressed in Meranao language that “If there is something I cannot
understand, I asked the person who I think knew it, if he does not know, I looked it in a
book, in the dictionary or in the Encarta.” Tausog “Sinusuri ko muna ang problema

Philippines
bago pag isipan ang solusyon.” This means “I investigate first the problem before
thinking of the solution.”
The most common form of learning is trial-and-error learning and learning by
selecting and connecting. Palispis (2007) also supports the idea that when
individuals are in the presence of others, they become aroused or motivated to
perform some kinds of physical and social skills at higher level of excellence
than when they would otherwise do alone, Palispis calls it social facilitation. He
adds that group pressure exerts a powerful influence on the member’s opinion.
People tend to be willing to voice the same questions as others, even though
they differ privately. He also added that group discussion plays an important
role in shaping one’s attitude and behavior. This process of attitudinal change is
more easily accomplished in the group context than individually. This is also
supported by Piaget’s theory on thinking or cognitive development stages.
According to Piaget, through interaction with their environment, particularly the
people around him, children acquire new ways of thinking and new schemes.
Corollary to the interview with the biology teachers as respondents, the
following excerpts of their responses to the question “What are the learning styles
of your students you have observed during your class?” “Did you give an assignment to
be answered by groups”? Some statement of the teachers is as follows: “Yes, but
my interest is in their answer, not how they answered it.” He looked at the checklist
in his hand and thought for a while and said, “baka makatulong ito sa gusto mong
information, one time, nagbigay ako ng group assignment nong isara ko ang door
paglabas ko narinig ko yong group of girls na ang isa kanila nagsasabing hatiin natin
ito sa pag answer saka natin pag usapan before natin e pass.” This means “May be this
will help with the information you want. One time, I gave a group assignment, when I
was about to close the door on the way out, I overheard from a group of girls that one of
them said, we will divide this in answering and discuss about it before we will pass”.
Silberman (1996) supports this finding in her statement about active learning as
fast-paced, fun, supportive and personally engaging. She adds that to learn
something these learners help to hear it, see it, ask questions about it, and
discuss it with others. This may also infer that the active learning style is
exhibited in the class of the interviewed teacher. Tanner and Allen (2004) adds
that the use of both pedagogical strategies that structure student-student
interaction during classes will vary instruction and allow for experiences that are
optimal at different times to both reflective and active learners.
Table 3 shows that both the Maguindanaon and the Meranao had similar trends
in the sensing/ intuitive learning style, which was dominated by “moderately
intuitive” followed by “strongly intuitive”, “mildly intuitive” then “mildly
sensing”. Among Tausog students, the trend was that “mildly intuitive” and
“moderately intuitive” had equal percentage of students favoring it, followed
by “mildly sensing” then “strongly sensing”. On the other hand, for the Mixed-
culture, the trend is dominated by “moderately intuitive” followed by “strongly
intuitive”, “mildly sensing” then “mildly intuitive”. Sensing involves observing

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and gathering data through the senses; intuition involves indirect perception by
way of the subconscious--- accessing memory, speculating imagining (Felder
and Henreques , 1995). Meanwhile the sensing/ intuitive learning style is a way
of taking in information, in which the learner tends to perceive the subject
matter.
Table 3
Respondent’s sensing/intuitive learning style
Respondents’
Cultural
group
N Strongly
sensing
Moderately
Sensing
Mildly
sensin
g
Strongly
intuitive
Moderately
intuitive
Mildly
intuitive
% % % % % %
Maguindanaon 133 0.75 0 9.02 20.3 21.8 9.02
Meranao 170 0 1.75 5.29 21.18 30.00 11.78
Tausog 231 0.43 3.46 17.75 13.42 19.91 19.91
Mixed-culture 107 0 0 4.67 12.13 14.0 2.85
The results shown above would mean that their learning strategy in taking
information was more inclined to meditation, which they had used instant
memory or imagination as in giving them only initial information about
principles or theory, as for example, the cell theory. Moreover, the respondents
favoring moderate and strong intuitive learning results would mean that
majority of them were intuitive learners. They preferred discovering new
relationships and possibilities; they were comfortable with abstractions and
mathematical calculations. They tended to work quickly and dislike routine
tasks and memorization. However, they may at times fall into mistakes in
calculations or hands-on work and as a result miss the important details of the
lesson (Felder, 1995). This finding is cognizant of Piaget’s claims that intuitive
thinking was broader and was processed more leisurely. He added that it
explores an extensive set of features, not just the essentials, drawing analogies
and visual imagery, making connections with episodic as well as semantic
aspect of memory. Benjafield (2007) mentioned that people interpret information
that is given to them by making inferences and then remembering the inferences
as a part of original information. In addition, existentialist epistemology
supports this finding in their claims that the “individual is responsible for his
own knowledge”; and it adds that knowledge is intuitive (Zulueta & Maglaya,
2007).
To dovetail the data obtained in the above quantitative results, qualitative data
gathering was made through interviews and observation. The interview showed
that there were many respondents with the characteristics that employ the
intuitive learning style rather than the sensing learning style when they were
asked “What is your learning style?” with the sub-question, “How did you go about
learning?” The following excerpts are quoted from their responses:
Maguindanaon “Sometimes I will read and re-read and memorize important events”.

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Researcher asked another question “Why do you repeat what you readof
important events”? She replied again, “Repeating reading makes me understand the
lesson.”Meranao said “I study hard and memorized important details in the lesson”;
“Gusto kung alamin saan naggaling ang mga sagot” This means “I like to investigate
how the answer was derived. Tausog said “Pag may nakita po akong litrato na
koniktado sa aming pinag-aaralan sa school na binabasa ko” This means “I read that
describe a picture that has a relation to our lesson in the school”. “I analyse first my
assignment before answering them.
These characteristics were involved with the learner to discover the possibilities
and linking relationship of ideas to the subject matter. Jacoby (1998), Jacoby and
Kelly (1992), and Toth (2000) agree that studying in fragmented words is another
way of knowing in the unconscious the influences of memory. Leaving the
difficult parts to understand the topic and proceeding to next topic is a
characteristic of the intuitive learning style, which the learner exhibits by
ignoring the complexity of his task. This is supported by Zulueta (2006) in his
claim of procedural memory as characterized the precisions of skill memory,
also supported by the theory of Berkeley as cited by Zulueta and Maglaya
(2004), which holds that the mind is active and is the agent of ideas, which are
passive effects of mental activity.
Table 4
Respondent’s Visual/Verbal Learning style
Respondents’
Cultural group
N Strongly
visual
Moderately
visual
Mildly
visual
Strongly
verbal
Moderately
verbal
Mildly
verbal
% % % % % %
Maguindanaon 133 0.75 0.75 6.01 15.8 18.04 3.0
Meranao 170 0 4.12 8.23 16.47 11.76 14.12
Tausog 231 0 1.18 21.21 17.32 19.19
Mixed-culture 107 0 0 3.74 9.34 10.28 2.80
The results shown in Table 4 indicated that both minorities and mixed-culture
respondents received or understood the biology subject matter by powerful oral
or written explaining or elaborating rather than in pictures or diagram
presentation as shown in Table 4. Nelson (2003) supports the claim that learners
who prefer the auditory style learn through hearing or listening. Listening
receives the aural stimuli or the oral and visual stimuli presented by the speaker.
Second, the listener focuses on selected stimuli, while ignoring other distracting
stimuli. Felder and Henriques (1995) explain visual and verbal learning style as
the ways people receive sensory information. Altman (2001) claimed that people
remember the meaning of what they hear. Likewise, Johnson et al. (1996) add
that an event described in words using the verbal system can be imagined using
non-verbal system. Imagining is a characteristic of mental digestion of the
presented information. As Sims and Sims (1995) suggest visual and verbal
teaching styles must be presented simultaneously for them to be more

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effectively learned. Perhaps this is the reason for their preference in learning
style that a group with greater number in the moderate verbal learning style
change, with a lesser number in to mild visual learning style; and groups with
greater numbers in the mild visual learning alter, with a lesser number in to
moderate verbal learning style. In addition to this variation of number in the
learning style it may be emphasized that the respondents were good learners
and were capable of processing information presented, either visually or
verbally.
Table 5 shows that there were many Maguindanaon who prefer the “mildly,
moderately and strongly global learning style; majority of the Meranao preferred
strongly global learning style, followed by mildly global learning style,
moderately global learning styles, mildly sequential then strongly sequential.
Majority also of the Tausog preferred strongly global followed by moderately
global learning style, mildly sequential learning style, mildly global learning
style and then moderately global learning style.
Table 5
Respondents’ Sequential/ Global Learning Style
Respondents’
cultural
group
N Strongly
sequential
Moderately
sequential
Mildly
sequential
Strongly
global
Moderately
global
Mildly
global
% % % % % %
Maguindana
on
133 0.75 2.25 11.27 17.29 21.056 27.82
Meranao 170 3.53 7.06 7.65 30.0 12.35 13.53
Tausog 231 0 0.87 12.99 22.94 20.35 12.12
Mixed-
culture
107 0 0.94 9.35 8.41 13.08 12.15
The results presented above would suggest that most of the respondents fall on
global learning style or were global learners. They preferred to organize
information more holistically and in a seemingly random manner without seeing
connections. They often appeared scattered and disorganized in their thinking,
yet they often arrived at a creative or correct end product (Felder, 1996). The
findings of this study is supported by Entwistle (1987) who said that holistic or
global learners are involved a preference o set the task in the broadest possible
perspective and to use visual imagery and personal experience to build up
understanding. In addition, Dandapani (2007) cites on the principle of
perception known as the Law of Pragnanz, which “tends to perceive a stimulus
as a good form. According to this law, good forms are balanced and complete;
while the poor forms tend to be perceived as being like or corresponding good
forms but are not. The law of Pragnanz also refers to the tendency to fill in the
gaps perceptually when the stimulus is incomplete.
Corollary to the interview to their biology teacher some of their responses to the
questions, “What is the learning style of your students that you have observed in your
class?” are as follows: “Well, sometime my students immediately supported my
discussion but seemingly too broad” “What do you mean broad”? “Like giving ideas that

Philippines
include other topic, however, somehow related to our lesson.” “I’ve noticed that my
students like holistic example or discussion rather than the simple or small idea.” She
also added that “Sometimes they are requesting me to add my discussion in large scope
when there is a few minutes remaining from our class dismissal though I think I cannot
elaborate them thoroughly.” “Most of their answer in the discussion portion of their
examinations is unorganized; I hate to read these because it takes me time to get what
they mean.”
Table 6
Active/ Reflective learning style correlation
Pearson correlation Sig. 2 tailed Interpretation
Maguindanaon & Meranao -.076 0.387 Not significant
Maguindanaon & Tausog -0.387 0.877 Not significant
Maguindanaon & Mixed-
culture
-1.00 0.304 Not significant
Meranao & Tausog 0.019 0.803 Not significant
Meranao & Mixed-culture -0.062 0.525 Not significant
Tausog & Mixed-culture 0.045 0.648 Not significant
The computed Pearson correlation were all having a below 0.05 p-value, which
means that there are no differences in the active /reflective learning style among
the four cultural groups of respondents. This finding implies that the four
cultural groups of respondents were similar in the active learning style. This
may infer that the three minority groups have been treated equally in terms of
applying the active teaching style. Furthermore, the above similarities of the
three minority and mixed-culture respondents in this study may mean that they
had acquired these similarities from their Malayan ancestor. This finding is
supported by the three authors namely Anderson (1988), Decker (1983) and
Hilliard (1989) who claim that that different cultural groups and racial groups
prefer learning styles that are indigenous in origins. Similarly, Win, et.al (2008)
find in their studies on comparative study of the learning style and educational
backgrounds of engineering students that Malaysian student were active
learners. Malaysians also descended from Malays, which could also be the
descendants of the respondents of this study.

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Table 7
Sensing/ Intuitive Learning Style Correlation
Pearson correlation Sig. ( 2-tailed) Interpretation
Maguindanaon &
Meranao
-0.180(*) 0.038 Significant
Maguindanaon & Tausog 0.120 0.170 Not significant
culture
Meranao & Tausog -0.102 0.186 Not significant
Meranao & Mixed-culture -0.012 0.905 Not significant
Tausog & Mixed-culture 0.242 (*) 0.012 Not significant
Table 7 showed that sensing/intuitive learning style between Meranao, Tausog
and Mixed-culture had no significant difference, likewise in the case of the
Maguindanaon, Tausog and Mixed-culture. However, The Meranao and
Maguindanaon have a significant difference. This finding would imply that
Meranao, Tausog and Mixed-culture had similarities in the sensing/intuitive
learning style and only the Maguindanaon differed from them. The findings
further mean that among the four cultural groups of respondents only the
Maguindanaon and Meranao differ on their sensing or intuitive, perhaps,
because they had some cultural differences, which started as early as the
enthronement of Timely (local chief) in Maguindanao (Kadil, 2002). This finding
is supported by Palispis (2007), who stated that folk belief governs or rule the
common social interactions between members of group. Folk belief is a common
social interaction and includes the sense of knowledge, assumptions about the
world (method) and the student’s network (his studies, his classmates, his
professor, his school, others). The students’ approach to learning is also
governed by his folk beliefs, which they inherited from their ancestors.
Table 8
Visual/ Verbal Learning Style Correlation
Pearson correlation Sig. (2-tailed) Interpretation
Maguindanaon &
Meranao
Maguindanaon & Non-
Minority
Meranao & Tausog -0.009 0.908 Not significant
Meranao &Non-Minority 0.046 0.639 Not significant
Tausog & Non-Minority 0.293(**) 0.002 Significant
**Correlation is significant at the 0.01 level (2-tailed)

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The results presented in Table 8 would mean that the Maguindanaon, Meranao
and Tausog respondents has no significant differences in their visual/verbal
learning style. There is also no significant difference in the visual/verbal
learning style among the Maguindanaon, Meranao and Mixed-culture
respondents. Only the Tausog and Mixed-culture have significant differences in
the visual/verbal learning style. Meanwhile, the lifestyle of the Tausog,
particularly their students’ learning style, was well developed before the Mixed-
culture arrived to live with them. This finding is supported by the statement of
Gowing (1998) that cultural differences between Muslim (minority) and
Christian (mixed-culture) Filipinos are significant, but it is broadly true that they
have more common ability with each other. This finding is again supported by
Kadil (2002), who cited the genealogy of the Bangsa Moro, that the Bangsa
Melayu (Malay race) is part of Alam Melayu (Malay world), which was a part
also of Ummah (Islamic world), as well as the Bangsa Moro people.
The results shown in Table 9 would mean that all respondents have no
differences in their sequential/ global learning style. This would imply that all
respondents were all similar in their sequential/global learning style. Moreover,
the above similarities of the three minority and mixed-culture respondents in
this study would mean that they had acquired it from their Malayan ancestors.
The respondents of this study were all Filipinos who were descended from the
Malays, Encarta (2008). This finding is supported by Anderson (1988), Decker
(1983) and Hilliard (1989), who said that different cultural groups and racial
groups preferred learning styles that are indigenous to them in origin. The
results would imply that the three culturally differentiated respondents, namely
the Maguindanaon, Meranao and Tausog were similar in active/reflective
processing of information, in sensing/ intuitive take in of information, in
visual/verbal perception of information, and in sequential/global absorption of
information learning styles. This may be true since all respondents were taken in
one region of the Philippines under the ARMM jurisdiction. As Panopio et al
(1994) state, all cultures are different because they attempt to satisfy the basis of
biological and group needs that develop out of the individual’s psychic unity,
which is drawn from the limited alternatives that are available in one’s
environment. This will be altered only when the individual suffers from genetic
mutation (Kardong, 2010). Espiritu et al, (1996) stresses that different people
learn to live in a peaceful relationship, especially when their differences are
reduced to the vanishing point through the process of assimilations by which
they combine their previous cultures to produce a new culture, which is then
common to both groups. This would also infer that due to living together,
assimilation and amalgamation is the reason behind having no glaring
differences among the Maguindanaon, Meranao and Tausog as well as the
Mixed-culture group learning style, because adaptation and adjustment takes
place in this processes.

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Table 9
Sequential/Global Correlation
Pearson Correlation Sig. (2-tailed) Interpretation
Maguindanaon & Meranao 0.036 0.677 Not significant
culture
Meranao & Tausog (231) 0.084 0.278 Not significant
Meranao & Mixed-culture 0.048 0.626 Not significant
Tausog & Mixed-culture -0.112 0.252 Not significant
To identify the respondent’s orientation in the mentioned learning styles, the
researcher employed the Kolb Learning Style Inventory. The researcher used a
computed mean to determine the orientation of the respondents in the four
learning styles as suggested by Kolb and Fry (1978). In addition, Calderon and
Gonzales (2008) also suggested that when relative placements of score or
position are desired to be known ranking may be computed.
Table 10 shows that the Maguindanaon and Meranao concrete experience
learning style ranked first, while the Tausog are favouring on abstract
conceptualization, and Mixed-Culture favouring on active experimentation. On
the other hand, the Maguindanaon, Tausog and Mixed-culture were less
oriented to reflective observation, while Meranao were less oriented to abstract
conceptualization. This would imply that exposing Maguindanaon and Meranao
in concrete experience learning activities would probably produce better
performance; exposing the Tausog and Mixed-culture into active
experimentation learning activities would have a better performance among
them. However, exposing Maguindanaon, Tausog and Mixed-culture in
reflective observation learning activities would need a simple and deep
explanation in order to arrive at a good performance output.
Sims and Sims (1995) state that the acquisition of additional information, skills,
or attitudes in learning, to what the student knows already or can do in terms of
their present knowledge and skills. Similarly the results were affirmed by the
respondents during interviews. The interviews with these respondents on the
close-ended question “Which of the four learning characteristics or styles you are most
comfortable in using to process and/or acquiring new knowledge? These are concrete
experience, abstract conceptualization, reflective observation comfortable and active
experimentation.” After it was simply explained, elaborated and some examples
given to them, Maguindanaon interviewees claimed they were most
comfortable in using concrete experience processing of acquiring new
knowledge; while the Meranaos were comfortable in using concrete experience
processing in acquiring new knowledge; Tausog claimed using concrete
experience processing in acquiring new knowledge and Mixed-culture
preferred, using the concrete experience processing of acquiring new knowledge
as their learning style.

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For the abstract conceptualization, the following data were noted: Two (2) of the
eight (8) Maguindanaons interviewed were most comfortable in the abstract
conceptualization processing in acquiring new knowledge; only one (1) of the
nine (9) Meranaos interviewed was most comfortable in the abstract
conceptualization processing acquiring new knowledge; only one (1) also of the
eleven Tausogs interviewed was most comfortable in abstract conceptualization
processing in acquiring new knowledge. On the other hand, only two (2) of the
six (6) Mixed-culture interviewed were most comfortable in the abstract
conceptualization processing in acquiring new knowledge as their learning style.
In the case of reflective observation, only one (1) of the eight (8) Maguindanaons
interviewed; two (2) among the Meranaos interviewed, while three (3) out of
eleven Tausog and only one (1) of the six (6) Mixed-culture interviewed were
most comfortable in the same matter. Moreover, among those most comfortable
with the active experimentation used in processing or acquiring new knowledge
were two (2) of the eight (8) Maguindanaons interviewed; five (5) of the nine (9)
Meranaos interviewed; two (2) of the eleven (11) Tausogs interviewed and two
(2) of the six (6) Mixed-culture interviewed.
On the Kolb learning style inventory, the results showed that the learning style
of the four cultural groups of the respondents of this study begins from any of
the four learning styles and should be approached as continuous or spiral. Kolb
and Fry (1975) suggest that the learning process in science, particularly in
biology, often begins with a student carrying out a particular action and then
seeing the effect of action in this situations, followed by an understanding of
these effects in the particular instance so that the same action will be taken in the
same circumstances, so that it would be possible to anticipate what would
follow from the action. In this pattern the third step understands the general
principle under which the particular instances fall when the general principle is
understood, the last step being its application through action in new
circumstances within the range of generalization. These steps used the Dewey’s
developmental nature of exercise and Piaget’s cognitive development. It is
further implied that Kolb’s learning styles and Felder and Solomon learning
styles are related to each other, although they used different terms, their
application and meaning are mutually the same.

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Table 10
Respondents’ Learning Styles according to Kolb Learning Style
Learning abilities Maguindanaon Meranao Tausog Non- Minority
f x Ran
k
f x Ran
k
f x Rank f x Rank
Concrete
experience
1397 9.90 1st 1506 8.86 1st 1979 8.57 2nd 955 8.93 2nd
Abstract
conceptualization
1216 9.14 2nd 1163 6.84 4th 2204 9.54 1st 940 8.78 3rd
Reflective
observation
984 7.4 4th 1291 7.60 3rd 1587 6.87 4th 760 7.10 4th
Active
experimentation 1195 8.98 3rd 1482 8.72 2nd 1881 8.43 3rd 1001 9.36 1st
b. Respondents Performance in the NAT Biology Component
The National Achievement Test (NAT) is an annual examination given by the
Department of Education and National Education Test Research Center
(NETRC) to both public and private secondary and elementary pupils every
March since 2004. The objective of this achievement test is to determine the
achievement level, strength and weaknesses of the elementary and secondary
students in the subject areas of Filipino, Mathematics, English, Science and
Aralin Panlipunan. The score and its corresponding percentage of the second
year level of the secondary students in the science-component of this
achievement test was used in this study as the dependent variable Moreover,
the mastery level that reflected on the students’ certificate of rating was also
used to determine the respondents’ competency in mastery performance in
Biology.
Table 22
Respondents’ Kolb’s Learning Styles in relation to their Performance in
Biology-Component of the NAT
Sum of
square
df Mean
Square
F Sig. Decision
Concrete experience LA
Between groups
Within groups
Total
34.009
572.645
606.654
38
599
637
.895
.956
0.943 .943 Not
significant
Abstract Conceptualization
LA
Between groups
Within groups
Total
33.677
519.798
553.473
38
599
637
.882
.868
1.034 .447 Not
significant
Reflective observation LA
Between groups 39.222 38 1.032 1.1398 .279 Not

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Within groups
total
542.314
569.820
599
637
0.905 significant
Active experimentation
Between groups
Within groups
Total
33.404
498.843
532.247
38
599
637
.879
.833
1.079 .379 Not
significant
The results showed the both Minority and the Mixed-culture respondents of this
study never reached mastery level of “mastered” and “closely approximately
mastery” of the NAT. The null hypothesis: There is no significant relationship
between the performances of the respondents in biology component of NAT
with their learning style, which is accepted in sensing/ intuitive and sequential/
global learning style and rejected in active/ reflective and visual/ verbal
learning style. These results would imply that the respondents were deficient
also in mastery of their biology subject. Their poor mastery performance in all
subject areas in the National Achievement Test, NETRC (2008) is also indicative
of deficient mastery in their biology subject. However, despite their having poor
performance in biology, none of them were found in the “absolutely no
mastery” levels.
The result presented above implies that the learning characteristics of the
respondents cannot influence their performance in the biology-component of the
NAT. This finding would further imply that the orientation of the respondents
towards the four learning characteristics do not have a correlation to the mastery
performance in biology component of the NAT. This would also mean that
whatever the orientation of the respondent in the four learning characteristics, it
cannot hinder nor influence their performance in biology component in the
NAT. Thus, whether the teaching style is aligned or not aligned to the
respondents’ learning characteristics, it could not influence their performance.
This finding is similar to the findings of Castro and Peck (2005) when they
analyzed the distribution of grades according to learning style. They found no
significant correlation between learning style and grades. Likewise, Tights (2007)
studied English college students learning Spanish and showed that students
performed equally well on vocabulary test regardless of perceptual learning
style preference.
Conclusions
Based on the findings of this study, it is concluded that the relationship between
the mastery performances of the four cultural groups of second year high school
students in the biology-component of the NAT in sensing/intuitive and
sequential/ global learning style is not significant while the relationship
between the mastery performances of the four cultural groups of second year
high school students in the biology-component of the NAT inactive/reflective
and visual/verbal learning style is significant. The relationship between the
mastery performances of the four cultural groups of second year high school

Philippines
students in the biology-component of the NAT in their four learning style
according to Kolb’s learning style inventory namely concrete experience,
abstract conceptualization, reflective observation and active experimentation is
not significant.
Other results reveal that majority of all respondents preferred the strongly and
moderately active learning styles, the strongly and moderately intuitive learning
style, strongly and moderately verbal learning style; and strongly and
moderately global learning style. Another revealed finding is that the Meranao
and the Maguindanaon as well as the Tausog were more oriented in concrete
experience which is another indicator of intuitive learner, while the Mixed-
culture respondents is among the four learning characteristics oriented to active
experimentation, which is an indicative of active learner. The four cultural
groups have no difference in active/reflective and sequential/ global learning
style. For sensing/intuitive learning style, only the Meranao and the
Maguindanaon had a difference. For visual/verbal learning style only the
Tausog and the Mixed-culture had difference.
Every teacher aspires that all his students could learn. This aspiration may be
reached when teacher and student followed the same path. One of the keys
towards quality education is the upgrade of the teacher profession in his field of
specialization, particularly sciences, that deals with facts, either pursuing a
master’s degree, a doctoral degree and/or attending a seminar-workshop. It is
highly recommended that the science teacher, particularly, of biology, must be
updated, because the young generation today is leaping with knowledge.
Another key is aligning the biology teacher’s teaching style or strategy according
to the student’s learning style. However, Philippine education, particularly in
ARMM, was deals with a large class that comprises of students with different
learning styles. Grouping or sectioning of students is not a learning style base
but performance-based, such as the entrance examination of the school. Besides,
this study has found that certain respondent of this study exhibited one or more
of the Felder and Solomon four dimensions of learning styles. Dunn and Dunn
Learning Style Models were also noticed in the interview done with them. The
Visual, Auditory and Kinesthetic (VAK) were also noted among the
respondents. So the result of this study is a good source of information for
educational change or reform among teachers, curriculum makers, students, and
all other stakeholders in the academe.
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