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p-ISSN: 1694-2493 e-ISSN: 1694-2116

International Journal of Learning, Teaching And Educational Research

Vol.15 No.4

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International Journal of Learning, Teaching and Educational Research

The International Journal of Learning, Teaching and Educational Research is an open-access journal which has been established for the disChief Editor Dr. Antonio Silva Sprock, Universidad Central de semination of state-of-the-art knowledge in the Venezuela, Venezuela, Bolivarian Republic of field of education, learning and teaching. IJLTER welcomes research articles from academics, edEditorial Board ucators, teachers, trainers and other practitionProf. Cecilia Junio Sabio ers on all aspects of education to publish high Prof. Judith Serah K. Achoka quality peer-reviewed papers. Papers for publiProf. Mojeed Kolawole Akinsola Dr Jonathan Glazzard cation in the International Journal of Learning, Dr Marius Costel Esi Teaching and Educational Research are selected Dr Katarzyna Peoples through precise peer-review to ensure quality, Dr Christopher David Thompson originality, appropriateness, significance and Dr Arif Sikander readability. Authors are solicited to contribute Dr Jelena Zascerinska to this journal by submitting articles that illusDr Gabor Kiss trate research results, projects, original surveys Dr Trish Julie Rooney Dr Esteban Vázquez-Cano and case studies that describe significant adDr Barry Chametzky vances in the fields of education, training, eDr Giorgio Poletti learning, etc. Authors are invited to submit paDr Chi Man Tsui pers to this journal through the ONLINE submisDr Alexander Franco sion system. Submissions must be original and Dr Habil Beata Stachowiak should not have been published previously or Dr Afsaneh Sharif be under consideration for publication while Dr Ronel Callaghan Dr Haim Shaked being evaluated by IJLTER. Dr Edith Uzoma Umeh Dr Amel Thafer Alshehry Dr Gail Dianna Caruth Dr Menelaos Emmanouel Sarris Dr Anabelie Villa Valdez Dr Özcan Özyurt Assistant Professor Dr Selma Kara Associate Professor Dr Habila Elisha Zuya

VOLUME 15

NUMBER 4

Special Issue

Table of Contents Perceptions of Science Teachers from Marawi City High Schools on the Kto12 Curriculum Implementation ......... 1 Norolayn K. Said-Ador Path Analysis on the Performance of Educators in Mindanao State University-Tawi Tawi College of Technology and Oceanography................................................................................................................................................................ 11 Kaberl O. Hajilan Learning Styles as Predictor of Academic Performance in the Nursing Department of an Asian University and Colleges .................................................................................................................................................................................. 22 Ashley Ali Bangcola Issues-Oriented Approach: Effects on Studentsâ&#x20AC;&#x2122; Concept Reconstruction and Achievement in Biology ................. 32 Mariam A. Sunggod English Instructional Materials: Imperative Learning Aid for the High School Bound Summer Program of the MSU-Science High School. .................................................................................................................................................. 42 Prof. Jose G.Tan Jr. Factors Affecting the Teaching of Public High School Mathematics Teachers in the Province of Lanao del Sur and Maguindanao. ....................................................................................................................................................................... 51 Engr. Acsara A. Gumal The Teaching Chemistry in Context: Its Effects on Studentsâ&#x20AC;&#x2122; Motivation, Attitudes and Achievement in Chemistry .............................................................................................................................................................................. 60 Dr. Epiphania B. Magwilang Technology and Livelihood (TLE) Instruction of Technical Vocational and Selected General Secondary Schools in Catanduanes . ........................................................................................................................................................................ 69 Maria Sheila R. Gregorio Level of Efficiency of the Information Technology Professional Subjects Instruction at the Catanduanes State University for School Year 2015-2016 ................................................................................................................................. 75 Belen M. Tapado and Maria Sheila R. Gregorio

Organizational School Climate and Organizational Health of Mountain Province State Polytechnic College ....... 82 Dr. Arel B. Sia-ed Maximizing Organizational Leadership in Academic Setting ........................................................................................ 91 Warren L. Acain Effects of Instructional Objectives on Mathematics Learning among Selected College Students in LSU-Ozamis 102 Mark Premacio Laurente Investigating the Macro Perspective Affecting the Passing Rate in Board Examinations: A Take-off Point in Designing a Causal Model . ............................................................................................................................................... 108 Milger A. Baang

International Journal of Learning, Teaching and Educational Research p-ISSN: 1694-2493 e-ISSN: 1694-2116 Vol. 15, No. 4, pp. 1-10, ©IJLTER

Perceptions of Science Teachers from Marawi City High Schools on the Kto12 Curriculum Implementation Norolayn K. Said-Ador Asst. Prof., MSU-Institute of Science Education, Marawi City Ph.D Candidate, MSU-Iligan Institute of Technology, Iligan City Abstract The Department of Education (DepEd) has an impetus for Kto12 Curriculum implementation. However, this remains an issue due to argument that it is merely a superficial solution. And it does not truly address the country’s more fundamental educational problems. Accordingly, the study was conducted during its second year implementation and it only included grade 7 and 8 science teachers to investigate their perceptions as well as to know the relationships of some variables pertaining to teachers’ characteristics and their type of school. Descriptive with correlational type of research method was employed. The study found out that many science teachers positively perceived on the curriculum implementation and agreed on its rationale, education vision and goals, and benefits stipulated by the DepEd. On the other hand, some had negative impression on the transition due to lack of readiness and discrepancy of reproduced learning materials for the teachers on classroom instruction. In addition, more science teachers from public high schools attended the Kto12 trainings and used the said materials than those from private high schools. Moreover, there was a significant relationship between the teachers’ attendance in the Kto12 trainings and their usage of materials in the classroom instruction. The study suggested that DepEd ought to send their teachers on Kto12 trainings to prepare them for the curriculum transition. Additionally, thorough examination on the Kto12 materials shall be conducted by DepEd to meet what it intends to implement and attain. Keywords: Kto12 curriculum, public high school, private high school Introduction

Procuring better education has been everyone’s vision. For this will prepare him with the indispensable knowledge and skills acquired to be practical citizen of the society. As stressed, a good education helps individuals to gain knowledge and wisdom. It enables them to discern truth from error and then make good choices. Further, education and literacy are also keys to personal growth, groundwork for employment and making a meaningful contribution to the society. On the other side, with the past assessments conducted by international agencies such as Trends in International Mathematics and Science Study (TIMMS), Philippines ranks poorly in the tests. And it has been attributed to many factors; probably, the kind of curriculum which exists in the country may be one of those. Thus, as part of the efforts of Aquino administration, the Department of Education (DepEd) had directed the implementation of Kto12 Curriculum. Additionally, Bacani (2014) pointed out that benchmarking the Philippine education curriculum’s content and structure is needed to affirm that basic education in the country meets the demands of the twenty-first century. It is envisioned that graduates of K to 12 Basic Education Program

are envisaged to be better prepared for life as they are expected to possess sufficient mastery of 21st century core skills. And they will be emotionally developed and competent to live a meaningful life; be socially aware and be pro-active in civic affairs. Aside from these, they will be adequately prepared for the world of work or entrepreneurship or higher education; be legally employable; and be globally competitive (Salan, 2014). Nevertheless, this remains an issue because some teachers as well as educators and many parents have argued that it is merely a superficial solution. And it does not truly address the more fundamental problems of the educational system. Besides, critics also interrogated the relationship between education cycle length and education quality. In fact, they cited studies conducted by TIMSS that longer education cycles do not necessarily result to better performance of students, contrary to what is believed. Further, one of the major concerns of the critics is the parents’ additional expenses on their children’s school cost. For the longer education cycle may add burden to households. Subsequently, it may end to higher dropout rates. Because, in spite that the government can provide free public education, parents still carry the responsibility defraying the allowances, transportation, education supplies, and other school expenses. Meanwhile, some are apprehensive on the urgency to its enactment. For one, if publicly funded, the rush implementation of the program may have inadvertent effects on social equity. Primarily, it is due to many poor families not reaching beyond the secondary level of educational attainment (PIDS, 2014). Statement of the Problem This study aimed to investigate the perceptions of science teachers from Marawi City High Schools on the Kto12 Curriculum implementation. Specifically, it sought to answer the following: 1) What is the comparison of the teachers’ characteristics from public and private high school in terms of age, civil status, highest educational attainment, employment status, and number of years in teaching? 2) How do the public and private high school science teachers differ in their attendance in the Kto12 seminar/training, positive perception on the Kto12 curriculum implementation; and usage of Kto12 materials in their classroom instruction? 3) Is there a significant relationship between the teachers’ attendance in the Kto12 seminar/training and their positive perception on its implementation? 4) Is there a significant relationship between teachers’ attendance in the Kto12 seminar/training and their agreement on the rationale, education vision, goals, and benefits of the curriculum? 5) Is there a significant relationship between the teachers’ attendance in the Kto12 seminar/training and their usage of Kto12 materials in their classroom instruction? 6) What are the perceptions of the teachers on the Kto12 curriculum implementation? Significance of Study Although, the acceptability on the enactment of the new curriculum is mandated for the teachers, the study will give imperative insights regarding the views of the teachers specifically to provide the school administrators with some feedbacks on the perceptions of the teachers, to enlighten the policy makers and curriculum designers for the enclosure of seminars and trainings in the program, to offer the DepEd with some informative criticisms on the curriculum implementation, and it may contribute to the fund of knowledge in Science Education. Research Design of the Study Descriptive with correlational type of research method was employed to investigate the science teachers’ perceptions as well as to know the relationships of some variables pertaining to teachers’ characteristics on the Kto12 curriculum implementation. In descriptive research, it involves detailed descriptions of specific situation(s) through interviews, observations, and document review. It may also include numerical descriptions such as frequency and average. On

the other hand, correlational method encompasses quantitative analyses on the strength of relationships between two or more variables (SBR RTAPS,2008). Sampling Procedure of the Study The study was conducted in 2013 and early 2014. Due to Kto12 curriculum second year implementation, the study only covered the grade 7 and grade 8 teachers from Marawi City high schools, particularly those teaching science subjects. Purposive sampling was employed in the study. Subsequently, this resulted to thirty (30) and twenty (20) science teachers from public and private high schools in Marawi City, respectively. Collection of Data Science teachers’ characteristics and their perceptions were gathered with the use of the following: the questionnaire for teachers’ profile and for the positive and negative feedbacks of the implementation and these were supported by Likert Scale on how they agreed on the statements formulated by the DepEd on the rationale and benefits of the Kto12 curriculum; the interview guide in which the questions were primarily based on the questionnaire to follow-up and verify the data collected from the respondents; and the observation notes to triangulate the gathered data from the questionnaire on whether or not the teachers used the Kto12 learning materials in their classroom instruction. Treatment of the Data Through Microsoft excel and statistical software, the collected data were systematically organized and analyzed with the following: the arithmetic mean and percentage to describe the respondents’ characteristics; the histogram graphs to visually identify some variables included in the study; and the Pearson chi square test to know if the relationship between the teachers’ perception on the Kto12 curriculum implementation as well as the usage of Kto12 materials and the attendance in the Kto12 seminar/training is significant or not. Furthermore, the perceptions of the science teachers were categorized as either positive or negative. In addition, some significant accounts under each sort were also identified. Findings of the Study As shown in Figure 1, most of the grade 7 and grade 8 private high school science teachers were at the age bracket 20-25. While that of public science teachers belonged between 41-55 years of age. It may be explained that most of the teachers from the former were fresh graduates. Private school administrators probably have an easy access to recruit younger teachers. Possibly, in terms of age, teachers from the private high schools were more decided in dealing with curriculum change.

Figure 1. Comparison of Age Between Public and Private High School Science Teachers

On the other hand, it is interesting to note that the researcher observed that almost all of the respondents were Meranaos, one of the Muslim groups in the country. Being married is a status symbol particularly in Muslims (Gumal, 2012). Furthermore, a married individual in Meranaos has many social obligations; she/he is required to appear in many occasions: wedding, funeral, etc. This may convey that they may have distributed time between social and work obligations. Thus, students may be at risk, particularly if teachers are on excessive social commitments. In other words, it would be difficult to entertain some changes in the teaching specifically in the curriculum. And another time ought to be allotted to study and explore the materials given by the DepEd. However, this inference may not be true for all teachers. Another study ought to be conducted to substantiate such implication.

Figure 2. Comparison of Civil Status Between Public and Private High School Science Teachers

It can be seen in Figure 2 the comparison between the civil status of public and private high school science teachers handling grade 7 and grade 8. Since younger teachers were noted in the private high schools, the teachers may not be at the period of marrying or perhaps not yet ready for such. Hence, they may give more attention in their teaching career and more open for curriculum transition. Nonetheless, another study must be conducted to support this claim. Figure 3 expressed the comparison on the highest educational attainment of science teachers from public and private high schools. It is clearly comprehended that both public and private high school had science teachers with mastersâ&#x20AC;&#x2122; degree units. Since a course on curriculum development is one of the subjects offered in the graduate study, this may mean that teachers may already have thorough knowledge on curriculum transition. And they may have the insights on the previous curriculum and how it differs both in the content and process. Probably, this may affect their perceptions on the Kto12 curriculum implementation. In addition to that, some of them just finished their baccalaureate courses, specifically more from the private high schools. As attested from the previous findings, private schools had more fresh graduates. It is believed that neophytes are more exposed to changes.

Figure 3. Comparison of Highest Educational Attainment Between Public and Private High School Science Teachers

Figure 4 provided information on the employment status of the high school science teachers. As noted, most teachers from the public high schools already gained permanent employment in their school. This may imply that the school administrators may not be hesitant to send their teachers on the Kto12 seminars/trainings as these may be funded by the DepEd. Moreover, they may have an easy contact for the Kto12 materials. Hence, they may use those in their classroom instruction. In contrast to the private high schools, it is apparent that teachers may not stay permanently in their corresponding schools particularly if they find better opportunities. Only those directly connected to the administrators may prefer to stay longer; probably they may have high raise compared to others.

Figure 4. Comparison on the Employment Status between Public and Private High School Science Teachers

As shown in Figure 5, most of the public high school science teachers had longer length of service compared to the private high school science teachers. Most of the latter were still new recruits. This may be explained by the fact that once the teachers find more opportunities, they left the private institutions. However, this may entail that private science teachers may have an easy acceptance on the new curriculum since they were still not â&#x20AC;&#x153;burn-outâ&#x20AC;? in their profession.

Figure 5. Comparison of Years of Teaching between the Public and Private High School Science Teachers

Figure 6. Attendance in the Kto12 Seminar/Training

As shown in the figure above, most public science teachers handling grade 7 and grade 8 had attended the seminar/training pertaining to the Kto12 curriculum. This is supported by the interview that they were required to attend the said orientations/workshops since these were funded by their schools as obliged by the DepEd. This is then implied that they may gain positive perception on the new curriculum; and that the speakers may have well convinced the teachers to adapt it. As contended by Fajardo (2012) that another factor which sought to determine its influence on Kto12 programâ&#x20AC;&#x2122;s social acceptability is the speakerâ&#x20AC;&#x2122;s bureau. Effective communication strategies of the speakerâ&#x20AC;&#x2122;s bureau in relation to the promotion of and information dissemination about Kto12 may be acquired by the teachers during the seminars. Similarly, it can be surmised that public high school science teachers may be well acquainted with the curriculum compared to the private high school science teachers. In fact from the interview conducted, some science teachers from the private high schools claimed that they failed to attend the seminar/training because either their school administrators or academic consultants had instead come to such academic event. Afterwards, they conducted a semi-echo of the seminars/trainings. Perhaps, this was so due to financial reasons because some seminars/trainings required expenses either for the registration fees or for the transportation and other fees during the travel once conducted outside Marawi City.

Figure 7. Perception of High School Science Teachers on Kto12 Curriculum Implementation

As revealed in the figure shown above, many science teachers had a positive perception on the Kto12 curriculum implementation. It was supported by the interview that aside from the anticipation that the said curriculum may bring positive impact on the performance of the students, whether they like it or not they did not have the choice to say no since it has been put into law through RA 10533 which was signed by President Aquino on May 15, 2013. Apparently, the figure expressed that science teachers coming from the public and private high schools have the same status on how they perceived the curriculum transition.

Figure 8. Usage of Kto12 Learning Materials in the Classroom Instruction

Figure 8 illustrated that most teachers from the public high schools used Kto12 materials in their classroom instruction; this is in contrast to those from private high schools. The figure above can be supported by the previous figure (Figure 6) that many from private high school science teachers had not attended the Kto12 trainings compared to the public high school. This is also revealed in the classroom observations conducted by the researcher. Moreover, some teachers claimed that using the materials without orientation/attendance in the seminar/training may be difficult. Nevertheless, it is shown further in the figure that both sectors had teachers who flanked to use the materials. During the interview, it was found out that some teachers were reluctant to use the Kto12 materials due to detected errors specifically in the modules. In addition to this, some of them were not convinced on the sequence of the lessons given in the modules. They could not find coherence in the presentation of the lessons. The interview also

revealed that many teachers both from the two sectors had initiated to get some materials (softcopy/hardcopy of the module) on their own expenses. This may mean that module writers through the assistance of DepEd and other agencies ought to improve the materials since this may forfeit the vision of the curriculum to enhance the academic performance of the students. Mistakes cannot correct another mistakes. Table 1. Correlation on the Attendance in Seminar/Training and the Perceptions on the Kto12 Curriculum Implementation

Pearson chi square Linear-by-linear association N of valid cases

Value .721 .707 50

df 1 1

Sig. (2-sided) Decision .396 Not significant .401

As demonstrated in the table above, there is no significant relationship between the science teachers’ attendance on the Kto12 seminar/training and their perceptions on its implementation since the p-value (0.396) is greater than 0.05 level of significance. This may imply that teachers already had the mind set to accept the curriculum transition since it has already been approved by President Aquino. This would further corroborate that teachers were compliant to whatever the DepEd supports and implements. Table 2. Correlation on the Attendance in Kto12 Seminar/Training and Agreement on the Rationale, Education Vision, Goals, and Benefits of Enhanced Kto12 Basic Education Program

Pearson chi square Linear-by-linear association N of valid cases

Value .654 .641 50

df 1 1

Sig. (2-sided) Decision .419 Not significant .423

In congruent to the previous table, Table 2 indicated that there is no significant relationship between the science teachers’ attendance on the Kto12 seminar/training and their agreement on the rationale, vision, goals, and benefits of the new curriculum since the p-value (0.419) is greater than 0.05 level of significance. This may confirm that teachers were amenable to the programs implemented byDepEd. Table 3. Correlation on the Attendance in the Kto12 Seminar/Training and the Usage of Kto12 Materials in Classroom Instruction Pearson chi square Linear-by-linear association N of valid cases

Value 5.265 5.160 50

df 1 1

Sig. (2-sided) Decision .022 Significant .020

Table 3 revealed that there is significant relationship between the science teachers’ attendance in the Kto12 seminar/training and the usage of Kto12 materials in classroom instruction since the p-value (0.022) is below 0.05 level of significance. This may suggest that in order for the DepEd

to have full implementation of the curriculum, they ought to provide more seminars/trainings to the teachers. Through these, they would be encouraged and enlightened to use the materials. On the other hand, they should examine first those materials before using in classroom instruction because this may only lead to more problems in the students’ learning process. Eventually, wrong concepts may result to useless new curriculum. Perception of Science Teachers Since, the perceptions of the teachers coming from public and private science teachers on the Kto12 curriculum implementation were alike, the data were generally categorized according to whether positive or negative perceptions.

Positive Perceptions

As revealed from the questionnaire and the interview, many science teachers (88.20%) from grade 7 and grade 8 in public and private high schools in Marawi City claimed that Kto12 curriculum may bring improvement on the educational system of the country. They also stressed that since the curriculum was approved by the President, they have to support it. Many of them positively responded on the rationale, education vision, goals, and benefits of the curriculum claimed by the DepEd.

Negative Perceptions

On the other hand, 11.8% of the teachers were doubtful on the implementation. It was found out from the interview that they were not ready for the curriculum transition specifically those teaching in the private high schools. They asserted that more seminars and trainings ought to be conducted so as to prepare the teachers. Similarly, they found the Kto12 materials with discrepancy which made them unenthusiastic towards the use of it. However, many of them instead use the materials as references. The above two general perceptions of the science teachers may suggest that the DepEd still needs to widen their campaign on the implementation through trainings so as to increase the awareness of the teachers. Importantly, they have to assess the materials before releasing them to the different schools to avoid more inaccuracy. Conclusions and Implications of the Study The teachers’ characteristics such as age, civil status, highest educational attainment, employment status and number of years in teaching may have inferred different influences on their perceptions in the Kto12 curriculum implementation. Further, more science teachers from the public high schools had attended the Kto12 seminars/trainings than those from the private high schools. Similarly, there were the same positive perceptions on the Kto12 curriculum implementation between the science teachers from public and private high schools. Nonetheless, more public high school science teachers had used the Kto12 materials in the classroom instruction than those from private high schools. And there was no significant relationship between the teachers’ attendance in the Kto12 seminar/training and their positive perception on its implementation. Similarly, there was no significant relationship between teachers’ attendance in the Kto12 seminar/training and their agreement on the rationale, education vision, goals, and benefits of the program. However, there was a significant relationship between the teachers’ attendance in the Kto12 seminar/training and their usage of Kto12 learning materials in their classroom instruction. Additionally, many science teachers positively perceived on the Kto12 curriculum implementation as well as agreed on the rationale, education vision and goals, and benefits of the curriculum cited by the DepEd. On the other hand, some had negative

impression on the transition due to lack of readiness and inconsistency of the materials reproduced by the agency for the teachers in classroom instruction. Accordingly, it is necessary for the DepEd and school administrators to send their teachers on Kto12 seminars/trainings to prepare them for the curriculum transition. Besides, thorough examination on the Kto12 materials ought to be conducted by DepEd and module/textbook evaluators to meet what they intend to attain. Furthermore, these shall be distributed to the schools for free. Likewise, it is appreciated if DepEd continually coordinates with the private high schools on the implementation of the new curriculum. This may help private high school teachers reduce confusions and hesitations. Finally, it is suggested that for future researchers, they may consider the following: 1) increase the number of respondents and include not only science teachers but also those from other fields; 2) content analyze the Kto12 learning materials provided by the DepEd; 3) develop module in line with the Kto12 curriculum; and 4) explore other variables aside from the parameters covered in this study. References Bacani, R. (2014). The Preferred Education Solutions Provider in Southeast Asia and Beyond. Retrieved from http://www.seameo-innotech.org/ on March 6, 2014. Salan, L. (2013). Understanding the K to 12 Basic Education Reform. Retrieved from http://www.slideshare.net/Lilian5254/understanding-k-to-12-enhanced-basic-education on January 12, 2014. PIDS. (2014). Issues on K to 12 Basic Education Reform. Retrieved from http://www.pids.gov.ph/ on February 10, 2014. SBR RTAPS (2008). Types of Research Methods. Retrieved from http://www.doe.virginia.gov/support/school_improvement/training/dta_student_support_sys/ dropout_prevention/webinars_9-12/w2_s2_types_of_research_meth ods.pdf on December 20, 2013. Gumal, Acsara A.(2012). Factors Affecting the Teaching of Public High School Mathematics Teacher in the Province of Lanao del Sur and Maguindanao. Dissertation, MSU Marawi City. Fajardo, A. (2012). Social Acceptability of the K+12 Program and the Role that the Speakerâ&#x20AC;&#x2122;s Bureau Plays in Promoting it as Perceived by Selected Students and Parents. Retrieved from http://iamlexy.files.wordpress.com/2012/05/final-thesis_fajardo.pdf on March 5, 2014.

International Journal of Learning, Teaching and Educational Research p-ISSN: 1694-2493 e-ISSN: 1694-2116 Vol. 15, No. 4, pp. 11-21, ©IJLTER

Path Analysis on the Performance of Educators in Mindanao State University-Tawi Tawi College of Technology and Oceanography Kaberl O. Hajilan kaberl_hajilan@yahoo.com Abstract Path analysis is a statistical technique used to examine causal relationships between two or more variables. It is also used to understand comparative strengths of direct and indirect relationships among a set of exogenous and endogenous variables which make it unique from other linear equation models. In this study path analysis was used to draw and gather empirical basis on the strengths and weaknesses of educators to allow them either to revise, compare, maintain, or discontinue their teaching performance using the models. It is in this study where the performance of educators of Tawi-Tawi elicited, specifically the teaching habits, attitudes, skills, administrators involvement, appointment status and demographic profile among educators of Mindanao State University in Tawi-Tawi province. Purposive sampling was used in selecting the participants. Causal model techniques were used in this descriptive correlational study. The researcher distributed the questionnaire to each college faculty. Results revealed that the educators were majority old age, married, Islam, permanent and master‟s holder. Full model regression analysis revealed that teaching skills and administrators‟ involvement had the most influential effect on the performance of educators. The teaching habits and attitudes have significant relationships on appointment status, educational attainment and teaching skills with teaching habits, monthly income, and the administrators‟ involvement have also significant relationship to the performance of educator. Therefore, it is concluded that have direct effect and influence to the performance of educators. Hence, the model 7 concluded as the best fits models. Skills increase the educators‟ performance in college teaching. Educators with positive teaching attitudes have wholesome improved teaching skills; wholesome and improved teaching skills increase the teaching habits, and better teaching habits increase educators‟ performance. Keywords: Path analysis, Causal models, Performance, Educators Introduction The pursuit of excellence is a concern of Philippine higher education. This is in line with its goal to produce qualified manpower needed to accelerate social and economic development and thus bring about improvement in the quality of life of the people. In its quest for excellence, higher education in the Philippines must therefore be able to harness the potential of a person to the fullest extent, so that one may be able to discharge his/her social, political, economic and spiritual roles in the society to the best of his/her ability. Sutaria, as cited by Nagtalon (2001) mentioned that quality education implies an upgrading of educational standards – a condition that is seminal to the development of excellence in education as well as in life. A performance of higher standards requires an improvement of inputs, processes and outputs of education, the individual learners, as well as the content and relevance of what is taught. Eisner (1995) states that some educators refuse to understand the importance of their role in evaluation. Often times, they feel evaluation as fault-finding mission rather than improving instruction and learning

strategies. According to Gronlund (1995) path analysis and discrepancy evaluation model are processes or cluster of processes that the faculty perform in order to gather data that will enable them to decide whether to continue, change, revise or terminate some teaching roles. In evaluation both educators and educational managers are concerned with determining the relative values of whatever they are performing. Ben-Peretz (2001) articulated in her article that, “many things worth knowing can be taught”. These includes the things that would relate to the growing, diverse and sometimes contradictory expectations of teacher education programs. Egan (2001) as she cited argued that educators should „give attention for clarifying student evaluation by the teachers; how they evaluate it must not confines on the technical aspects when facilitating students‟ learning. Ben-Peretz (2001) said that teacher education is delicate academic endeavor because once a teacher teaching is performance is vague, ambiguous, and fraught with uncertainties it will lead to tremenduous misconceptions among learner. This scenario poses extremely difficult challenges for teacher education. Ben- Peretz as cited by Sindelar and Rosenberg (2000) identified some demands regarding teacher education that are contradictory. These includes legislative mandates for curriculum coverage, restrictive university regulations, and the“consumer orientations” of higher education students. In addition, there is a danger of professional standards of being ignored due to extreme shortages of teachers which may lead to lack the necessary competencies of teaching force pertaining to the demands of the profession. Like other colleges and universities, the MSU Tawi-Tawi faculty members have the same roles. As expected, such role should come up with quality output to fulfill the institutional goals and objectives as its mandate. Through evaluation, one can see the real picture and image of such role that it is from here where necessary actions be conceived and realized for further development that its continuity of teaching roles be assured. Oriondo and Antonio (1989) affirmed that systematic process on determining the extent to which instructional objectives are achieved through evaluation is deemed necessary. Decisions making should be trusted based on the individual needs of learners in the classroom. Both the flexibility and responsiveness require the idiosyncratic nature of learning (Humberman 1983, McDonald 1992). To address this problem, this study was undertaken to develop and unify a set of measures that could be used to assess and evaluate the effectiveness of the roles of teachers in higher education institutions. Lariosa (2001) stated that excellence is what we want in a university because it sets high expectations and goals for all the learners, and then we also work hard in every way to help our students achieve excellence. The school is a “miniature society” by itself and thus, forms a new generation of citizens capable of thinking and changing as conditions in society also change. It was indeed the main concern of this study to provide leeway for the improvement, modification, and redirection of educators‟ role in higher education institution by adopting the path analysis and discrepancy evaluation models. Statement of the problem This study was undertaken to develop and unify a set of measures that could be used to assess and evaluate the effectiveness of teachers‟ performance and to determine the relationship of the teachers‟ performance to the teaching methods in higher education institutions. As mentioned by Sutaria in Nagtalon (2001), quality education could only be attained through upgrading educational standards that enhance the development of excellence in education as well as in life. However, Eisner (1995) states that some educators refuse to understand the importance of their role in evaluation. Often times, they feel evaluation as fault-finding mission rather than improving instruction and learning strategies. Thus this study specifically sought answers on the following statements; first, does the demographic profile of the participants significantly contribute to the variance in the relationship between the performances of educators? Second,

what relationship exists among the teaching habits, attitudes, skills, demographic profiles and educators‟ performance? Third, which of the variables in the t models that have great influence on educators‟ performance and most best fits model? The hypotheses statements in this study were concentrated on educators‟ performance data as measured by teaching variables through path analysis using Pearson product-moment coefficient from seven causal models (See Annexes for each model). According to Gronlund (1995) path analysis and discrepancy evaluation model are processes or cluster of processes that the faculty perform in order to gather data that will enable them to decide whether to continue, change, revise or terminate some teaching roles. In evaluation both educators and educational managers are concerned with determining the relative values of whatever they are performing. Research Design of the Study This study made used of a descriptive correlational research design. The purpose of this descriptive correlational study (Causal Model) was to assess, identify, determine and find out by examining the relationships of the teaching habits, attitudes, skills, and other variables in the demographic profiles of educators performance in MSU Tawi-Tawi as measured by the data collected from educators teaching in college. Models of the different path and relationship of variables were shown in the annex section of this paper. Teaching Habit (TH), Teaching Attitude (TA), Educators Performance (EP) is shown in Figure1. Path model 1 showing the teaching habits and teaching attitudes influence on the performance of educators. Variables Teaching Habit (TH); Teaching Skills (TS); Teaching Attitude (TA); EP DE UR CF AO TR OM RA SN „C E is shown in Figure2. Path model 2 shows that teaching skills influence on the performance of educators Teaching Skill (TS) Teaching Educators‟ Attitude Performance (TA) (EP) Teaching Habit (TH) Figure3. Path Model 3 showing no link between teaching attitudes and educators‟ performance. Teaching Educators‟ Experience Performance (TE) (EP) Teaching 0.08S6kills (TS) Monthly Income (MI) Figure 4. Path model 4 shows the total effect of teaching experience on Performance Satisfaction. The direct effect on performance, teaching skills, and monthly income Teaching Skills, Teaching Experience, Teaching Habit, Educational Attainment Educators‟ Performance Appointment, Teaching Status, Attitudes, and Administrators‟ Involvement are shown in Figure5. Path Model 5 shows the variables and arrows to indicate the direction of effects to be investigated or educators‟ performance Teaching Skills, Teaching Experience, Teaching Habits, Teaching Attitudes, Educational Attainment, Teaching Attitudes, and Administrators‟ Involvement (Figure6). Path model 6 shows the variables influencing educator‟s performance Teaching Skills, Teaching Habits, Appointment Status, Educators‟ Performance, Teaching Attitudes, and Administrators‟ Involvement (Figure7). Path Model 7 is showing the best model of the independent variables to the dependent variables. Significant of the study The concern and highlight of this study was on important feature on the role of educators to provide faculty an elbow room for self-esteem, self-realization, self-improvement; to provide students with excellent learning and opportunities for acquisition of quality knowledge; and put forward the goals and objectives of educational managers to achieve standard as prescribed by the university. The findings of this study would provide educational managers some bases in the formulation of policies, standards to optimize the capabilities of higher education institution in the different part of the country in providing excellent education for the intended beneficiaries of tertiary education. This would awaken and make them aware of their strengths and weaknesses in their teaching roles and functions as educators and educational managers. The administrators would know where to improve and develop their skills, methods, approaches, and

practices for effective performance in teaching learning activities. The result of this study would be useful for the incoming, new and old educators for a more effective, efficient, dynamic and successful teaching- learning activities. It would provide the chairpersons, deans, directors, secretaries, supervising- instructors, program coordinators, and unit heads as well as instructors and professors important information to improve their management and supervision practices and serve as basis for improving and developing the teaching methods, strategies and techniques to maximize learning activities. This study would provide the educators important insights that would encourage and boost their moral and make them responsible citizens in a technological age. To students, this study would bridge gap among limitations and bring about better understanding of themselves, their mentors, staff and educational managers. They would be more keen observers of their academic endeavors and be guided as to their conduct of behavior and actions. As ultimate beneficiaries of these educational mandates, the student would acquire more if there are changes in classroom management. Heller (1998) stressed that improving performance needs to challenge existing ways of working through systematic approach. One must learn to improve and generate their own tasks, tackle problems, agree on solutions, and implement their decisions with confidence. This will become successful when the educators are properly guided, supported and given attention in improving their teaching methodologies: quality instruction, quality facilities, and quality improvement, it would result to quality learning vis-Ă -vis quality educators, thus quality education and graduates. To Commission on Higher Education (CHED) management as a whole, this study would provide input to enhance and improve current policies, rules and regulation affecting the evaluation on the role of educators as well as relevant insights to curricular expansions in the future evaluations. Methods of Procedure This descriptive correlation causal model study was designed to examine the relationship of educatorsâ&#x20AC;&#x; performance with teaching habits, skills, attitudes as well as demographic profile. In an effort to establish a clearer view of the performance, the seven (7) models of teaching strategies showing different arrows intertwined from endogenous and exogenous variables were drawn based on the usual practice of the educators. The total sample population consisted of college educators of Mindanao State University in Tawi-Tawi that gathered data from them for the school year 2004- 2005. Collection of Data With the permission from the Office of the Mindanao State University at Tawi-Tawi Chancellor, the researcher stated gathering data from seven colleges throughout that institution. Data were taken from the college faculty of MSU Tawi- Tawi involving ten colleges including the extension classes at the different municipalities of Tawi-Tawi province. Data were gathered through the survey questionnaire which was valid and reliable with an alpha coefficient of = 0.87 reflecting high reliability. This was pre- tested among the college faculty of Central Mindanao University, Musuan, Bukidnon, Philippines. It took one month of January 2005 to gather the data from seven colleges in the Island Municipalities where College of Arts and Sciences Extensions located. For the Island Municipalities College Arts and Sciences Extensions faculty participants, questionnaires were sent through hired research assistant that spent two weeks to retrieve the responses. Primary data were collected through personal interview and administration of the questionnaire by the researcher. The high school and elementary educators were excluded in this study. All in all there were 130 college faculty of MSU Tawi-Tawi who were the respondents of the study. Treatment of Data All gathered data were summarized, translated, interpreted and analyzed using a statistical software. Descriptive statistic was used to describe the educators, performance in college

teaching at Mindanao State University Tawi-Tawi. Pearson Product Moment Correlation was used to determine the linear associations or relationship among the selected variables such as the performance of the educators in performing their roles in teaching. Multiple stepwise regression analysis was used to determine the variations of independent variables that are influential and have direct and indirect effects on the educators‟ performance in teaching. It was also used to determine the most important factors that contributed to the competence and skills developed by the educators. Furthermore, path analysis was used for studying the patterns among the demographic profile, teaching habits, attitudes, skills, performance and practices of educators in teaching. This 12 was also utilized for identifying the direct, indirect and total effects of the variables in the models. The one-way analysis of variance (ANOVA) was employed to determine the significance among the means of the responses to the questionnaire from the group of participants. To get the best model and best fits of the data multiple stepwise regression analysis was used. The endogenous variable and exogenous variables have intertwined arrows showing the direct, indirect and total effects. To determine statistical significant of the data 0.05 level used as measure. Findings This inquiry intended to analyze and determine which among the variables, demographic profile, teaching habits, attitudes, skills, experience, and administrators‟ involvement were the best predictors of the educators‟ performance in college teaching using path analysis. It investigated further into the possible patterns of causation among variables that directly or indirectly involve or affect the educators‟ performance in college teaching. Among the hypotheses tested the variables that show significant relationships to educators‟ performance are: teaching habits and attitudes; teaching habits and skills; skills and attitudes; teaching experience and monthly income; teaching experience and administrators‟ involvement; skills and administrators‟ involvement. Only the educator‟s appointment and teaching skills shows no significant relationship. The numerical values of significant were the following; Teaching Skills 0.021 0.286 0.173; Teaching Habits 0.184 0.563; Appointment Status 0.012; Educators‟ Performance 0.250 0.134; Teaching Attitudes 0.123 0.075 0.023; Administrators‟ Involvement 0.136 0.283; (Figure7). Path Model 7 is showing the best model of the independent variables to the dependent variable. Conclusion and implication of the study The level of teaching habits of educators in their identified roles is very high as indicated by the computed Pooled Average weighted Mean of 4.57. Thus, the null hypothesis stating that there is no significant relationship between appointment status and teaching habits on the educators‟ performance is rejected since significant relationship between the appointment status and teaching habits on the educators‟ performance existed. The attitudes acquired by the educators towards their role were also very high as revealed by the Pooled Average Weighted Score of 4.58. This means that educators who have good attitudes also developed positive teaching habits. This claims is supported with the statistical results showing a significant relationship between the variables. Educational attainment and teaching attitudes on educators‟ performance is also highly correlated. The relationship between teaching habits and teaching attitudes of the educators is highly influential on the performance of educators and significantly correlated. Thus, the null hypothesis stating that there is no significant relationship between teaching habits and attitudes is rejected. The skills acquired by the educators who undergo teaching have greatest effect/influence on the educators‟ performance as evidenced by the path coefficient of 0.662.

This means that skills have influenced so much on the educators‟ performance. Therefore, there is significant relationship between the teaching skills and attitudes on the educators‟ performance. The level of performance of educators in the fulfillment of their teaching role is relatively high as indicated by the computed Pooled Average Weighted Score of 4.39. This means educators that have really often performed their teaching roles. It is also significantly existed when educators‟ role was correlated with teaching efficiency using different strategies. Thus, teaching skills and monthly income in the performance of educators is significantly correlated. The relationship between teaching habits, skills and performance of educators in fulfilling their teaching roles significantly existed when they were correlated. The factors that have direct influence on the performance of educators are the following: teaching habits with coefficient value 0.250, skills 0.265, attitudes 0.331, age .039, and civil status .043 at 1% level of significance. This means that all of these factors had greatly contributed/influenced on educators‟ performance. These results indicate that there is significant relationship between the teaching skills and administrators‟ involvement on the educators‟ performance. Other results showed a no significant relationship existed between educators‟ performance and their sex, religion, monthly income, appointment status, years of experience in college teaching, and educational attainment. Bibliography

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Annexes

TEACHING HABIT (TH) EDUCATORS‟ PERFORMANCE (EP)

TEACHING ATTITUDE (TA)

Figure1. Path model 1 showing the teaching habits and teaching attitudes influence on the performance of educators

TEACHING HABIT (TH) TEACHING SKILLS (TS)

TEACHING ATTITUDE (TA)

EP DE UR CF AO TR OM RA SN ‘C E

Figure2. Path model 2 showing that teaching skills influence on the performance of educators

Teaching Skill (TS) Educators’ Performance (EP)

Teaching Attitude (TA) Teaching Habit (TH)

Figure3. Path Model 3 showing no link between teaching attitudes and educators‟ performance.

Teaching Experience (TE)

Educators‟ Performance (EP)

Teaching Skills 0.086 (TS)

Monthly Income (MI)

Figure 4. Path model 4 showing the Total effect of teaching experience on Performance Satisfaction. In comparison, the direct effect on performance, teaching skills, and monthly income

Teaching Skills Teaching Experience

Teaching Habit Educators’ Performance

Educational Attainment Teaching Attitudes Appointment Status

Administrators’ Involvement

Figure5. Path Model 5 showing the variables and arrows to indicate the direction of effects to be investigated or educators‟ performance

Teaching Skills

Teaching Experience

Teaching Habits

Teaching Attitudes Teaching Attitudes

Educational Attainment

Administratorsâ&#x20AC;&#x2122; Involvement

Figure6. Path model 6. Showing the variables influencing educators performance

Teaching Skills

0.021

0.286 Teaching Habits

0.173 Appointment Status

0.563

0.184 Educators’ Performance

0.012 0.250

0.283

0.123

Teaching Attitudes

0.134

0.136 0.283

0.075

0.023

Administrators’ Involvement

Figure7. Path Model 7 showing the best model of the independent variables to the dependent variable The Author Kaberl O. Hajilan born in Dahu, Pangutaran, Sulu, Philippines on July 19, 1958. He finished PhD. Educational Administration and completed academic requirements PhD in Agricultural Educations at Central Mindanao University, Musuan, Bukidnon, Philippines, Master‟s in Public Administration, Master‟s in Education, and Bachelor of Science in Fisheries in Mindanao State University-TawiTawi College of Technology and Oceanography, Sanga-Sanga, Bongao, Tawi-Tawi Philippines. He is the dean of Graduate School Mindanao State University, Tawi-Tawi College of Technology and Oceanography, a former Director of Student Affairs, Director Alumni Relations, Chairman Graduate Education, Public Administration, Marine Fisheries, and Ocean and Fish Technology Center of the same University. Dr. Hajilan is a founder of Association of Doctors in the Academe of Tawi-Tawi (ADATA, Inc). He is a member of ZAMBASULTA-Palawan Hajj council of the Philippines and has travelled to Kingdom of Saudi Arabia performing pilgrimage since 1990 to present.

International Journal of Learning, Teaching and Educational Research p-ISSN: 1694-2493 e-ISSN: 1694-2116 Vol. 15, No.4, pp. 22-31, ÂŠIJLTER

Learning Styles as Predictor of Academic Performance in the Nursing Department of an Asian University and Colleges Ashley Ali Bangcola orcid.org/0000-0002-8228-9930 ashyannaali@gmail.com Mindanao State University Marawi City, Philippines Abstract There have been many attempts to study the different elements that are keys to academic performance students learn as measured by their learning styles and how this will translate to academic success have been considered as an insignificant component in the academic success of students. This quantitative descriptive-correlational study aimed to determine correlation between learning styles and academics. The participants consisted of 304 nursing students who were randomly selected from eight nursing schools in Marawi City. The Perceptual Learning Style Questionnaire was utilized to carry out the rationale of the study. The results demonstrated that the students were generally doing fairly well in the nursing program and generally exhibited a close balance between all the learning styles. The four learning styles (Visual, Auditory, Tactile and Kinesthetic) were found to have been used by the students simultaneously as major learning styles with most of them expressing preference for Kinesthetic learning style (78%) while expressing minor and negligible preference for Group learning style. The study revealed important relation between learning styles and performance. The findings in this study highlight the importance of recognizing studentsâ&#x20AC;&#x2122; varying learning styles. Teachers should be aware that efficacy with more learning styles will allow students to achieve the optimal learning environment. Keywords: Nursing students, Learning Styles Preference, Academic Performance, quantitative research, Philippines Introduction There were several attempts to enhance the level of academic achievement by students and there are plenty of literature whose subject matter focuses on the academic performance of students and the different factors affecting it. Yet, there remains a research gap in the literature when it concerns learning styles, and how this affects or even translates to academic success. Previous researches on learning styles have found varying environments and individual cognitive processing as significant determinants to academic performance. Nuzhat et al (2011) argued that learning processes are affected by the environment and cognition (Abidin et. al, 2011). The study of learning styles has undergone several examinations (Samarakoon et al, 2013). Analyzing the learning process of students, and understanding the cycle of knowledge from classroom to student and back, will go far in helping student be more aware and consequently improve their

academic performance. Reid (1995) says that students have individual propensities and that learning styles are “individual natural, habitual, and preferred way(s) of absorbing, processing, and retaining new information and skills”. Some may prefer visual presentations while others may favor the hands-on approach. On the other hand, Dunn and Griggs (2003) defined learning style as attitudinal. According to the above-mentioned, learning methods may vary and learning styles impact educational processes. Nursing students also learn differently. Hence, it would be worthwhile to study the learning styles of nursing students to enable educators to formulate positive intervention mechanisms. Learning styles also change overtime as students continue to experiment on their effectiveness and develop strong style preferences, eventually the student will favor a certain learning style that has proven helpful in the learning cycle. According to Reid (1995), “perceptual learning styles” are the changes “among learners in using one or more senses to understand, organize, and retain experience”. Reid also identified six learning styles related to individual perceptions, namely: auditory, visual, kinesthetic, tactile, group and individual learning. The common usage of learning style generally follows the abovementioned classifications of perceptual learning style. According to Gurpinar (2010) instructors should be aware of learning styles to enable them to use appropriate educational materials. Moreover, when learning and teaching styles are compatible, this can result to improved understanding of course content (Mlambo, 2011). The reality however is that educators are not really conscious of their learner’s learning styles. Educators generally impart knowledge and skills based on conventions and individual teaching styles, without necessarily considering the different learning styles of students. However, to be more effective in the learning cycle, educators should also consider differences in learning styles among students. While substantive literature exists detailing effects of learning styles on performance in other countries, the impact of learning styles on Filipino nursing students has not been as thoroughly investigated in the Philippines. Choi et al (2014) in their study among pharmacy students found no significant correlation between learning styles and academic performance of the respondents. In another recent descriptive study about the elements determining performance among nursing students in a Philippine university identified study habits and factors relating to school and teachers as having high impact on student nurses’ academic performance (Alos et al, 2015), but the effect of learning styles on performance was not investigated. This study is an attempt to bridge the gap by focusing on learning styles and success of nursing students in Marawi City. At the very least additional literature in this particular area of study will have been presented that can serve as reference for further researches in the importance of learning styles like the model developed by Dunn and Dunn (1978) which has greatly influenced this study. The learning styles model says that individual differences in learning styles are conditioned by biological and environmental factors. By using teaching and educational materials that suit student learning styles, educators can improve academic performance. Statement of the Problem Nursing as a profession, requires precision and accuracy, as well as attention to detail. The very life of another person relies on these qualities possessed by nurses. In the course of acquiring this knowledge, nursing students are exposed to a unique learning environment and their performance can be affected by their preferred learning styles. Nursing Students may come from various backgrounds but when they join the nursing program teachers often use instruction without considering learning styles. Thus, students may favor certain subjects depending on the suitability of teaching styles to their very own learning styles. This study was initiated to determine the learning style preferences of nursing students. We will also investigate the relationship between academic performance and learning styles among student nurses in Marawi City.

Research Design The primary goal of this quantitative study was to examine the correlation of learning styles to academic performance as measured by their grade point average. To accomplish the purpose of this study, these questions were used. 1. What are the learning styles of nursing students in Marawi City? (2) What is the academic performance of nursing students in Marawi City? What is the relationship of learning styles to academic performance? The hypothesis statements in this study concentrated on academic performance as measured by GPA. Therefore, after controlling for the demographic variables of the students, the hypothesis to be tested was there is no significant relation between academic performance and learning style. The descriptive design was used to describe the learning style preferences and academic performance of nursing students who were enrolled in all the nursing schools in Marawi City during the Second Semester of School Year 2014-2015. The correlation method of research was used to determine the relation between learning styles and academic performance. Significance Nursing education needs continued improvement. Understanding learning styles is a way for educators to upgrade the delivery of instruction by enabling students to optimize their learning capabilities. The results of this study can be used to facilitate dialogue between students and faculty members on the nature of the learning process, and what can be done to improve it. Hopefully, it will enable nursing students to get more of the academic process. Awareness of learning styles will enable students to use their strengths to achieve academic success. If a learning experience is adjusted to accommodate diverse styles, students will be able to use their strengths to achieve academic success. Attention to learning style theory may improve learning outcomes and academic performance. Method of Procedure This study is descriptive and will attempt to find out if the learning styles of nursing students will influence their overall academic performance. The study used the survey method through a list of questionnaires. The questionnaire was expanded to include the demographic data such as the age, sex, year level, and GPA (general point average) of the respondents. The questionnaire assessed the preferences of student learning styles based on their perceptions. It consists of 30 self-report statements using 5-point Likert scales. The 30 items are distributed equally among the learning style preferences: Five (5) items each for statements regarding Visual, Auditory, Kinesthetic, Tactile preferences, and two social aspects of learning: Group and Individual preferences. The inventory was scored by the student respondents themselves. The learning style categories with the most points determine an individualâ&#x20AC;&#x2122;s preference for those categories. An advanced study was conducted to analyze and revise the questionnaires. Its validity was assessed through computing Cronbachâ&#x20AC;&#x2122;s alpha, which shows the reliability value of .764 indicating the high reliability of items used in the questionnaire. For the purpose of selecting the setting of the study, all the eight nursing schools in Marawi City (seven privately-funded schools and one government-owned school) were selected as the locale and focus area of the study. The respondents were randomly selected from these schools. The respondent sample comprised of who are currently enrolled in the nursing program during the Second Semester of School Year 2014-2015. The respondents were almost evenly distributed between all year levels. Collection of Data The researcher requested permission to seek participation of the students from the Deans of the nursing schools prior to initiating the study. The randomly selected nursing students were briefed on the purpose of the study and their role as respondents. Participating students were given a consent form. After consent was obtained, the students were given standardized information on how to answer the questionnaire then each student was given a copy of the Learning Style

Questionnaire along with a scoring sheet to complete. After forms were completed they were returned to the researcher for verification of compliance. Three hundred fifty questionnaires were distributed to all nursing students. Three hundred four questionnaires were completed and collected (86.6% response rate). The data gathered were tallied, tabulated, and then subjected to statistical treatment. Treatment of Data The data was analyzed by statistical method. Scores for each set of variable in the learning style dimension was classified into major, minor and negligible. A score of 38-50 a major preference towards a particular learning style. A score of 25 to 37 indicates a minor preference. A score of 0 to 24 indicates a negligible preference towards a particular learning style. Frequency count was used to complete a studentâ&#x20AC;&#x2122;s learning style profile. The occurrence of each learning style among nursing students in Marawi City was then presented through descriptive statistics (frequency and percentages). The other method used is inferential statistics. As such, Spearman Rho Correlation was used to get results to determine statistical significance. We conclude that the methods of data analyses are enough to find answers to the research questions in the study. Findings Table 1. Frequency and Percentage, Distribution, Learning Styles Learning Styles

Kinesthetic Auditory Visual Individual Tactile Group

Respondents Learning Style Preference based on Scores Major Minor Negligible F % f % f % 237 78.0 64 21.1 3 1.0 233 76.6 70 23.0 1 .3 204 67.1 95 31.3 5 1.6 199 65.5 95 31.3 10 3.3 190 62.5 106 34.9 8 2.6 145 47.7 130 42.8 29 9.5

The findings in Table 1 revealed that the most common learning style among nursing students was Kinesthetic (78%) followed closely by Auditory learning style (76.6%); Visual learning style (67.1%); Individual learning styles (65.5%); Tactile learning styles (62.5%); and lastly by Group learning style (47.7%). Conversely, minority of the respondents at 21.1% have Kinesthetic as their minor learning style preference; followed by Auditory with 23.0%; Visual and Individual learning styles come next, both with 31.3%, Tactile learning style with 34.9%. Kinesthetic learning was the major learning style among the respondents. Consequently, majority of the participants have Group learning style as their minority learning style preference (42.0%). From the results it is clear that respondents were not in favor of group learning. Kinesthetic learning style is the most popular major learning style but the least popular as a minor learning meaning nursing students would rather be active participants in the classroom; they need to move around to learn more effectively. This is in line with the finding of Alsafi (2010) in his investigation of learning styles among 90 medical students, which also yielded similar results. Trinidad (2008) investigated the learning styles of 298 students and found out that (76.6%) preferred kinesthetic learning style. Moreover, Draper (2007) had listed kinesthetic, as the most preferred learning style among college students. On the other hand, Ong et al (2006) revealed that students in education courses mostly preferred kinesthetic learning while auditory learning was the least preference. To supplement or contrast with other past researches, there has been other studies investigating the same research area notably by Mulalic (2009) and Hariharan and Ismail (2003)

which found learning style preferences among students as varying depending on the milieu. These studies showed that some learning styles are less preferred and considered as negative learning styles. For example, Mulalic et al. (2009) studied the learning style preferences of 160 students. The findings showed that those students preferred kinesthetic, individual and tactile learning styles as their negative preferences, and auditory, visual, and group learning styles as their minor preferred. In other words, majority of the respondents would tend to prefer auditory, visual and group learning styles than kinesthetic, individual and tactile learning style. In another study, Hariharan found out that secondary school students in Malaysia did not have any major learning styles. The findings would show that the respondents selected kinesthetic and group as their minor learning styles and chose tactile, visual, auditory, and individual learning as their negative learning styles which contrasts directly with the results of the study of Mulalic et al. (2009) Few studies reveal preferences for major or minor learning styles. For instance, Ahmadâ&#x20AC;&#x2122;s (2011) study had the aim of identifying the learning style preferences of 252 low level students at a local tertiary institution, with the findings showing that the students did not have any major or even minor learning style preference. All six learning styles were negative learning style preference however individual learning style was the least preferred. It was noted that it could be implied from the results of that study that it is possible for one to have no preferred learning style, whether because the student employs a variety of learning styles without any overt preference thus implying flexibility, or because the student himself or herself does not recognize the characteristics of his own learning style thus implying lack of self-awareness. The findings also revealed that the relationship between the frequency and distribution for the learning styles as either major or minor is inversely proportional which means that since majority of the participants use kinesthetic as a major learning style, this also means that only a few participants use kinesthetic as minor learning style since one cannot use a specific learning style as major and minor learning styles simultaneously. Group learning style which is not exactly a learning style but a social aspect of learning ranks lowest. Since most of the participants were female Meranaos who are by tradition conservative and do not feel comfortable when in a group even for studying purposes. As further proof of this, Individual learning style ranks quite highly in the social aspect of learning, which would imply that participants are able to study more effectively alone. Table 2. Frequency and Percentage Distribution, Respondentsâ&#x20AC;&#x2122; Academic Performance As Measured By Their GPA Academic Performance

Excellent

1.6

Very Good Good Satisfactory

44 108 73

14.5 35.5 24.0

Fair

14.8

Passing

9.5

Total

304

100.0

Table 2 shows the frequency and percentage distribution of respondents according to their Grade Point Average (GPA), which is the grade points earned, divided by the number of credits. The results show that 35.5% had GPA which is equivalent to Good, followed by Satisfactory

(24%), Fair (14.8%), Very Good (14.5%), Passing (9.5%), and finally a mere 1.6% got an Excellent GPA. The results indicate that although a majority of the respondents have a GPA that is equivalent to Good, only a handful of students are excelling in the nursing program. Based on the data, it is clear that nursing students are doing well in nursing program with academic grades ranging from fair to very good, with majority of the respondents obtaining a GPA that is equivalent to Good. This would mean that academic achievement is indeed present, and it could also mean that the learning styles applied by the students are effective. However, as shown by the findings, only a negligible number attained a GPA of Excellent. This implies that although the respondents are doing fairly well in the nursing program, there is still a need for improvement. Grades as a measurement of academic performance are important to both students and faculty. These findings are very important in the nursing community because these may support the claim that the quality of nursing education has shown signs of deterioration as measured by the quantity of nursing graduates who pass the Board of Nursing licensure examinations. Table 3. Correlation, Respondents’ Learning Styles and Their Academic Performance Independent Variables

Computed p Value

Kinesthetic

Spearman Rho Correlation Value .168

.003