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1. Thematic - broad themes to specific themes
2. Chronological - from older to recent, address changes, improvement, and turning points
3. Theoritical

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(FULL LESSON) Paano gumawa ng RRL | How to write better RRL (Review of Related Literature)

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1. Background of the Study
2. Purpose of the Study
3. Research Questions
4. Significance of the Study
5. Scope and Delimitation
6. Definition of Terms

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eto yung sa kanya:
1. List 5 Main Points
2. Make 3 subpoints for each main point.
each subpoint is equal to one paragraph with references.
masmabuti daw yung may reference kasi magpa-paraphrase nalang

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kulang ang kanya ng Purpose of the Study
1. Background of the Study
- What is the problem?
- What do you want to research about that problem?
- Why is it important to conduct that research?
- Why did you choose that research?
2. Research Questions
3. Significance of the Study
- Who are the beneficiaries?
- How will the beneficiaries’ benefit?
4. Scope and Delimitation
- What will we find out?
- Who are the participants?
-Where will the research be conducted? (locale)
- When will the research be conducted?
5. Definition of Terms

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Techniques or Models we may follow in writing the introduction

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Techniques or Models we may follow in writing the introduction

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1.      Deficiencies Model – J.W Creswell (2012)
a. Research Problem
b. Studies that have addressed the problem
c. Deficiencies (Gaps) in the studies
d. Importance of the study to an audience
e. The purpose statement

2.      T.I.OC. Model - A. Nuqui (2019)
Trends – current situation and happenings
Issues – identify the problems and gaps
Objectives – Layunin
Contribution – to a beneficiary(ies)

3.      Inverted Pyramid Approach – GENERAL to specific
a. General Topic and Background information
b. Define Major Variables
c. Facts, Statistics, Legal Bases
d. Reason for the study

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though her format is different, ang galing niya mag turo gurl
·        What the research is all about?

·        How this study addresses gaps?

·        What contributions this study will yield?

Research Introduction

1.      Topic and Background
a. Topic
b. Background Information
c. Goal and Justification

2.      Research Gap or Rationale
a. The “unknown” or ang blind spots i.e. gaps
b. Limited data in previous researches

What to Avoid:

·        Flooding the chapter 1 with citations and references

·        Including too broad or too generalized information

·        Inaccurate details

·        Irrelevant facts

·        Copy, Paste

·        Vague objectives

·        Lack of legal bases

·        Poor organization of contents

·        Improper citation

·        Errors

The Structure
(General to specific) Introduction > Body > Conclusion
*General to Specific : Inverted Pyramid Approach

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How to write a good research introduction | Paano magsulat ng research introduction

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arranged from oldest to latest
1. Title: BLENDED VS. TRADITIONAL COURSE DELIVERY: COMPARING STUDENTS’ MOTIVATION, LEARNING OUTCOMES, AND PREFERENCES

Authors: Hungwei Tseng, Eamonn Joseph Walsh, Jr., Jacksonville State University

https://www.researchgate.net/profile/Hung-Tseng-3/publication/301204339_Blended_vs_Traditional_Course_Delivery_Comparing_Students'_Motivation_Learning_Outcomes_and_Preferences_Quarterly_Review_of_Distance_Education_171/links/57bdac2d08ae882481a51517/Blended-vs-Traditional-Course-Delivery-Comparing-Students-Motivation-Learning-Outcomes-and-Preferences-Quarterly-Review-of-Distance-Education-171.pdf

2. Title: The Relationship between Learning Styles and Students’ Identity Styles
Link: https://www.scirp.org/journal/paperinformation.aspx?paperid=75818&fbclid=IwAR1mshwpgICft8cbVTs9MunGgJgJH7VueqtN35Ge_ApYFvg3ud4xbKfx7eo#:~:text=2%2C%20April%202017-,The%20Relationship%20between%20Learning%20Styles%20and%20Students%E2%80%99%20Identity%20Styles,-Sara%20Alavi%2C%20Hassan

3. Title: Learning Style Preferences of EFL College Students and Their Causes
Link: https://www.scirp.org/journal/paperinformation.aspx?paperid=91598&fbclid=IwAR2fYHM_bqaGuOaej0gfs1-BC3bWI7V7q66k-FoRlUHi4qLOkfLkKrF1m04#:~:text=2%2C%20April%202019-,Learning%20Style%20Preferences%20of%20EFL%20College%20Students%20and%20Their%20Causes,-Wei%2DHuan%20Chang1

4. Title: STUDENTS’ PERCEPTION AND PREFERENCE FOR ONLINE EDUCATION IN INDIA DURING COVID-19 PANDEMIC

Authors: Muthuprasad, S. Aiswarya, K.S. Aditya, Girish K. Jha

https://www.sciencedirect.com/science/article/pii/S2590291120300905

5. Title: DIGITAL STUDENT PREFERENCES: A STUDY OF BLENDED LEARNING IN NORWEGIAN HIGHER EDUCATION

Authors: Charlie Keeling, Astrid Haungestad

https://journal.uia.no/index.php/NJLTL/article/view/765

6. Title: EFL STUDENT CHALLENGES, PREFERENCES, AND REACTIONS TOWARDS MOODLE-BASED ONLINE LEARNING UNDER THE NEW NORMAL IN INDONESIA

Authors: Mahmuda Akter1 , Tono Suwartono2 , and Muhammad Lookman Hossain Khan3

APA: Akter, M., Suwartono, T., & Khan, M. L. H. (2021). EFL Student Challenges, Preferences, and Reactions towards Moodle-Based Online Learning under the New Normal in Indonesia.

https://www.researchgate.net/profile/Tono-Suwartono/publication/355047232_EFL_Student_Challenges_Preferences_and_Reactions_towards_Moodle-Based_Online_Learning_under_the_New_Normal_in_Indonesia/links/615b2691a6fae644fbdb55a0/EFL-Student-Challenges-Preferences-and-Reactions-towards-Moodle-Based-Online-Learning-under-the-New-Normal-in-Indonesia.pdf

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1. Introduction

As awareness of individual differences throughout the learning process has increased, a learner's learning style has been recognized as a potential factor affecting that learner's performance (Sadeghi et al., 2012; Blaire, 1982, as cited in Gohar & Sadeghi, 2015) . The claim that learning style could be a personal factor contributing to learning outcomes and could be influential in English education (Chen, 1999) has been widely discussed in the past few decades.

Researchers have defined learning style from general conceptions to more complicated identifications (Alkooheji & Al-Hattami, 2018; Awang, Samad, Mohd Faiz, Roddin, & Kankia, 2017; Cimermanova, 2018; Gohar & Sadeghi, 2015; Uhrig, 2015; Zhang, Quan, Huang, & Kuo, 2017) . Some scholars have described learning style as the preferences a learner exhibits in the learning process (Lee, 2011) , such as the use of certain methods or strategies (Lui, 2012) , cognitive and interactional patterns (Scarcella, 1990, as cited in Lui, Hu, & Gan, 2013) , and the particular ways in which a learner processes information (Bicer, 2014; Awang, Samad, Mohd Faiz, Roddin, & Kankia, 2017; Zhang, Quan, Huang, & Kuo, 2017) . Other researchers have referred to learning style as the characteristic means by which learners acquire, retain, and retrieve information (Alkooheji & Al-Hattami, 2018; Soureshjani & Naseri, 2012; Bailey, Onwuegbuzie, & Daley, 2000) , stable indicators of cognitive, affective, and physiological characteristics (Lui, Hu, & Gan, 2013; Gohar & Sadeghi, 2015) , and the way learners concentrate on, and internalize, and retain new information (Cutolo & Rochford, 2007) . Learning style has also been considered a model that is based on the learner's sensory inputs, absorption of knowledge, and approach to learning (Cimermanova, 2018) .

Alluding to studies in which learning style was concluded to be consistent during an individual's information processing (Naserieh & Sarab, 2013) and intrinsic to the learner and dependent on the learning task context (Dornyei, 2005) , Uhrig (2015) posited that an individual's specific preferences in the learning process appear to shift along a particular continuum as they are required to process different information. Research has resulted in different categories, theories, criteria, and aspects of learning styles being proposed (Cimermanova, 2018) , which in turn has resulted in various methods of assessing learning style, such as the Learning Style Model of Kolb (1984) , Perceptual Learning Style Preference Questionnaire (PLSPQ) of Reid (1984) , Learning Channel Preference Checklist (LCPC) of O'Brien (1990) , Productivity Environmental Preference Survey (PEPS) of Dunn et al. (1991) , VARK (Visual, Aural, Read/Write, Kinesthetic) Learning Style of Flemming (1995) , and Building Excellence (BE) of Ruddle and Dunn (2000) .

Among these various instruments, Kolb's Learning Style Model places more emphasis on experiential learning theory, whereas Flemming's VARK Learning Style is the sensory model. These two instruments have four sentences per item. However, Kolb's model contains only 12 items, while Flemming's model comprises 16 items (Alkooheji & Al-Hattami, 2018; Gohar & Sadeghi, 2015) . As researchers have indicated, the reliability of the PEPS subscales ranged from 0.44 to 0.87, whereas the reliability of BE ranged from .68 to .87. Naserieh and Sarab (2013) criticized the validation of the PLSPQ questionnaire, finding inconsistent reliability indexes among its subscales. Instruments for assessing learning style appear to have problems with their reliability or validity when applied across different cultures (Bailey et al., 2000; Cutolo & Rochford, 2007) . Therefore, researchers have called for more studies to be conducted from different perspectives (Gohar & Sadeghi, 2015; Bicer, 2014; Soureshjani & Naseri, 2012) and have indicated the need to determine learners' learning styles in specific contexts (Uhrig, 2015) .

Most research on learning style has employed survey instruments to examine the relationships between style preferences and different variables, such as achievements, learning strategies, gender, and age (Awang et al., 2017; Cimermanova, 2018; Kim & Kim, 2014; Liu et al., 2013; Naserieh & Sarab, 2013; Uhrig, 2015; Zhang et al., 2017) . Few studies have investigated why individual learners prefer different styles. Therefore, this exploratory study used two cases to examine differences in learning style at the college level in Taiwan. The objective was to obtain rich data regarding college students' learning style preferences and identify factors that may affect the ways in which students learn. To fulfil this objective, the following questions had to be addressed. First, whether preferred learning style is affected by a learner's major, and second, what factors affect learning style preferences in terms of different learning tasks.

2. Methodology

2.1. Participants

Two EFL students with different educational backgrounds participated with the aim of discovering whether learning style was affected by a student's major. Both participants were senior students from the same college. Jean was majoring in Finance and was on the Business Program, whereas Ray was majoring in Visual Communication and was on the Design Program at the college level. Both had been learning English for more than nine years and had already taken four credits worth of English courses in their college. The participants had an intermediate level of English achievement, earning B grades.

2.2. Instruments

The Chinese version (Chen, 1999) of the LCPC of O'Brien (1990) was used to determine the participants' major perceptional language learning style preferences. According to Chen (1999) , the LCPC is sensitive to different styles caused by cultural differences and is a useful style inventory with high reliability (Oxford, 1992; Kroonenberg, 1995; Oxford, 1995, as cited in Chen, 1999 ). Comprising 36 statements, the LCPC is self-scoring and has three perceptual categories of learning style preference: visual, auditory, and haptic (kinesthetic and tactile). The LCPC is scored using a 5-point Likert scale ranging from "almost never" (1) to "almost always" (5). The number indicates how often the respondent uses certain styles. To avoid interference caused by the learners' English language abilities, Chen's Chinese-version LCPC was employed, which has a test?retest reliability of 0.86 and has obtained face validity by being checked by five experts in the field of English teaching.

In addition to the questionnaire, a semi-structured interview was conducted to construct a fuller description of specific styles, enable learners to fully form their own opinions, and obtain more focused and complete information. Each interview lasted approximately 20 minutes. The interview questions, which were based upon the questionnaire responses, focused on participants' specific uses of certain learning styles.

2.3. Procedures

The researchers first employed the Normed Learning Style Survey to explore the participants' learning styles. To completely understand the participants' patterns of learning styles, the semistructured interview was conducted in the participants' native language to avoid misunderstanding caused by nonnative language use. The interviews were recorded, transcribed, and analyzed in terms of the learners' preferences in different learning contexts.

2.4. Data Analysis

The data were first analyzed and identified by calculating the total scores for all three categories. The sum of items 1, 5, 9, 10, 11, 16, 17, 22, 26, 27, 32, and 36 is the visual preference score, whereas the sum of items 2, 3, 12, 13, 15, 19, 20, 23, 24, 28, 29, and 33 is the auditory preference score. The sum of the other items is the haptic preference score. Style preference was transformed into percentages, and the highest percentage indicated a participant's major learning style. After this preliminary analysis, the interview data in different learning contexts were compared.

3. Results and Discussion

3.1. Jean

Jean's learning style checklist revealed that Jean preferred auditory learning (37%), followed by visual (34%) and haptic (29%) learning. Among the 36 statements, "I remember something better if I write it down" (item 1), "When reading, I listen to the words in my head or I read aloud" (item 2), and "I need frequent breaks when I study" (item 7) were the strategies almost always used by Jean. Among the 12 statements in the auditory category, Jean often used the following seven styles: those corresponding to items 2, 12, 19, 23, 24, 28, and 29.

After this analysis of the survey data, an in-depth interview was conducted to elicit the possible reasons for Jean's preferences. As an auditory learner, Jean reported, "I always listen to the words in my head or read aloud when reading (item 2) because my English teacher always asked us to repeat after her and told us we will understand the article if we read it aloud". This statement implies that a teacher's instructional style plays a crucial role in the development of students' learning styles. Furthermore, Jean mentioned, "I often prefer having someone tell me how to do something rather than having to read the directions myself (item 12) because the experience from others is the best teacher. I would rather listen to others' suggestions than complete tasks by myself". This viewpoint echoed the findings of previous researchers that females seem to focus on the speaker with greater interest, empathy, concern, and politeness than do males (Lakoff, 1975; Kramarae, 1981, and Tannen 1986, 1990, as cited in Reid, 1995 ). As Oxford (1995) reported, "field-sensitive individuals, often females, with their more interpersonal interaction might do better in overall communication competence" (as cited in Reid, 1995 ). In addition, Jean made the following statements:

I often remember what people say better than what they look like (item 19). In fact, I am a talented listener. Most of my teachers like to write on the board and ask us to take notes. However, I think I am a slow note-taker. I always record teachers' lectures and review what I have learned by using my MP3.

Jean's teacher appears to have preferred visual learning because the teacher wrote important information on the chalkboard and encouraged students to take notes. However, Jean tended to be an auditory learner. This is a learning style mismatch, and mismatched students "did report suffering from the mismatch... This situation would somehow make their learning less efficient and fruitful" (Chen, 1999: p. 88) .

3.2. Ray

The questionnaire data indicated that Ray was a haptic learner. Ray had a relatively high tendency to employ auditory and visual learning strategies. His haptic percentage in the checklist was 37%; auditory, 32%; and visual, 31%. Among the 36 statements, item 24 and three items from the haptic category were the strategies always used by Ray. Among the 12 statements in the haptic category, Ray almost always used the strategies indicated in items 6, 7, and 35 and often utilized those indicated in items 21 and 34. These findings correspond to Oxford's claim that "some auditory style preferences have been shown more by females than by males, and tactile or kinesthetic style preferences relate more closely to males than to females" (as cited in Reid, 1995: p. 40 ). Learning style may be related to the gender variable to some extent (Naserieh & Sarab, 2013; Bicer, 2014; Cutolo & Rochford, 2007; Alkooheji & Al-Hattami, 2018) .

As a haptic learner, Ray reported high frequency of the use of three haptic styles. Firstly, he stated the following:

I always study better when music is playing [item 6] because my mind is relaxed when I listen to pop music. I am a furniture designer, and music is essential to inspire the creation of art. Actually, most of my classmates do the same thing, and so does my teacher. I think it has become my study habit.

The statement may reflect the concept proposed by Bassano and Christison (1995) , who indicated that "artwork, always emotionally charged, arises from and stimulates feelings, and it can be used within any curriculum" (as cited in Reid, 1995: p. 66 ). In this context, music appears to play an affective role in facilitating language learning, especially for learners in artistic fields. In addition, Ray pointed out, "I need frequent breaks when studying (item 7) because breaks are the best time for recalling what I have learned and I can absorb more after the break. I usually have a 10-minute break after 30 minutes of study". As a male learner, Ray required some movement while learning; therefore, he needed more frequent breaks than the female learner, Jean, who needed 10-minute breaks for every 2 hours of study. This reflects Oxford's claim that "kinesthetic students require movement and frequent breaks in activity. These are the students who cannot sit still for longer than 20 minutes at a time" (as cited in Reid, 1995: p. 36 ). Furthermore, Ray mentioned, "I prefer to complete a project rather than write a report (item 35). A project is more concrete than a report. In fact, my teacher said that completing a project is more valuable than writing a report". This result is in agreement with the assertion that male learners who have a tactile preference "need to touch and handle objects. They are happy making collages, three-dimensional models, shadow-boxes, or other artwork" (as cited in Reid, 1995: p.35 ). In addition to the gender difference in learning style preference, teachers' beliefs and instructional styles also appear to influence learners' learning style.

4. Conclusion

In this investigation of the differences in perceptional learning styles between two students, Jean and Ray, Jean was discovered to be an auditory learner, whereas Ray was a haptic learner. In this case, gender differences may have existed between the two learners' sensory preferences. However, after generating depth of personal perception by conducting interviews, the authors found that style differences may have been related to gender, the teaching beliefs and styles of the students' teachers, the students' learning experience, and their peer learning experience. This study thus reveals that learning preference is not an innate habit but may vary in accordance with teachers' instructional styles. Learning preferences may also relate to learners' learning experiences or peer learning performance. Style preference in the English as a Foreign Language learning environment may change across contexts, between different tasks, and over time.

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Learning Style Preferences of EFL College Students and Their Causes

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This study investigated the learning styles of two students of English as a Foreign Language (EFL) at the college level in Taiwan. Using a learning style preference checklist and semi-structured interview, their perceptional learning styles were first explored in terms of preferences and the underlying reasons for these preferences.

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arranged from oldest to latest
1. Title: Educational Philosophies Adhered by Filipino Preservice Teachers: Basis for Proposing Initiatives for 21st Century Teacher Education Preparation Program. Asia Pacific Journal of Multidisciplinary Research

Author: Magulod, G.C. Jr.

Available at: http://www.apjmr.com/wp-content/uploads/2017/01/APJMR-2017.5.1.21.pdf
APA : Magulod, G. C. (2017). Educational philosophies adhered by Filipino preservice teachers: Basis for proposing initiatives for 21st century teacher education preparation program. Asia Pacific Journal of Multidisciplinary Research, 5(1), 185-192.

2. Title: Personal Epistemologies and Teaching Styles of Filipino Preservice Elementary Teachers: Implications to Teacher Education Preparation Program. Asia Pacific Journal of Multidisciplinary Research
Author: Magulod, G.C. Jr.
Available at: http://www.apjmr.com/wp-content/uploads/2016/12/APJMR-2017.5.1.05.pdf
APA : Magulod, G. C. (2017). Personal epistemologies and teaching Styles of Filipino Preservice Elementary Teachers: Implications to teacher education preparation program. Asia Pacific Journal of Multidisciplinary Research, 5(1), 31-40.

3.  Title: Creativity Styles and Emotional Intelligence of Filipino Student Teachers: A Search for Congruity. Asia Pacific Journal of Multidisciplinary Research

Author: Magulod, G.C. Jr.

Available at: http://www.apjmr.com/wp-content/uploads/2017/01/APJMR-2017.5.1.20.pdf
APA : Magulod, G. C. (2017). Creativity styles and emotional intelligence of Filipino student teachers: A search for congruity. Asia Pacific Journal of Multidisciplinary Research, 5(1), 175-184.

4. Title: Factors of School Effectiveness and Performance of Selected Public and Private Elementary Schools: Implications on Educational Planning in the Philippines. Asia Pacific Journal of Multidisciplinary Research
Title: Magulod, G.C. Jr.
Available at: http://www.apjmr.com/wp-content/uploads/2017/02/APJMR-2017.5.1.2.09.pdf
APA : Magulod Jr, G. C. (2017). Factors of school effectiveness and performance of selected public and private elementary schools: implications on educational planning in the Philippines. Asia Pacific Journal of Multidisciplinary Research, 5(1), 73-83.

5. Title: Evaluation of Multisensory Instructional Material Package for Elementary Learners. Asia Pacific Journal of Multidisciplinary Research

Author: Magulod, G.C. Jr.

Available at: http://www.apjmr.com/wpcontent/uploads/2017/11/APJMR-2017.5.4.10.pdf
APA : Magulod, G. C. (2017). Evaluation of multisensory instructional material package for elementary learners. Asia Pacific Journal of Multidisciplinary Research, 5(4), 83-93.

6. Title: Extent of Attainment of the Intended Program Attributes, Retrospection and Satisfaction of BS Industrial Technology Graduating Students from One Campus of a State University in Region 2, Philippines. Asia Pacific Journal of Multidisciplinary Research
Author: Magulod, G.C. Jr.

Available at: http://www.apjmr.com/wp-content/uploads/2017/12/APJMR-2017.5.4.2.14.pdf
APA : Magulod Jr, G. C. (2017). Extent of Attainment of the Intended Program Attributes, Retrospection and Satisfaction of BS Industrial Technology Graduating Students from One Campus of a State University in Region 2, Philippines. Asia Pacific Journal of Multidisciplinary Research, 5(4), 107-117.

7. Title: LEARNING STYLES, STUDY HABITS AND ACADEMIC PERFORMANCE OF FILIPINO UNIVERSITY STUDENTS IN APPLIED SCIENCE COURSES: IMPLICATIONS FOR INSTRUCTION
Author: Gilbert C. Magulod Jr.

https://upcommons.upc.edu/bitstream/handle/2117/134350/504-3078-1-PB.pdf?sequence=1&isAllowed=y

APA: Magulod Jr, G. C. (2019). Learning styles, study habits and academic performance of Filipino University students in applied science courses: Implications for instruction. JOTSE: Journal of Technology and Science Education, 9(2), 184-198.

8. Title: LEARNING STYLES AND PREFERRED LEARNING MODALITIES IN THE NEW NORMAL

Author: Reynaldo Abrea Cabual, Nueva Ecija University of Science and Technology, Cabanatuan, Philippines
https://www.researchgate.net/publication/350693129_Learning_Styles_and_Preferred_Learning_Modalities_in_the_New_Normal
APA : Cabual, R. A. (2021). Learning styles and preferred learning modalities in the new normal. Open Access Library Journal, 8(4), 1-14.

9. Title: Students` Perceived Preferences on Online Learning
Claire Ann Alinsug, Dichie Mae Brigoli, Therese Cuizon, Trisha Faith Guinita, Louise John Iway

https://www.researchgate.net/profile/Therese-Cuizon-2/publication/356986251_Students_Perceived_Preferences_on_Online_Learning/links/61b6cf424b318a6970d966b4/Students-Perceived-Preferences-on-Online-Learning.pdf

APA : Alinsug, C. A., Brigoli, D. M., Cuizon, T., Guinita, T. F., & Iway, L. J. StudentsPerceived Preferences on Online Learning.

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1. Introduction

Teachers and students alike have been shocked by the potential impact on teaching and learning only a few months after the pandemic was announced. Digital and online delivery modes, mixed or versatile delivery modes, synchronous or asynchronous delivery modes, or a mixture of all these alternative delivery modes of teaching have largely replaced conventional face-to-face training. As a result of the college's survey, the online interactive method of teaching and learning has been used from the start. The issues surfaced about a month after it was introduced. The students became aware of the financial costs associated with the holding of online or virtual classes, such as the need to purchase a laptop/desktop, or an Android phone that is WIFI compatible, as well as a good internet connection, in order to fulfill the requirements for virtual or online classes. Teachers are affected by the difficulties that students face. It's also evident that the pandemic had an effect on teachers' and students' teaching and learning practices.

This research was carried out in the hopes of making an impact. It concentrated on identifying the Learning Styles and Preferred Learning Modalities of students in the New Normal. This was believed to respond to the students' difficulties during the pandemic. Similarly, after the learning patterns have been established, teachers will have baseline data to use in planning the subjects that will be taught to them. Even if a pandemic occurs, the known subjects are the most important for students to understand. The teachers' methods or techniques should also reflect the students' learning styles and preferred learning modalities.

Generally, this study aimed to determine the different learning styles (visual, auditory, read/write, & kinesthetic) and second year college students' preferred learning modalities during the first semester of the Academic Year 2020-2021.

Specifically, the following questions were answered:

1) How may the profile of the student-respondents be described in terms of:

a) Age:

b) Sex; and

c) field of specialization?

2) How may the learning styles of the students be described in terms of:

a) Visual;

b) Auditory;

c) Reading/Writing; and

d) Kinesthetic?

3) How may the preferred modalities of the students be described in terms of:

a) Self-learning kit (hardcopy of the modules);

b) Online (virtual classes:

c) PowerPoint on the topics;

d) Self-learning kit (soft copy of the modules); and

e) video recordings on the topics?

4) Is there a significant difference in the learning styles of the student-respondents when grouped based on sex and field of specialization?

2. Literature and Methods

Learning is a continuous process, and a process is actions that lead to a result. In this situation, learning barriers can result in delay or stop the learning process. However, an effective learning strategy can overcome those barriers to create learning that suits the learner. One of those barriers is the mismatch in the teaching-learning approach. An inappropriate way of using methods, techniques, and strategies to the learners may lead to this barrier. Recognizing the learner's style of learning can be lead to effective learning.

Every student has a learning style and learning preferences that are useful and helpful to them. Some find their dominant learning style, but others use different learning styles in other situations. In contrast to Kolb's learning style theory, different people naturally prefer a specific single different learning style, meaning to say everyone has a unique learning style.

The teachers need to understand how their students learn, but they must understand their learning style. Teachers for many years found out that students are unique individuals; they have their preferred learning style that suits them in understanding the lesson better. Faculty should think that knowing the students learning style is the key to unlock the classroom with a teacher knowledgeable in making the class prepared and can match the student's preferences with appropriate method and technique.

One of the things that educators should know in the learning process is to be aware that they are diverse individuals, especially in their learning styles. Almost all educators know that different learning styles exist; integrating this into a classroom has not been significant. Understanding these learning styles is one way of creating a classroom with the higher success of past students. Then faculty should understand these styles to create more appropriate instruction for the students. Student's performance may relate to their learning preferences. The student's success is partly dependent on the teacher's understanding of their learning styles.

Student-centered is one of the approaches that create more stability between the teacher and student, each playing a role in the learning process. While the teachers still hold authority, they act more as facilitators, coach students, and assist them in their learning (Lathan, 2021) [1] . For this approach to become effective, the teachers should consider the students preferred learning styles. If students are aware of their learning styles, they will be able to cope with this approach with ease.

Both teaching and learning styles play an essential role in learning development and achievement. Thus, researchers have paid great attention to discovering the students' learning styles, particularly under the New Normal.

The VARK model of students' learning styles, developed by Neil Fleming, is commonly used by most researchers. VARK stands for Visual, Auditory, Reading/Writing Preference, and Kinesthetic. Students have different approaches to how they interpret information, which is referred to as "preferred learning modes" in the model.

Visual learning style prefers images, maps, and graphic organizers to access and understand new information.

Listening and speaking in seminars and group discussions help auditory learners understand new material. Students benefit from the use of mnemonic devices and use repetition as a study strategy.

Read and Write learning style learns best through words. These students may present themselves as copious note-takers or avid readers and translate abstract concepts into words and essays. The kinesthetic learners best understand information through a tactile representation of data. Cherry (2019) [2] mentioned that these students are hands-on learners and learn best by figuring things out by hand. This model identifies students learning styles, and allowing students to access the information they are comfortable with, will increase their academic confidence. The teacher gains a better perspective on implementing these learning styles into lesson plans and study techniques.

The main ideas of VARK are outlined in the book Learning Styles Again: VARKing up the right tree (Fleming and Baume, 2006) [3] ; behavior and learning have a significant influence on the students preferred learning styles, and the preferred learning modalities should be associated with appropriate learning strategies, and the information accessed through students' use of their modality preferences shows an increase in their levels of comprehension, motivation, and metacognition.

Learning styles make an essential component of how the teacher will demonstrate the students' knowledge to understand what is being taught easily (Busilaoco et al., 2014) [4] . In a study conducted by Rezaeinejad (2015) [5] on the Learning Styles and Its Relationship with Educational Achievement among Iranian High School Students, he found out that knowing the students' learning style will help the teacher deliver the lesson that students can cope easily, make diverse teaching strategies, and lead to their educational achievement.

These studies are supported by the first distinctive feature and guiding principle of the Philippines' DepEd K to 12 Basic Education Program (2012) [6] . The learner is the very reason for the entire curriculum system. Its primary emphasis is on the learner's holistic learning and growth. An instructor provides an environment in which the learner enjoys learning, participates in meaningful learning activities, and achieves success because he or she is valued, embraced, and feels secure, even if he or she makes mistakes during his or her learning exploration. He/she is empowered to make choices to become responsible for his/her learning in the classroom and for a lifetime.

A group of psychologists stated that there is no adequate evidence-based to justify incorporating learning style assessments into general educational practice. Thus, limited education resources would be devoted to adopting other educational practices with a robust evidence-based increase in numbers. According to Rohrer and Pashler (2012) [7] , given the scarcity of methodologically sound studies of learning styles, assuming that all potential learning styles have been studied may be a mistake. More research into the use of learning style tests in teaching may be necessary in some situations, but it must be done properly.

Jun Sun (2009) [8] stated in an article Learning and Individual Differences, attitude formation in human learning affected individual learners' experiences with various learning objects in particular learning contexts. It hypothesizes that the learner's object-related perceptions, personality traits, and situational perceptions may have different relationships with the general attitudes towards the learning objects and the specific attitude. Further, Hatami (2012) [9] described learning style as not in itself ability but rather a preferred way of using one's abilities. According to Sternberg and Grigorenko [10] , there are three main motivations or interests in studying styles; understanding, anticipating, and enhancing educational achievement; and improving vocational selection, instruction, and potential placement. Individuals have different learning styles. That is, they differ in their "natural, habitual, and preferred way of absorbing, processing, and retaining new information and skills" (Reid, 1995) [11] . Besides, the study results suggested that there are substantial differences in learning between Australia and China. As a result, when structuring course offerings for students in China, program managers must consider these disparities (Heffernan, et al. 2010) [12] .

Methodology

The quantitative and qualitative methods to solicit the responses of the respondents were used.

Fellows and Liu (2008) [13] said that quantitative research methods are usually adopted because they are scientific methods and provide immediate results. Another reason behind selecting this approach is that it is more efficient, can test hypotheses, and always targets clarifying features, matter them, and build statistical models to describe what is discovered during research. According to Matthews & Ross (2010) [14] , quantitative research methods are fundamentally put on collecting data set up, and that could be displayed numerically. Generally, quantitative data is accumulated when a researcher has followed the positivist epistemological way and data are collected that may be scientifically analyzed.

In this study, the learning styles and the preferred learning modalities were treated quantitatively. The students were asked to accomplish the 16 sets of questions for their learning styles using Flemings VARK, which was customized and subjected to validation. There were four questions for each of the four types of learning styles, which are numbered from one to 16. The questions were ramdomly positioned. For each question, the four learning types were represented. It was tallied using frequency counts, tabulated, interpreted and analyzed. The data on the learning styles and preferred learning modalities were collected through Google Forms.

Since the pandemic is ongoing, purposive sampling was used. There were seven sections of the second year college students, which totaled 199. According to Lee (2011) [15] , purposive sampling is an acceptable kind of sampling for special situations. It uses the judgment of an expert in selecting cases or it selects cases with a specific purpose in mind. Purposive sampling is used most often when a difficult-to-reach population needs to be measured.

The link was provided to all identified second year students during the first semester of the Academic Year 2020-2021. Thirty days (November 16 to December 15) were given to them to submit their responses. The 199 chosen students accomplished and submitted their responses via Google Forms. They are those with strong internet connectivity, have gadgets or android phones, which are WiFi ready, and financially capable.

A test of difference using Chi-square was used to determine if there is significant difference between the learning styles when grouped based on sex and their preferred learning modalities.

The qualitative analysis, a non-numerical data collection approach focused on empirical observation was also used to analyze the relationship of the learning styles and the preferred learning modalities, particularly on the profile variables on sex, and field/major of specialization.

Qualitative research is mainly found in disciplines where the target is on reason and information such as sociology, interpersonal anthropology, and psychology rather than on predictions (Hakim 2000) [16] . This is appropriately applicable because it is pandemic time. Bryman and Bell (2007) [17] explained that qualitative research is a study strategy that implies the relationship between theory and research and usually emphasizes how theories were made. Qualitative research is inductivist, constructionist, and interpretivist, but qualitative researchers always don't subscribe to all three of these methods.

3. Results and Discussions

The following tables show the survey results regarding the learning styles and the College of Education's second-year students' preferred learning modalities at the Nueva Ecija University of Science and Technology. This part includes the profile of the students, the learning styles, and the preferred learning modalities.

3.1. Profile of the Students

This portion includes the age, sex, and field of specialization of the students presented in Table 1 and Table 2.

The students' AGE and SEX profiles are shown in Table 1. It is shown from the Table that the age distribution of students varies. The majority of students are females with 175 (87.44%), 19 years old, comprising 50.75% of the total respondents. It is followed by 69 (34.67%) students whose age is 20; 18 (9.05) of them are 21 years old; four (2.01%) of the students are 18 years old, and there is one (0.50%) who is 35. There are 24 (12.56%) male respondents.

The majority of the respondents are females between the ages of 19 and 20. According to the results, the age distribution of the students differs. In terms of learning, age is not a factor. It is often proposed that a person's career may be pursued regardless of his or her age as in the case of the 35-year-old who keeps going to school.

Table 2 presents the field of specialization of the students. It is reflected on the Table, the Technology and Livelihood Education program/major dominates the group of respondents with 79 (39.70%), closely followed by Industrial Education program/major with 62 (31.16%), the English major with 31 (15.58%), and the General Science major with 27 (13.57%).

According to the findings, the Bachelor of Technology and Livelihood Education and the Bachelor of Industrial Education are the most common program/major choices among second-year students. This is supported by the college's Guidance and Testing office, which reclassified the students based on their preferences or inclinations in the particular program. Furthermore, the Commission on Higher Education (CHED) sets a cap on the number of non-priority courses or programs offered in an educational institution. The university instructed the college to reduce the number of blocks or parts to comply with specific mandates. As a result, only two blocks have been created for Industrial and Technology Education.

This result also suggests that, even though the curriculum seemed to be geared toward male students, female students dominate industrial, technology, livelihood education, and secondary education. Furthermore, when choosing a course or class, students choose the program or course they believe will lead to a potential job.

3.2. The Learning Styles of the Students

The Learning Styles of the students are reflected in Table 3. It is shown in the Table that the majority of the students are "visual" with 105 (52.76%); the auditory students are 36 (18.09%); 35 (17.59%) are kinesthetic, and there are 23 (11.56%) who are read/write.

The study's findings revealed that the students' group is "visual", and the rest are distributed to the other three learning styles. Felder & Solomon (2007) [18] explained that visual learners remember best what they see pictures, diagrams, flow charts, timelines, films, and demonstrations. They tend to find diagrams, sketches, schematics, photographs, flow charts, or any other visual representation of course material that is primarily verbal very useful to learn. They use concept maps listing key points, enclosing them in boxes or circles, drawing lines between concepts to show connections. The color code notes with a highlighter so that everything relating to one topic is the same color.

"Each child possessed unique talents and skills," Aristotle said, noting that young children differed from one another. Carl Jung, an observational psychologist, developed a psychological type theory, which is one of the first learning style theories (Cherry, 2019) [2] . Various learning styles were evaluated and identified by Jung. Reflective versus impulsive learning styles, for example, or random versus sequential learning styles, are bipolar individuals that embody two broad-spectrum extremes. On the other hand, a learner who falls on the spectrum is value-neutral since each height has advantages and disadvantages (Dӧrnyei, 2005) [19] .

In a research titled Learning Styles and Students' Achievement in Science, what is being taught has less impact on learners' achievement than the way materials are presented. In other words, learning styles make an essential component of how the teacher will demonstrate the knowledge for the students to understand what is being taught easily. (Busilaoco et al., 2014) [4] . In another study, Rezaeinejad (2015) [5] evaluated the Learning Styles and Its Relationship with Educational Achievement among Iranian High School Students. He found out that knowing the students' learning style will help the teacher deliver the lesson that students can cope easily, make diverse teaching strategies, and lead to their educational achievement.

Teachers must cater to the needs of visual students by creating appropriate instructional materials, as they learn best when they can see what they are studying. The teacher's teaching strategies and approaches must be compatible with the learning styles of the students. At the beginning of each class, a learning style diagnosis must be given. Since the pandemic is still ongoing, changes to the syllabus should focus only on the most critical learning competencies while maintaining the highest possible quality of content delivery.

3.3. Preferred Learning Modalities of the Student-Respondents

The students' preferred learning modalities are shown in Table 4. The self-learning kit (hardcopy of the modules) earned the highest percentage, 66.67 percent, and was ranked first. Video recordings on the topics come in second with 42.71 percent, followed by the self-learning kit (soft copy of the modules) in third place (35.18 percent), online (virtual classes) in fourth place (30.65 percent), and PowerPoint on the topics in fifth place (12.56 percent) among the students' preferred modalities.

The results are intriguing because most students chose the hardcopy of the modules amid the pandemic. It is suggested that they will be able to learn at their speed and in their own time with the modules provided by their respective teachers. Some of them are auditory. They are more likely to avoid participating in virtual/online classes due to their lack of access to the requisite technology, such as a laptop/desktop, smartphone, or Android phone.

The students' preferred learning modalities and their learning styles have been discovered to have a close connection. Since most students have reported multiple responses in their preferred learning modalities, the association between learning styles and preferred learning modalities was not statistically evaluated.

The Department of Education Secretary, Leonor Briones said that 8.8 million parents preferred printed modules, followed by blended learning, which is a combination of learning by modules, online classes, television, and radio (3.9 million parents), online learning (3.8 million), and educational television (1.4 million parents) (500,000 parents) in a report as cited by Bonz Magsambol dated July 30, 2020 [20] .

3.4. Significant Difference in the Student Respondents Learning Styles when Grouped Based on Sex and Field of Specialization

Table 5 presents the difference between the students' learning styles when grouped based on sex.

The chi-square was used to test the difference between the students' learning styles when grouped based on sex and field of specialization.

With the computed p-value = 0.06, the students' learning styles when grouped based on sex have no significant difference. The students' sex profile does not have a substantial difference with their learning styles. Males and females alike, when their learning styles were determined, yield no significant difference. There are attribution factors or reasons why there is no significant difference between these variables: first, the pandemic situation where the students tend to group themselves according to their being adjacent. Second, the students' modular approach of learning led the way for such groupings; and lastly, learning styles that vary from student to student did not surface in the present study.

Whereas, in the study of Dobson (2010) [21] , comparison between learning style preferences and sex, status, and course performance, the students were asked to select the single sensory modality they felt they preferred to use when internalizing information in the course. According to the findings, sensory modality preferences were related to both sex and course scores significantly. Those who chose the K modality, for example, scored considerably lower than those who chose the other three.

Table 6 shows the differences in learning styles among students when they are grouped by field of specialization.

With 104 students, the Table shows that the students' learning styles fall into the "visual" group. Due to the pandemic, they preferred to be visual, majoring in Science, English, Industrial, or Livelihood Education. They are afraid of contracting COVID-19 through physical interaction with their teachers. Furthermore, most students' financial circumstances may explain why they choose the FREE self-learning kit (hardcopy of the modules) prepared by their teachers.

With the computed p-value = 0.464, the students' learning styles, when grouped based on field of specialization, have no significant difference.

This result suggests that the students' learning styles are unaffected by their chosen field of study. Furthermore, the findings can be interpreted based on the different learning styles of the students. For example, English majors place a greater emphasis on "visual" than one would think. They should have been in the categories of "read/write" or "auditory." It also applies to other areas (General Science, Industrial Education, & Technology Education). They revealed themselves to be "visual" students. As a result, with a calculated p-value of 0.464, the test of the disparity between the students' learning styles and their area of specialization is rejected.

4. Conclusions and Recommendations

4.1. Conclusions

Most of the respondents are females and are 19 years old. Their program/major preference is the Bachelor of Technology and Livelihood Education and the Bachelor of Industrial Education. Though the program seemed to be for male students, female students dominate industrial education, technology and livelihood education, and secondary education.

The majority of the students are "visual," with remaining three learning styles distributed evenly. Amid the pandemic, the majority of students chose the hardcopy of the modules. Through their respective teachers' modules, they will learn at their speed and on their own time. They are also kinesthetic, auditory, and read/write.

The learning styles and the preferred learning modalities were not statistically tested. However, there is a strong relationship between the learning styles and the students' preferred learning modalities, as revealed in the results. Most students have indicated multiple responses in their preferred learning modalities. Hence, it is far beyond to compare the two variables.

The students' learning styles, when grouped based on sex, have no significant difference. The students' sex profile does not have a substantial difference with their learning styles. Males and females alike, when their learning styles were determined, yield no significant difference. Several reasons contributed to this; first, the pandemic situation where the students tend to group themselves according to their being adjacent. Second, the students' modular approach of learning led the way for such groupings; and lastly, learning styles that vary from student to student did not surface in the present study.

Further, the students' field of specialization or major has no significant difference with their learning styles. The results can also be interpreted based on the variations in the students' learning styles. The English majors are more on "visual" than expected. They should have been into the "read/write" or "auditory" categories. It is also true to other fields (General Science, Industrial Education, & Technology Education). They came out to be "visual" students.

Although the students preferred one thing in common: the self-learning kit (hardcopy of the modules) prepared by their teachers which ranked first, the test of correlation was not established with their learning styles due to the students' multiple responses in identifying other preferred learning modalities. Such selection may also be due to the students' financial situation because some of their parents have lost their jobs during the pandemic. Emerging issues might surface when the situation restores to the normal condition, i.e. testing the correlation of the students' profiles with their learning styles and preferred learning modalities.

4.2. Recommendations

The administration of a diagnosis of the learning styles and preferred learning modalities should be done at each class's opening. In this case, the teachers are guided with the baseline information they have of their students.

Teachers must cater to visual students' needs by creating suitable instructional materials since learning is best attained when they see what they are studying.

Other learning styles must also be addressed. The auditory, read/write, and kinesthetic students must also be given due importance. The teachers also need to have a variety of activities to respond to their students' specific needs. There should be equity and equality in attending to the interests, conditions, and level of abilities, particularly in this time of the pandemic.

There must be an alignment of the teacher's teaching strategies/approaches with the students' learning styles and preferred learning modalities.

There must be adjustments in selecting the topics incorporated in the syllabus or the teachers' academic plans; approved by the academic heads. The contents or topics should cover the essential learning competencies without sacrificing the content's quality of instructional delivery.

Since the pandemic situation is not yet over, asynchronous and synchronous approaches can still be used. In online learning, asynchronous learning is a student-centered teaching approach that is widely used. Its basic principle is that learning should occur at various times and places for each learner, as opposed to synchronous learning, which takes place at the same time and place for groups of learners or one learner and their teacher. Instructors usually set up a learning roadmap for students to follow at their own pace in asynchronous learning. Some examples of this method are creating online content with pre-recorded videos, PowerPoint presentations, a quiz, or an examination via Google Forms. Synchronous learning is any form of learning in which the learner(s) and instructor(s) meet an agreed time and place to facilitate learning. This approach involves in-person classes as well as live online meetings with the entire class or smaller groups. Students usually go along the learning path together in synchronous learning, assisted by a teacher who can encourage students to perform assignments and activities. The majority of online learning occurs asynchronously, with synchronous learning occurring only when there is a real need for live discussion or interaction or a strategy to foster community among students.

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Learning Styles and Preferred Learning Modalities in the New Normal

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Learning is a never-ending process, and a process is an event that leads to a specific outcome. Understanding will not be accomplished if challenges will cause the learning process to be delayed or stopped. A successful learning plan will resolve these challenges, resulting in learning that is personalized to the learner's needs.

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Title: Preferred Learning Styles of Grade 11 Students at EVSU-SLS under the New Normal
This study will determine the preferred learning styles of Grade 11 Students at Eastern Visayas State University. This study seek answers to questions:
1. What are the adapted learning styles of Grade 11 EVSU-SLS students?
2. What is the process of their preferred learning style? (or How the Grade 11 EVSU-SLS students study? )
3. What is the importance of awareness on their preferred learning style? (???)
4. What are the common reasons that influence the preferred learning styles of the students?

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He only discusses it in a general way
To be effective in writing the methodology, you need to know its purpose is to answer the following questions:
• What did you do?
• How did you do it?
• Why did you do it?
In methodology, we convince the panel that our research is valid and reliable.

1. Research Design
Vince's Annotation: Iba yung Research Method sa Research Design. Research Methods ay yung Quantitative, Qualitative, and Mixed Method.
2. Location/Research locale
3. Materials and instruments
4. Respondents/Participants
5. Sampling Procedure
6. General Procedure

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!March 16-17- listing of titles and finalizing title(we made a poll that day)

!March 18- gipass our very first research title proposal

!March 20 - gipass the revision of our title, sop and key concept( revision part 2)

!April 5- gipass the reword of our title and revision of sop(title approved and sop except sop no 2)(revision take 3)

!April 5-15 - collecting RLs and RSs and finalizing

!April 16-20- drafting chapter 1 and 3

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research hanggang mamatay lahat sasasabay

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*arranged from oldest to latest
1. Title: Evaluation of Multisensory Instructional Material Package for Elementary Learners. Asia Pacific Journal of Multidisciplinary Research
Date: November 2017
How related? Can be used as a support
APA: Magulod, G. C. (2017). Evaluation of multisensory instructional material package for elementary learners. Asia Pacific Journal of Multidisciplinary Research, 5(4), 83-93
Link: http://www.apjmr.com/wpcontent/uploads/2017/11/APJMR-2017.5.4.10.pdf

2. Title: Learning Styles, Study Habits, and Academic Performance, of Filipino University Students in Applied Science Courses: Implications for Instruction
Date: Accepted in October 2018
How related? Direct
APA: Magulod Jr, G. C. (2019). Learning styles, study habits and academic performance of Filipino University students in applied science courses: Implications for instruction. JOTSE: Journal of Technology and Science Education, 9(2), 184-198.
Link: https://upcommons.upc.edu/bitstream/handle/2117/134350/504-3078-1-PB.pdf?sequence=1&isAllowed=y

3.Title: Learning Styles and Preferred Learning Modalities in the New Normal
Date: Published at April 8, 2021
How related? Direct
APA: Cabual, R. A. (2021). Learning styles and preferred learning modalities in the new normal. Open Access Library Journal, 8(4), 1-14
Link: https://www.scirp.org/journal/paperinformation.aspx?paperid=108297

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*arranged from oldest to latest
1.Title: Learning styles and academic achievement among undergraduate medical students in Thailand
Date: Published Accepted July 8, 2015
How related? can be cited
APA: Jiraporncharoen, W., Angkurawaranon, C., Chockjamsai, M., Deesomchok, A., & Euathrongchit, J. (2015). Learning styles and academic achievement among undergraduate medical students in Thailand. Journal of educational evaluation for health professions, 12.
Link: https://doi.org/10.3352/jeehp.2015.12.38

2.Title: The Study of Learning Styles and Its Relationship with Educational Achievement among Iranian High School Students. Procedia—Social and Behavioral Sciences
Date: 2015
How related? can be cited
APA: Rezaeinejad, M., Azizifar, A., & Gowhary, H. (2015). The study of learning styles and its relationship with educational achievement among Iranian high school students. Procedia-Social and Behavioral Sciences, 199, 218-224.
Link: https://www.scirp.org/journal/paperinformation.aspx?paperid=91598&fbclid=IwAR2fYHM_bqaGuOaej0gfs1-BC3bWI7V7q66k-FoRlUHi4qLOkfLkKrF1m04#:~:text=2%2C%20April%202019-,Learning%20Style%20Preferences%20of%20EFL%20College%20Students%20and%20Their%20Causes,-Wei%2DHuan%20Chang1

3. Title: The Relationship between Learning Styles and Students’ Identity Styles
Date: Published April 30, 2017
How related? Can be cited to support the urgency of our research
APA: Alavi, S., & Toozandehjani, H. (2017). The relationship between learning styles and students’ identity styles. Open Journal of Psychiatry, 7(02), 90.
Link: https://www.scirp.org/journal/paperinformation.aspx?paperid=75818&fbclid=IwAR1mshwpgICft8cbVTs9MunGgJgJH7VueqtN35Ge_ApYFvg3ud4xbKfx7eo#:~:text=2%2C%20April%202017-,The%20Relationship%20between%20Learning%20Styles%20and%20Students%E2%80%99%20Identity%20Styles,-Sara%20Alavi%2C%20Hassan

4.Title: Learning styles preferences and e-learning experience of undergraduate dental students
Date: Published Accepted May 29, 2018
How related? can be cited
APA: DALMOLIN, A. C., MACKEIVICZ, G. A. O., POCHAPSKI, M. T., PILATTI, G. L., & SANTOS, F. A. (2018). Learning styles preferences and e-learning experience of undergraduate dental students. Revista de Odontologia da UNESP, 47, 175-182.
Link: https://doi.org/10.1590/1807-2577.05118

5.Title: Learning Style Preferences of EFL College Students and Their Causes
Date: Published April 4, 2019
How related? Direct
APA: Chang, W. H., Hsiao, H. J., & Chen, I. J. (2019). Learning style preferences of EFL College students and their causes. Open Journal of Modern Linguistics, 9(2), 59-66.
Link: https://www.scirp.org/journal/paperinformation.aspx?paperid=91598&fbclid=IwAR2fYHM_bqaGuOaej0gfs1-BC3bWI7V7q66k-FoRlUHi4qLOkfLkKrF1m04#:~:text=2%2C%20April%202019-,Learning%20Style%20Preferences%20of%20EFL%20College%20Students%20and%20Their%20Causes,-Wei%2DHuan%20Chang1

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1. Title: Complete Guide to Teacher Centered vs Student Centered
Date:
How related? can be cited
APA:
Link: https://onlinedegrees.sandiego.edu/teacher-centered-vs-student-centered-learning/

2. Organization : GCF GLOBAL
Link: https://edu.gcfglobal.org/en/learning-tips/discover-your-learning-style/1/?fbclid=IwAR2WrU1pCs-m7mxgsK07tmxd3iK6TPg6C29LvruPIMjbgGm-24tkj3JlBdI

3. Organization : Verywellmind
APA:
Cherry, K. (2020) How Jung’s Theory of Personality Can Explain How You Learn.
https://www.verywellmind.com/jungs-theory-of-personality-learning-styles-2795160

4. Organization: Verywellmind
APA:
Verywell mind (2020). Kolb's Theory of Learning Styles. Retrieved from

https://www.verywellmind.com/kolbs-learning-styles-2795155

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/en/learning-tips/learning-from-failure/content/

Discover your learning style

There's no one right way to study. Some methods might work great for one person and not at all for others. That's because everybody learns differently. In order to find a study method that's best for you, it's important to know your learning style.

Watch the video below to learn more about different learning styles.

Learning styles

The four main learning styles are visual, auditory, reading/writing, and kinesthetic (or hands-on). For most people, one of these methods will work best, but it's also possible for a combination of different styles to be effective.

What's your learning style?

To discover your learning style, you can take an online assessment, like the VARK Questionnaire. After answering the multiple-choice questions, you'll receive your results.

If the assessment's results don't feel right, you can also observe yourself and your previous learning experiences to get an idea of how you learn best.

Visual learning

If you're a visual learner, you may find it helpful to create diagrams while studying. These can help you to better understand certain structures or ideas.

You could try color-coding your notes as well. This can help you to organize information and internalize it better. Watching videos can also be a good resource.

Auditory learning

As an auditory learner, you might enjoy studying in groups. This would allow you to have discussions about the material.

You could also read your notes aloud since hearing them can help to internalize the information. If your teacher allows it, you could also record lectures so that you can go back and listen to them later.

Reading/writing learning

If you learn best by reading and writing, it's a great idea to take substantial notes during class and read over them often.

You might also find that when you're trying to memorize something, writing it out can be helpful. Reading and re-reading materials from class could also help you to retain the information.

Kinesthetic learning

Kinesthetic learners tend to have a lot of energy and like being active. Labs and hands-on activities can be helpful in understanding certain ideas and topics.

You might even find it beneficial to review materials while walking around or sometimes even while exercising. Be sure to take breaks during study sessions in order to release some energy, so that you'll have more focus when you return.

These four learning styles may seem pretty different but they can all be used to study the same material. If you're able to determine your learning style along with some study methods that work for you, you just might find yourself getting better results.

/en/learning-tips/memorization-methods-and-why-they-work/content/

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Learning Tips: Discover Your Learning Style

# data[].attributes.attachment_link.description
en/learning-tips/learning-from-failure/content/ There's no one right way to study. Some methods might work great for one person and not at all for others. That's because everybody learns differently. In order to find a study method that's best for you, it's important to know your learning style.