This study entitled Learning Styles Inventory of Junior High School Students: Input to Proposed Classroom Activities determined the learning styles of the junior high school students of Lino P. Bernardo National High School. This study utilized the descriptive research design and involved 534 junior high school students as its source of data. Total enumeration was employed in selecting the respondents, and a modified questionnaire was adapted to gather data pertinent to the study. Varied classroom activities were proposed concerning the different learning styles cited in the study.
The findings implied that in terms of sensory preference, the respondents were "visual" learners. Likewise, it was revealed that the students vary in personality. However, most of them were classified as "feeling,” "thinking," and "concrete sequential" learners. Moreover, as to the degree of generality, most of the respondents were "global" rather than "particular." Results of their biological differences revealed that their learning styles were determined/affected by their biorhythms; Age was correlated to biological differences while grade level had a relationship to degree of generality and biological differences. The findings suggested that learning styles did not depend on learner's age, sex, grade level, interests, and parents' educational attainment and occupation.
Keywords: Learning Styles, Classroom Activities. Junior High School
I. INTRODUCTION
If teachers have insights into their students' learning styles, they would have a better understanding of the way students learn. Teachers must take into serious consideration the various learning styles of the students to prepare and deliver the lesson in a way that students find interesting and meaningful.
Very often, teachers prepare lessons in accordance to the lesson objectives. While this can be a good practice, this just doesn't usually work well since students' background was not considered. Students have various ways of approaching lessons, and this is what teachers should be aware of. When students' learning styles are taken into consideration in preparing lessons and learning resources, better learning happens.
Just as teachers require students to be creative in doing and accomplishing the tasks assigned to them, teachers should also be creative in designing tasks they require students to accomplish.
II. STATEMENT OF THE PROBLEM
This study entitled "Learning Styles Inventory of Junior High School Students: Input to Proposed Classroom Activities" aimed to determine the learning styles of the students to propose varied classroom activities that may respond to their different learning styles. Specifically, this study attempted to answer the following questions:
1. How may the profile of the respondents be described in terms of:
1.1. age;
1.2. sex;
1.3. grade level;
1.4. interests;
1.5. parents' occupation; and
1.6. parents' educational attainment?
2. How may the learning styles of the respondents be described in terms of the following dimensions:
2.1. sensory preference;
2.2. personality types;
2.3. the desired degree of generality;
2.4. biological differences?
3. Is there a significant relationship between the profile of the respondents and their learning styles?
4. What classroom activities may be proposed based on the learning styles of the respondents?
III. CONCEPTUAL FRAMEWORK
Learning Styles were conceptualized as a way to explain the differences between student performance levels. Many of these learning style theories were developed by educators and psychologists and have been widely accepted. Many people find a learning style or learning program, which they believe reaches them (Workman, 2012).
For the teaching and learning process to become productive, students' learning styles must be first identified. This is to ensure that the teaching strategies suit the needs and abilities of students catering to their diversities in terms of learning styles. With the varied learning styles categorized and proposed by different experts and researchers, the researcher, however, preferred to anchor this study to the four major style dimensions popularized by a study cited by Oxford (2003) and Li (2011) which are likely to be among those most strongly associated with L2 learning: sensory preferences, personality types, the desired degree of generality, and biological differences.
Students need to make the most of their style preferences. However, occasionally, they must also be given opportunities to go beyond their comfort zones. With a wide range of classroom activities that cater to different learning styles, teachers can help students develop beyond the comfort zone dictated by their natural style preferences. The key is systematically offering a great variety of activities within a learner-centered, communicative approach.
IV. RESEARCH METHOD
This study employed a descriptive method of research to find new truths that provide facts in which scientific judgment may be based. The method was chosen because it was emphasized that its purpose is to secure evidence concerning existing or current conditions and to identify standard norms which compare the present to plan the next step.
V. CONCLUSIONS
Based on the findings of the study, the following conclusions were drawn:
1. Most of the respondents were 11 to 13 years old, with Grade 7 students who dominated the study. The majority of the respondents are female. The findings revealed that most respondents were fond of sports and playing computer games, respectively, rather than reading literary pieces. Majority of both the fathers and mothers of the respondents were blue-collar workers and high school, graduates;
2. The findings implied that in terms of sensory preference, the respondents were "visual" learners. Likewise, it was revealed that the students vary in personality. However, most of them were classified as "feeling,” "thinking," and "concrete sequential" learners. Moreover, as to the degree of generality, most of the respondents were "global" rather than "particular." Results of their biological differences revealed that their learning styles were determined/affected by their biorhythms;
3. Age was correlated to biological differences, while grade level had a relationship to the degree of generality and biological differences. The findings suggested that learning styles did not depend on learner's age, sex, grade level, interests, and parents' educational attainment and occupation.
VI. RECOMMENDATION
In the light of the findings and conclusions drawn from the data gathered, analyzed, and interpreted, the following are hereby recommended:
1. It is essential for the effectiveness of teaching environments that teachers take account of the group or individual learners' characteristics, competence and experiences throughout the process of planning learning environments;
2. With students being more visual, teachers must provide various and innovative visual aids to aid learning. However, aural and kinesthetic skills of the students must likewise be enhanced;
3. For learning to be effective, it is essential that teachers ensure a positive, respectful relationship between learners and that the learning atmosphere is tolerant and supportive. While collaborative learning is encouraged for social development, individual learning should also be enhanced;
4. Teachers should hone the students' ability to think and decipher abstract ideas. Thus, activities that promote higher-order thinking skills must be employed to complement concrete ideas;
5. Teachers should provide activities that improve students' oral skills and confidence in expressing their minds;
6. It may be quite challenging to picture a classroom environment that suits everyone. However, teachers can partition the classroom into separate areas, each with a different environmental climate;
7. Language teachers must incorporate the concept of multiple intelligences into their teaching. Thus, differentiated instruction is encouraged.;
8. Future researchers should identify other factors that affect the students' learning styles in future researches on a similar topic.