Mona Luisa C . de Guzman | Western Visayas College of Science and Technology (original) (raw)

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Papers by Mona Luisa C . de Guzman

Zenodo (CERN European Organization for Nuclear Research), 2017

Various perspectives on learning styles of students are available based on the results of differe... more Various perspectives on learning styles of students are available based on the results of different investigations. On one hand, the Barsch Learning Style Inventory (BLSI) that consists of 24 statements identifies three learning preferences, namely: visual, auditory, and kinesthetic. On the other hand, the Grasha-Reichmann Student Learning Styles Scale (GRSLSS) that consists of 60 statements determines six learning dimensions, namely: competitive, collaborative, avoidant, participant, dependent, and independent. This study aimed to determine the differences and relationships in the learning styles of students using the BLSI and GRSLSS. Specifically, this study aimed to answer the following questions: 1) is there a significant difference among the learning preferences of students based on the BLSI?, 2) is there a significant difference among the learning dimensions of students based on the GRSLSS?, and 3) are there significant relationships between one learning style to every other learning style described in the BLSI and GRSLSS? A sample of 192 students taken from the Bachelor of Science in Cruise Management at John B. Lacson Foundation Maritime University-Molo, Inc. enrolled during the first semester of academic year 2013-2014 was considered in this study. Non-proportionate stratified random sampling method, stratified according to year level, was employed in this investigation. A significant difference was found in the learning preferences of the students based on the BLSI. The differences were found between kinesthetic and visual, and between kinesthetic and auditory. Results revealed that the students are both visual and auditory learners. Based on the GRSLSS, significant difference was also found in the learning style dimensions of the students. The differences were found between avoidant and every other dimensions, and between competitive and every other dimensions. Results revealed that the students are more of independent, collaborative, dependent, and participant than avoidant and competitive. Direct relationships exist between one learning style to every other learning style described in the BLSI. Also, direct relationships exist between one learning style to every other learning style described in the GRSLSS. Furthermore, direct relationships exist between kinesthetic and collaborative, and between kinesthetic and participant. Results seemed to suggest that the level of one's being kinesthetic may describe his or her level of being collaborative and participant.

Zenodo (CERN European Organization for Nuclear Research), Jun 1, 2011

This research employing the quasi-experimental method aimed to determine the academic performance... more This research employing the quasi-experimental method aimed to determine the academic performance of the students in Mathematics using the face-to-face, asynchronous online, and synchronous online. This study involved three groups of students who were taking a degree in hospitality management and were enrolled in College Algebra. The instrument used was prepared by the researchers, which covered the following topics: (a) Basic Concepts and Properties of Equality, (b) Definitions and Fundamental Solutions, (c) Common Techniques, (d) Digit and Number Problems, (e) Work Problems, and (f) Age Problems. The posttest results show that the face-to-face delivery mode was as good as asynchronous online, and that both face-to-face and asynchronous online were better than synchronous online. However, it was found that the academic performance gains were the same between the asynchronous online and synchronous online and both were not the same with the face-to-face. Results suggest that asynchronous online may be considered in lieu of face-to-face, but synchronous is discouraged since learning was not evident among those students on this delivery mode.

College of Business, JBLFMU-Molo Multidisciplinary Journal, 2017

Various perspectives on learning styles of students are available based on the results of differe... more Various perspectives on learning styles of students are available based on the results of different investigations. On one hand, the Barsch Learning Style Inventory (BLSI) that consists of 24 statements identifies three learning preferences, namely: visual, auditory, and kinesthetic. On the other hand, the Grasha-Reichmann Student Learning Styles Scale (GRSLSS) that consists of 60 statements determines six learning dimensions, namely: competitive, collaborative, avoidant, participant, dependent, and independent. This study aimed to determine the differences and relationships in the learning styles of students using the BLSI and GRSLSS. Specifically, this study aimed to answer the following questions: 1) what is the reliability of the inventories as used in this study?, 2) is there a significant difference among the learning preferences of students based on the BLSI?, 3) is there a significant difference among the learning dimensions of students based on the GRSLSS?, and 4) are there significant relationships between one learning style to every other learning style described in the BLSI and GRSLSS? A sample of 192 students taken from the Bachelor of Science in Cruise Management at John B. Lacson Foundation Maritime University-Molo, Inc. enrolled during the first semester of academic year 2013-2014 was considered in this study. Non-proportionate stratified random sampling method, stratified according to year level, was employed in this investigation. A significant difference was found in the learning preferences of the students based on the BLSI. The differences were found between kinesthetic and visual, and between kinesthetic and auditory. Results revealed that the students are both visual and auditory learners. Based on the GRSLSS, significant difference was also found in the learning style dimensions of the students. The differences were found between avoidant and every other dimensions, and between competitive and every other dimensions. Results revealed that the students are more of independent, collaborative, dependent, and participant than avoidant and competitive. Direct relationships exist between one learning style to every other learning style described in the BLSI. Also, direct relationships exist between one learning style to every other learning style described in the GRSLSS. Furthermore, direct relationships exist between kinesthetic and collaborative, and between kinesthetic and participant. Results seemed to suggest that the level of one’s being kinesthetic may describe his or her level of being collaborative and participant.

JBLFMU Research Review, 2011

Zenodo (CERN European Organization for Nuclear Research), 2017

Zenodo (CERN European Organization for Nuclear Research), Jun 1, 2011

College of Business, JBLFMU-Molo Multidisciplinary Journal, 2017

Various perspectives on learning styles of students are available based on the results of differe... more Various perspectives on learning styles of students are available based on the results of different investigations. On one hand, the Barsch Learning Style Inventory (BLSI) that consists of 24 statements identifies three learning preferences, namely: visual, auditory, and kinesthetic. On the other hand, the Grasha-Reichmann Student Learning Styles Scale (GRSLSS) that consists of 60 statements determines six learning dimensions, namely: competitive, collaborative, avoidant, participant, dependent, and independent. This study aimed to determine the differences and relationships in the learning styles of students using the BLSI and GRSLSS. Specifically, this study aimed to answer the following questions: 1) what is the reliability of the inventories as used in this study?, 2) is there a significant difference among the learning preferences of students based on the BLSI?, 3) is there a significant difference among the learning dimensions of students based on the GRSLSS?, and 4) are there significant relationships between one learning style to every other learning style described in the BLSI and GRSLSS? A sample of 192 students taken from the Bachelor of Science in Cruise Management at John B. Lacson Foundation Maritime University-Molo, Inc. enrolled during the first semester of academic year 2013-2014 was considered in this study. Non-proportionate stratified random sampling method, stratified according to year level, was employed in this investigation. A significant difference was found in the learning preferences of the students based on the BLSI. The differences were found between kinesthetic and visual, and between kinesthetic and auditory. Results revealed that the students are both visual and auditory learners. Based on the GRSLSS, significant difference was also found in the learning style dimensions of the students. The differences were found between avoidant and every other dimensions, and between competitive and every other dimensions. Results revealed that the students are more of independent, collaborative, dependent, and participant than avoidant and competitive. Direct relationships exist between one learning style to every other learning style described in the BLSI. Also, direct relationships exist between one learning style to every other learning style described in the GRSLSS. Furthermore, direct relationships exist between kinesthetic and collaborative, and between kinesthetic and participant. Results seemed to suggest that the level of one’s being kinesthetic may describe his or her level of being collaborative and participant.

JBLFMU Research Review, 2011