Learning Style Preferences and Performance in Tle (Crop Production) Among Grade VII Indigenous Learners in Baytan, Botolan, Zambales

Abstract

This study described the profile, learning styles and performance of Grade VII indigenous learners in Technology and Livelihood Education (Crop Production) in Baytan, Botolan, Zambales. It determined the relationship between personal profile and learning style as well as the relationship between learning styles and level of performance in TLE (Crop production). It made use of an adapted learning style questionnaire and a TLE term test to gather its data. It used the frequency and percentage, mean analysis, analysis of variance (ANOVA) and Pearson - Product Moment Correlation Coefficient to draw its analysis. Majority of the IP learners were 13-14 years old parents reaching or finishing elementary level (most families had Php 3,000.00 and below monthly income with a few having P9,000 and above). The mean family monthly income was Php 2, 309.75 and their main source of income is crop farming. Most of the learners belonged to household size of five to six members. Most IP learners preferred the theorist learning style. The Grade 7 IP learners had a fair cognitive skill level, fair affective skills and good psychomotor skills. The study concluded that there was no significant difference in the learners’ performance (cognitive and affective) in TLE (Crop Production) when grouped according to profile variables. However, significant difference was found in the psychomotor skills of learners when grouped according to age, sex, father’s educational attainment and household size. Furthermore, significant difference in psychomotor performance was found among students preferring the reflector learning style. The preference for learning style was found to have a significant relationship with certain profile variables. Specifically, the choice of activist learning style was influenced by sex, reflector learning style by age, theorist by source of income and pragmatist by family income. The following recommendations were drawn: (1) The course guide in TLE (Crop Production) needs a review as to appropriateness to the requirements of IP learners; (2) The strategies in teaching TLE (Crop Production) must be enhanced to be experiential and meeting actual challenges in the community; (3) Other subjects need to reiterate new concepts like those found in crop production to provide connection of concepts learned in TLE with other activities in their life; (4) Value of work economics, aesthetics must be underscored by incorporating the concepts in the rating of outputs in TLE; and (5) A follow up study on the learning style and performance of pupils is recommended.