SENIOR HIGH SCHOOL LEARNING STYLES: TOWARDS DESIGNING TEACHER-TRAINING MODULES

All students are unique and different. This study was conducted in the different schools with academic track senior high school of the Division of Puerto Princesa, Puerto Princesa City from September to November 2018. Generally, this study aimed to determine the learning styles of the academic track senior high school students. It employed the quantitative descriptive comparative research design. The instrument developed by Cohen, Oxford, and Chi (2001) was used and a semi-structured interview guide questions for selected teachers and students. The researcher used stratified random sampling, yielding a sample size of 361 senior high school students. The assessment of students' learning styles was administered through giving survey questionnaire. The data were tabulated, analyzed and interpreted, and to further validate the results, the researcher conducted qualitative research interview. Results showed that the respondents were visual, introverted, random-intuitive, closure-oriented, particular, synthesizing, sharpener, deductive, fielddependent, reflective and lastly metaphoric. Among the different learning styles only “How I deal with ambiguity and with deadlines” showed a significant difference. Students significantly differed in the learning styles when grouped according to grade level. However, there is no significant difference in the learning styles when grouped according to gender.