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Thinking style, learning style and academic performance in mathematics and science of fourth year high school students of General Mariano Alvarez Technical High School S. Y. (2014-2015) / by Draz Arian N. Diesta and Jennelyn R. Castro,

By:

Diesta, Draz Arian M [author]

Contributor(s):

Material type: Text

TextLanguage: English Publication details: Indang, Cavite, 2015. Cavite State University - Main CampusDescription: xiii, 87 pages : illustrations ; 28 cmContent type:

text

Media type:

unmediated

Carrier type:

volume

Subject(s):

DDC classification:

153.4 D56 2015

Online resources:

Click here to view thesis abstract and table of contents

Production credits:

College of Arts and Science (CAS)

Abstract: DIESTA, DRAZ ARIAN MAULAN1N, CASTRO, JENNELYN RAGAY. Thinking Styles, Learning Styles and Academic Performance in Mathematics and Science of Fourth Year High School Students of General Mariano Alvarez Technical High School S.Y (2014-2015). Undergraduate thesis. Bachelor of Science in Psychology. Cavite State University, Indang, Cavite. January 2015. Dr. Liza C. Costa. This study entitled "Thinking Styles, Learning Styles and Academic Performance in Mathematics and Science of Fourth Year High School Students of General Mariano Alvarez Technical High School SA' (2014-2015)" aim to determine the relationship of thinking styles and learning styles in relation to the academic performance in subject areas of mathematics and science. Specifically, this study aimed to ( I.) determine the demographic profile of the participants in terms of age, gender and number of siblings; (2.) determine the thinking styles of the participants; (3.) determine the learning styles of the participants; (4.) determine the academic performance of the participants in mathematics and science; (5.) determine if there is a significant relationship between thinking styles to the academic performance in mathematics and science of the participants; (6.) determine if there is a significant relationship between learning styles to the academic performance in mathematics and science of the participants; (7.) determine the relationship between the thinking style and learning style of the participants. The data were gathered using a lifted instrument from Lea Liza Dolor's Learning Style Assessment Test and the thinking style test of Anthony Gregory questionnaires from the top one fourth year section (N=38) of General Mariano Alvarez 'Technical High School 01414$6, Findings showed that, all the participants are excellent on both their mathematics and science subject. This can be interpreted that regardless of the participants' thinking styles and learning styles, their academic performances of the participants are not significantly different from one another. However result also showed that half of the participants are Abstract Sequential thinkers (50 percent) and visual learners (53 percent). While majority of concrete random thinkers (24 percent) are kinesthetic learners (63 percent) and half of the concrete sequential thinkers (26 percent) are auditory learners (50 percent). These results can be interpreted that there is a relationship between thinking styles and learning styles.

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Holdings ( 1 )
Title notes ( 5 )

Holdings
Item type	Current library	Collection	Call number	Materials specified	URL	Status	Notes	Date due	Barcode
Theses / Manuscripts	Ladislao N. Diwa Memorial Library Theses Section	Non-fiction	153.4 D56 2015 (Browse shelf(Opens below))		Link to resource	Room use only	T-6175		00010102

Thesis (BS Psychology) Cavite State University

Includes bibliographical references.

College of Arts and Science (CAS)

DIESTA, DRAZ ARIAN MAULAN1N, CASTRO, JENNELYN RAGAY. Thinking Styles, Learning Styles and Academic Performance in Mathematics and Science of Fourth Year High School Students of General Mariano Alvarez Technical High School S.Y (2014-2015). Undergraduate thesis. Bachelor of Science in Psychology. Cavite State University, Indang, Cavite. January 2015. Dr. Liza C. Costa.
This study entitled "Thinking Styles, Learning Styles and Academic Performance in Mathematics and Science of Fourth Year High School Students of General Mariano Alvarez Technical High School SA' (2014-2015)" aim to determine the relationship of thinking styles and learning styles in relation to the academic performance in subject areas of mathematics and science. Specifically, this study aimed to ( I.) determine the demographic profile of the participants in terms of age, gender and number of siblings; (2.) determine the thinking styles of the participants; (3.) determine the learning styles of the participants; (4.) determine the academic performance of the participants in mathematics and science; (5.) determine if there is a significant relationship between thinking styles to the academic performance in mathematics and science of the participants; (6.) determine if there is a significant relationship between learning styles to the academic performance in mathematics and science of the participants; (7.) determine the relationship between the thinking style and learning style of the participants. The data were gathered using a lifted instrument from Lea Liza Dolor's Learning Style Assessment Test and the thinking style test of Anthony Gregory questionnaires from the top one fourth year section (N=38) of General Mariano Alvarez 'Technical High School 01414$6, Findings showed that, all the participants are excellent on both their mathematics and science subject. This can be interpreted that regardless of the participants' thinking styles and learning styles, their academic performances of the participants are not significantly different from one another. However result also showed that half of the participants are Abstract Sequential thinkers (50 percent) and visual learners (53 percent). While majority of concrete random thinkers (24 percent) are kinesthetic learners (63 percent) and half of the concrete sequential thinkers (26 percent) are auditory learners (50 percent). These results can be interpreted that there is a relationship between thinking styles and learning styles.

Submitted to the University Library 02/14/2017 T-6175