Main Article Content
Abstract
Science subjects, or specifically biology, contain many concepts and terminologies that require extensive effort in memorizing. As a result, students are employing their own learning styles to learn things in the best possible way. Thus, this study aimed to investigate the possible relationship between the students’ retention level in biology and learning styles in the course. A descriptive-correlational research design was utilized to determine the relationship between the retention level and learning styles of Grade 10 students in biology. A retention test was conducted that seeks to evaluate the retention level of the respondents in their biology subjects. Respondents were asked to select the best way on how they are learning biology effectively, as part of the retention test. Each of the ways indicated corresponds to a specific learning style category following the Visual, Auditory, Read, and Kinesthetic (VARK) Learning styles Model. Findings revealed that the majority of the respondents were Visual Learners comprised of 51.61% of the population and a portion of 38.71% of the respondents have an Outstanding Level of Retention in basic biology concepts and terminologies. In addition, the overall retention level category of the population is with Satisfactory Level of Retention, which was based on their mean percentage score. Furthermore, it has been proven that there is none to very weak relationship between the retention level and learning styles of the respondents where it gained a correlation level of 0.151, on which correlation is significant at 0.01 level, which strength of the linear relationship is categorized under none to the extremely weak relationship. It has been concluded that many factors, aside from learning styles, may affect the students’ retention of learning biology.
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References
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References
A. G. Bennett, & N.S. Rebello, Retention and Learning. In: Seel N.M. (eds) Encyclopedia of the Sciences of Learning. Springer, Boston, MA. https://doi.org/10.1007/978-1-4419-1428-6_664. (2012).
A. Haqie, What is Learning Retention? Retrieved from: https://www.lorman.com/blog/post/what-is-learning-retention (2021).
K. Castrillon, Inclusion strategies for secondary classrooms. Retrieved from http://slideplayer.com/slide/10647978/. (2016).
W. Huang, & T. Nusbaum, Biology survival guide: How to study and ace any biology course. http://www.biologysurvival.com/pdf/TheBioGuide_Preview.pdf (2006)
H. C. Wilcox, S. G. Kellam, C.H. Brown, J.M. Poduska, N.S. Ialongo, W. Wang, & J.C. Anthony, The impact of two universal randomized first- and second-grade classroom interventions on young adult suicide ideation and attempts. Drug and Alcohol Dependence, 95(Suppl1), S60–S73. https://doi.org/10.1016/j.drugalcdep.2008.01.005.
K. Cherry, Overview of the VARK Learning Styles. Retrieved from: https://www.verywellmind.com/vark-learning-styles-2795156. (2019).
B. Zajacova, Learning Styles: An Overview of Concepts and Research Tools and Introduction of Our Research Design in Physics Education Field. WDS'13 Proceedings of Contributed Papers, Part III, 91–96 (2013).
H. Pashler, M. McDaniel, D. Rohrer, & R. Bjork, Learning Styles: Concepts and Evidence. Sage Journals Volume: 9 issue: 3, page(s): 105-119 (2009).
E. Spencer, How to best with the 4 different types of learners. Work-Life, Atlassian. Retrieved online from https://www.atlassian.com/blog/teamwork/how-to-work-4-different-learning-types (2018).
K. Lindner, G. Blosser,& K. Cunigan, Visual versus auditory learning and memory recall performance on short-term versus long-term tests. Modern Psychological Studies: Vol. 15 : No. 1 , Article 6 (2009).
M. Gokalp, The Effect of Students’ Learning Styles to Their Academic Success. Creative Education. 04. 627-632. 10.4236/ce.2013.410090. (2013).
N. Chick, Learning Styles. Vanderbilt University Center for Teaching. Retrieved October 29, 2021 from https://cft.vanderbilt.edu/guides-sub-pages/learning-styles-preferences/. (2010).
D. S. McNamara, E. Kintsch, N. B. Songer, & W. Kintsch, Are Good Texts Always Better? Interactions of Text Coherence, Background Knowledge, and Levels of Understanding in Learning from Text. Cognition and Instruction, 14(1), 1–43. http://www.jstor.org/stable/3233687. (1996).
A. W. Melton, Implications of short-term memory for a general theory of memory. Journal of verbal Learning and verbal Behavior, 2(1), 1-21 (1963).
J. Board, Learning theory-schema theory. http://teorijijeucenja.zesoi.fer.hr/doku.php?id=learning_theories: schema_theory. (2013).
G. Kratzig, & K. Arbuthnott, Perceptual Learning Style and Learning Proficiency: A Test of the Hypothesis. Journal of Educational Psychology. 98. 238-246. 10.1037/0022-0663.98.1.238. (2006).
C. Miller, Why Learning Preferences Are More Important Than Learning Styles. Retrieved from https://www.bizlibrary.com/blog/learning-methods/learning-preferences-versus-learning-styles/. (2021).