04032nam a22001817a 4500 OSt 20210621112558.0 210621b |||||||| |||| 00| 0 eng d MMSU ULS Remigio,Hamilton C. Learning styles and scientific inquiry skills of Junior High School students / hamilton C. Remigio 2019 xv, 136 leaves; 28 cm. Thesis ( M.A.Ed - Science Education ) - Mariano Marcos State University,2019. Bibliography: leaves 111-116. ABSTRACT REMIGIO, HAMILTON C., Marinao Marcos State Univeristy. May 2019. LEARNING STYLES AND SCIENTIFIC INQUIRY SKILLS OF JUNIOR HIGH SCHOOL STUDENTS. Major Adviser: Dr. Natividad E. Lorenzo. This study was conducted to determine the relationship between the learning styles and scientific inquiry skills of Grade 10 junior high school in the different curricular programs of Ilocos Norte National High School, Laoag City during the school year 2018 – 2019. The descriptive correlational research design was employed using two questionnaires: Learning Style Survey by Andrew D. Cohen, Rebecca L. Oxford and Julie C. Chi; and modifies questionnaire titled The Views About Scientific Inquiry (VASI) by Judith S. Lederman and others. A total of 430 students out of 762 Grade 10 students enrolled in the four curricular programs, namely Special Science Class (SSC), Special Program in the Arts (SPA), Special Program in Sports (SPS) and Regular Class of Norte National High School were used as samples of the study. All Grade 10 SSC, SPA, and SPS students were taken as respondents while sample size for the Regular class was determined using Slovin’s Formula with 0.05 as a margin of error. The data were analyzed and interpreted statistically using frequency counts, percentages, and Chi-square. Results revealed that majority of the respondents have visual preference as their learning style using physical senses. As to exposure to learning situations, majority of them are introverts, while in terms of handling possibilities, most of them are random-intuitive. When dealing with ambiguity and with deadlines, receiving information and further processing information, majority of them are classified as closure-oriented, particular and synthesizing, respectively. Moreover, most of the respondents are tagged as sharpeners when committing material to memory and follows deductive style when dealing with language rules. Regarding the way they deal with multiple inputs and with response time, a bulk are classifying as field- dependent and reflective, respectively. As to manner of literally taking reality most of them are metaphoric. It is concluded that the scientific inquiry skills of the students enrolled in the different curricular programs significantly differ form one another in some aspects. The Special Science Class students tend to have informed level of scientific inquiry skills. These include the significant relationship between handling possibilities and receiving information, and skills on planning investigation ( on considering whether or not an investigation is an experiment );dealing with ambiguity and with deadlines, and receiving information and skill on planning investigation; handling possibilities and committing materials to memory and skill on conducting investigations and collecting data; dealing with ambiguity and with deadlines, and further processing information and skill on evaluating data and communicating findings; handling possibilities , dealing with ambiguity and with deadlines, and further processing information and skill on conducting investigations, collecting and evaluating data and communicating findings with the aspect that question drives the process; receiving information and further processing information, and conducting investigations, collecting and evaluating data and communicate findings with the aspect that conclusions should be consistent with data collected. ddc THEDIS 15912 15912 0 0 ddc 0 0 MMSU_MAIN MMSU_MAIN THESES 2021-06-21 842 842-Thesis 2021-06-21 2021-06-21 THEDIS ROOM USE ONLY