Divergent Learning and Reflective Learning Styles of Selected Junior High School Students
Creators: name: Andaya, Lianne
name: Carandang, Cherry Grace
name: Carandang, Mark Raven
name: Glodoviza, Angelica
name: Bernas, Rojane
Publisher: name: Tanauan City College
Year: 2024
Subjects: Learning Styles
Divergent Learning
Reflective Learning
Cognitive
Affective
Psychomotor
Domain

description: This study aimed to determine the distinction between divergent learning and reflective learning styles of the selected Junior High School students in Ulango Integrated School. Ulango Integrated School is located at 323 Rd, Ulango, Tanauan City, Batangas, which offers kindergarten to grade 10 primary educations. The respondents of the study were the selected junior high school at Ulango Integrated School enrolled in the Academic year 2023-2024, which was selected using stratified and random sampling with the total respondents of one hundred forty-five (145) consisting of thirty-three (33) grade 7 learners, thirty-eight (38) grade 8 learners, thirty-two (32) grade 9 learners, and forty-two (42) grade 10 learners. The result of the study can help the teachers and learners to identify suitable teaching strategies for the learning style of the students and encourage them to integrate them into their lesson plans and assessments. Through this, they can ensure that the learning gained by the students is valuable and can achieve the educational goals of the institution. 

The researchers used a survey self-made questionnaire to assess the divergent learning style and reflective learning style of selected junior high school students at Ulango Integrated School. This scale is used as the basis for the instrument for the data gathering of this research. The questionnaire was developed in two distinct sections by the researchers. The first part comprises ten (10) questions per domain that focus on divergent learning styles, and the second part explores the reflective learning style that also consists of ten (10) questions per domain with a total of sixty (60) questions. The researchers utilized mean, weighted mean, and T-test as statistical tools to analyze and interpret the gathered data about the perception and relationship between divergent learning and reflective learning styles.

Based on the study's findings, the researchers concluded that there was a significant difference between the Divergent Learning Style and Reflective Learning Style of selected junior high schools in Ulango Integrated School. Thus, it is recommended to conduct seminars/webinars, training programs, team building, sports, and joining different organizations on how to create or provide and promote a better learning environment and learning experiences that support their learners in practicing divergent and reflective learning styles.

In light of the conclusion derived from the study, it is recommended that school administrators provide seminars and training programs for their teachers and learners with the necessary tools and support for education to cater to catering different learning styles of the learners. Also, Team building, sports and joining different organizations or clubs can help both the learners and the teachers to build strong relationships and help identify the most suitable learning style and achieve expected outcomes. Future researchers can study learners' other and complex learning styles, other respondents, other levels, and the like to understand and innovate the way of teaching and learning based on the student's preferences.

Keywords: Learning Styles, Divergent, Reflective, Cognitive, Affective, Psychomotor, Domain