San Beda College Alabang Alabang Hills, Muntinlupa City IBED – College of Arts and Sciences
A Study of the Most Effective Methods of earning as !erceived by the egal Manage"ent Students of San Beda College Alabang
In !artial #ulfill"ent of the Course $e%uire"ents in E&'()$*+ echnical echnical -riting !resented by+
Adams, Danielle L. Carandang, Angelica Gail D. Dimaguila, Pia Monica B. Mawirat, Maria Elizabeth L. S, !essica Laura C. !resented o+
Ms. Adrianna ". #uioo Acade"ic .ear .ear )('/ – )('0
Chapter '+ Introduction '1' Introduction+
Learning is a da$to$da %rocess that each %erson undergoes. &e learned how to count at a 'er oung age then we learned how to read and write. (n school, we learned about histor and com%le) mathematics. As ou grow older, the things ou learn become more com%le) but nonetheless ou are still able to gras% the in*ormation %resented to ou. Learning is a %rocess but this %rocess o* learning ma be done in se'eral was de%ending on the learner+s %re*erence. hese -se'eral was o* learning are called learning methods. Learning methods, according to the Chartered (nstitute o* Personnel and De'elo%ment, as an inter'entions that are deliberatel underta/en to assist the %rocess o* learning at indi'idual, team or organizational le'el. (n a sim%ler *orm, learning methods are the wa %eo%le %re*er to learn or ta/e in in*ormation to soon be a%%lied in realit. San Beda College Alabang is /nown b the %eo%le *or %roducing students stri'ing *or greatness and e)cellence. Studing under the course curriculum o* San Beda College Alabang and belonging to this grou% o* students are us, legal management students. But li/e an other student, we ha'e our 'arious /inds o* learning methods a%%lied on a da$to$da basis as we undergo education.. Considering the centur we li'e in, and e'en the technolog o* toda, we still want to ha'e /nowledge about what learning methods are being used, s%eci*icall, among us, legal management students o* San Beda College Alabang because we belie'e that des%ite the stee% increase o* technological inno'ations, ac0uiring data about this ma hel% us drasticall to /now which learning method is the most %re*erable *or an LM student. he common learning methods used b students ma or ma not use the technolog being created and o**ered to us. he world ha'e di**erent /inds o* %eo%le with di**erent %ers%ecti'es thus di**erent %re*erences o* which learning method to a%%l. &e, legal management students, still a%%l 'arious /inds de%ending on how we absorb in*ormation more e**ecti'el. But among these 'arieties, which is the most suitable *or our chosen *ield o* stud1 &hich o* these is the most e**ecti'e one *or us1
'1) he Significance of the Study+
his research stud is about the most e**ecti'e learning methods %ercei'ed b the legal management students o* San Beda College Alabang. "owe'er, the researchers o* this
stud *ind that the *ollowing %oints are the im%ortant in*ormation as to wh there is a need to stud the to%ic. he learning methods and its %ercei'ed e**ecti'eness ma ser'e as a guide to all students since all students a%%l a learning method as the undergo their education. 2bser'ing the results o* this said stud will bene*it us, legal management students, to /now what learning method wor/s best *or us. (t would be di**icult i* a student a%%lies a certain learning method that is not suitable *or him or her because this will greatl a**ect the academic %er*ormance o* the student. here*ore, us researchers *ind it im%ortant to /now which learning method wor/s best *or us. his can also gi'e us in*ormation on wh the said learning method3s in s%eci*ic is e**ecti'e in some, and not e**ecti'e in some. (t can gi'e legal management students the con*idence when studing once the unco'er their %re*erred learning method because the /now that the learning method is suited *or them there*ore ma/ing it easier *or them to gras% in*ormation and a%%l it. his stud ma ser'e as a use*ul re*erence *or %eo%le obser'ing the learning %rocess o* students 4e.g. %schologists or %schiatrists5 his stud ma be used not onl b legal management students but also *or %eo%le who o%t to /now learn about e**ecti'e learning methods a%%lied b a s%eci*ic grou% o* %eo%le.
'12 State"ent of the !roble"+
he researchers came u% with a ma6or %roblem and sub$%roblems which is where the research re'ol'es around. he results *ound in the end o* this research must answer the %roblems to be stated. he ma6or %roblem is7 &hat are the most e**ecti'e learning methods %ercei'ed b the legal management students o* San Beda College Alabang1 he sub$%roblems are7 8. &hat are learning methods1 9. &hat are the most commonl used learning methods1 :. "ow does the a%%lication o* the di**erent learning methods hel% a student1
'13 Scope and i"itation+
his stud will co'er the three most commonl used and /nown learning methods which are 'isual, auditor and reading and3or writing. he researchers decided not to include other learning methods because we %lan to /ee% the to%ic o* learning methods narrow but s%eci*ic. he researchers *ocused the to%ic on the legal management students o* San Beda College Alabang because the researchers are also a %art o* that %o%ulation. he researchers did not include the %o%ulation coming *rom other degree %rograms in the college o* arts and sciences in San Beda College Alabang. he reading materials being used b the students in the %rocess o* learning will not be mentioned in this stud because there is a large amount o* reading materials used b the legal management students and as mentioned be*ore, the researchers want to /ee% the to%ic narrow but s%eci*ic. '1/ Definition of er"s+
(n this research %a%er, there are a *ew words ou will encounter 'er o*ten as it im%ortant to the stud. he researchers selected the *i'e most commonl$used terms and decided to de*ine it7 As Sam*ord ;ni'ersit+s de*inition, studying is a sstematic research, e)amination, identi*ication and understanding o* the as%ects or *actors associated with an acti'it or e'ent, %henomenon or situation. Learning methods ma be de*ined, according to the Chartered (nstitute o* Personnel and De'elo%ment, as an inter'entions that are deliberatel underta/en to assist the %rocess o* learning at indi'idual, team or organizational le'el. Education, as de*ined b the
=, education is the conscious e**ort to %re%are students through mentoring, teaching and training *or their role in the *uture.
A student was sim%l de*ined b the 2)*ord Dictionar as a %erson studing in a school or college. Lastl, Chris Argris o* the "ar'ard Business School de*ines learning as detection and connection o* error where an error means an mismatch between our intentions and what actuall ha%%ens. Chapter )+ $evie4 of $elated iterature and Studies I1 $elated iterature – ocal $eferences
"a'ing /nowledge about the 'ariet o* learning stles ma be able to hel% us, as students, to /now what s%eci*ic /ind o* stle wor/s best *or us. (n addition, /nowing what wor/s best *or us can be used to our ad'antage, to obtain and absorb more in*ormation to be used *or our res%ecti'e *uture re*erences. "owe'er, according to a certain article, - there presently is no empirical justification for tailoring instruction to students’ supposedly different learning styles 4Pashler, 9?89.5
his leads us to a theor that educators, such as teachers and %ro*essors, should instead *ocus on de'elo%ing the most e**ecti'e and coherent was to %resent %articular bodies o* content in order *or us, students, to learn much more in*ormation in an e**icient wa instead o* *ollowing a sstem that is not suited *or all o* us. And in turn, students should ensure that the learning stle the a%%l. - Analytical and Logical reasoning – the ability to review complex written documents, draw inferences and create connections among legal evidences ritical thin!ing – the ability to discern concepts, comprehend evidences and integrate them with certain legal theories "easoning s!ill – the ability to discover underlying principles between two or more subjects and use it to solve a case# $rgani%ation – ability to sort, order and manage large volumes of exhibits, documents, files, evidence, data and other information# &ound 'udgment – the ability to consistently thin! clearly, carefully, and independently# Attention to detail – the ability to eye pertinent data and evidences that can be used for a case &tellar communication s!ills – the ability to proficiently spea! and write English and convey information in a clear, concise, and logical manner# (emori%ation s!ills – the ability to recall concepts that have been previously studied and apply it to new cases#
)iligence and commitment*
he learning methods %ro'ided abo'e are mental utilities that will hel% the students to assimilate, associate, and a%%l in*ormation and ideas with e**icienc and e**ecti'eness.
reasoning s/ills, and sound 6udgements, these methods ad'ocate rationalism which is a neccessar *acet *or students. he methods organization and attention to detail %romotes the students associati'e s/ills o* in*ormation and ideas with one another. $eferences+
htt%733www.*induni'ersit.%h3ma6ors3bach$o*$laws$%hili%%ines3 htt%733www.indiana.edu3%cl3rgoldsto3courses3dunlos/im%ro'inglearning.%d*
htt%733www.%hili%%inesbasiceducation.us39?8:3?3understanding$learning$ stles.htmli)zz?>08tF" II1 $elated Studies – #oreign $eferences
hroughout li*e, we learn we /now what wor/s best and what does not seem to suit us. &e ha'e what we call a -learning stle which e'erone ac0uires. he three commonl /nown stle o* learning are o* the *ollowing7 'isual, auditor, and tactile. he %roblem with most students nowadas is the *act that the do not /now which learning methods are e**ecti'e, not onl *or their academic %ur%oses, but *or learning as well.
According to studies, the sa students engaged in doing acti'ities which 'aries rather than ha'ing the same, usual method are more li/el to %ass their sub6ect3s other than those who sits in class the whole da.
en techni0ues *or learning im%ro'ement were assessed b the Pschological Science in the Public (nterest. Bear in mind that e'erone has their own learning stle i* one does not wor/ *or ou, it does not mean it would not be bene*icial to all. Hor ou to /now our learning stle, it is best to e)%eriment oursel* with 'arious strategies o* learning.
Inown as the highest in said ratings, Practice esting and Distributed Practice are the -*irst mar/ers to to% the list. Practice esting is /nown *or testing our sco%e o* /nowledge regarding sub6ect matters discussed, consider that it sha%es our brain to thin/ widel. Distributed Practice is highl e**ecti'e as well. Studies show that %eo%le who stud in chun/s, s%eci*icall 9?$:? minutes at a time are more li/el to recall and %er*orm well than those who cram and stud *or : hours straightJ
Elaborati'e (nterrogation, Sel*$E)%lanation, (nterlea'ed PracticeKthese are the second learning techni0ues to to% the listJ Elaborati'e (nterrogation is used *or /nowing how to a%%l what we learn and ha'ing this -wh conce%t in our heads it is %ro'en to be hel%*ul. Sel*$E)%lanation is similar li/e Elaborati'e (nterrogation, e)ce%t that it digs into dee%er conce%ts and it is more o* the -understanding and sol'ing o* %roblems. Lastl, (nterlea'ed Practices is use*ul *or tactile learners 4learners who does %hsical mo'ement5 and cogniti'e learners 4learners who are into math sol'ing.5
(t is *ound based on ratings that Summarization, "ighlighting, Mnemonics, and ereading are ine**ecti'eJ Summarization is hel%*ul *or understanding a conte)t, but *or e)ams, it is not recommended summarizations are not li/el to be included *or e)aminations. his method goes the same *or "ighlighting, because Summarization and "ighlighting are a*ter -im%ortant details. Mnemonics is an association o* using words and imager together howe'er, it is onl use*ul *or /ewords and de*initions, not long te)tJ Lastl, ereading does not hel% to absorb sub6ect matters well, and it is time wasting.
Belie'e it or not, "(G"L(G"(
ereading is not recommendable *acts are re%eated o'er and o'er again, whereb brain ti%s o** to disregard its im%ortance. (t is best to recall as much as ou could a*ter reading chun/s o* in*ormation. Most students -stud te)tboo/s and other assigned reading materials b rereading them. ereading is *ound to be time consuming and not durable *or memor.
So, what is the most e**ecti'e learning strateg1 he sa it is studing *or e'er 9?$:? minutes. According to %schologists, our brain could handle new in*ormation *or 9?$:? minutes, but going beond to its e)tent would be a bummer. Chun/ing our stud sessions is more use*ul than cramming e'erthing in 6ust one da.
Hlashcards are o* great use. Hrom %a%er *orm, to digital *ormsKthese are used *or recalling and retrie'ing learned to%ics. Sur%risingl, ou will ha'e this -( /now this moments when ou go o'er the material re%eatedl. Children *rom $89 ears old are /nown to use *lashcards. $eferences+
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ht t p: / / www. s ci enc emag. or g/ news / 2014/ 05/ l ec t ur es ar ent j us t bor i ngt hey r ei neffec t i v et oos t udy fi nds
ht t p: / / bi gt hi nk . c om/ neur obonk er s / as ses si ngt heev i denc ef or t heonet hi ngy ounev er get t aught i ns chool howt ol ear n
ht t p: / / i deas . t i me. c om/ 2013/ 01/ 09/ hi ghl i ght i ngi s a was t eof t i met hebes t andwor s t l ear ni ngt ec hni ques /
III1 $elated Studies – ocal $eferences
Based on the article *rom Challenging the
htt%733www.*acult*ocus.com3articles3learning$stles3challenging$the$notion$o*$
learning$stles3
I51 $elated iterature – #oreign $eferences
-&ummari%ation is not one strategy but a family of strategies# 4Pressle, !ohnson, Smons, McGoldric/, @ Iurita,8=>=, %. 5. 4Morris, @ Smith, 8=>5. 2ne last %oint should be made about the results *rom Bretzing and Iulha' 48=N=5Onamel, that summarization and note$ta/ing are both more bene*icial than 'erbatim note$ta/ing. Students in the 'erbatim$co%ing grou% still had to locate the most im%ortant in*ormation in the te)t, but the did not snthesize it
into a summar or re%hrase it in their notes. here*ore, writing about the im%ortant %oints in one+s own words %roduces a bene*it o'er and abo'e that o* selecting im%ortant in*ormation students bene*it *rom the more acti'e %rocessing in'ol'ed in summarization and note$ta/ing. hese e)%lanations all suggest that summarization hel%s students identi* and organize the main ideas within a te)t. Students o*ten ha'e to deal with a great amount o* in*ormation that re0uires them to identi* the *undamental %oints and how to e**icientl associate 'arious 'ital in*ormation with one another. A notable techni0ue *or attaining bene*icial learning stles in'ol'e students creating a set o* summaries which contains em%hasis on im%ortant and
rele'ant
in*ormation.
he
techni0ue is called success*ul summaries, it
ac/nowledges the signi*icant and rele'ant %oints o* a certain te)t, ca%turing the gist o* it while e)cluding unim%ortant or re%etiti'e material 4A. L. Brown, Cam%ione, @ Da, 8=>85. (n the degree %rogram o* BS Legal Management , dealing with a great amount o* in*ormation is de*initel ine'itable in law courses and other courses o**ered in the degree %rogram, %racticing the success*ul summaries techni0ue will hel% students to e**icientl and e**ecti'el assimilate rele'ant and signi*icant in*ormation in the students studies. Learning stles are di**erent was o* ta/ing in and understanding in*ormation. hese was are a**ected b age, e)%erience, %hsiolog, culture, and man other *actors. Peo%le also switch learning stles de%ending on what the are studing. Although changing a %re*erred wa o* learning o**ers ou *le)ibilit, it is also good to ca%italize on learning strengths. here are se'eral di**erent in'entories to assess learning stles. Hinding out our learning stle is interesting and can hel% ou understand wh ou learn best the wa ou do. As said on m basis, - it is helpful to ta!e a learning styles test to identify your various strengths and to be able to improve on wea!nesses# 4Bandler, Grinder, @ 2+Ste'ens,
9?8:5 Moreo'er, identi*ing our own strengths and wea/nesses can be used to our ad'antage. his will hel% us *ocus and ma/e us dedicate more time to im%ro'e on a
certain *ield, which will there*ore im%ro'e the wa we learn things, es%eciall as students.
Chapter 2+ $esearch Methodology 21'+ $esearch Design
he research design used in this research %a%er is the descri%ti'e t%e. he researchers decided to use a descri%ti'e research because the wa we intend to %resent the data would be in a descri%ti'e manner. Later on, the results *rom our data gathering would be %resented with descri%tions to ha'e a more accurate %resentation o* data. he researchers then *ind it most a%%ro%riate to use the descri%ti'e research.
21)+ $espondents
he res%ondents in'ol'ed in this research %a%er would be the college o* arts and sciences students enrolled in the degree %rogram o* legal management. he researchers randoml chose : legal management students as res%ondents. he researchers are one o* the man students enrolled in the said degree %rogram and we are interested to /now which learning method do the other students o* legal management *ind e**ecti'e.
212 Instru"entation
he research instrument used in this research %a%er is a sur'e 0uestionnaire. he researchers designed a close$ended 0uestionnaire containing si) 0uestions that as/ about the res%ondents+ %re*erences in their learning stle.
213 Data 6athering !rocedure
he researchers were able to gather data b distributing the sur'e 0uestionnaires to di**erent legal management students and as/ing them to answer the said 0uestionnaires. heir answers will then be used at data to soon be inter%reted into a result answering our main %roblems stated in cha%ter 8 o* this research %a%er. he sur'e 0uestionnaires were distributed last Hebruar 8N, 9?8F. 21/ Statistical reat"ent
he researchers decided to use *re0uenc and %ercentage in the analsis and inter%retation o* data which will be used in the ne)t cha%ter o* this research %a%er.
Chapter 3+ !resentation, Analysis and Interpretation of Data
(n this cha%ter, the gathered data are %resented, analzed, and inter%reted.
What is the demographic profile of the selected Legal Management Students in terms of age, gender and the frequency of the learning method that legal management students find most effective? able &o1 2 7he De"ographic !rofile in ter"s 6ender8
Gender Male Hemale otal
Hre0uenc 8N 8N :
Percentage ? ? 8??
he able
Age 8F 8N 8> 8=$abo'e otal
Hre0uenc 8? 8> 9 :
Percentage 9= : 89 F 8??
he able $8FR and there are onl *ew who doesn+t belong to their normal age Q8=$abo'eR. able &o1 / 7Ho4 fre%uent the egal Manage"ent Students study98
Hre0uenc 2nce a wee/ 9$ wee/s E'erda otal
9? = :
8 = 9F 8??
he able
able &o1 / 7A Study of the Most Effective Methods of earning !erceived by egal Manage"ent Students of San Beda College:Alabang8
!erceived Effects
-eighted
5erbal
Mean
Interpretation
$an;
3.5
Agree
6.5
3.5
Agree
6.5
3.2
Agree
3
3.3
Agree
4
3
Strongly Agree
2
3.6
Strongly Agree
8.5
3.6
Strongly Agree
8.5
4
Agree
10
2.6
Agree
1
3.4
Strongly Agree
5
8. ( %re*er lessons where there is something to loo/ at 4li/e a %icture,chart,'ideo5 9. &hen learning a new s/ill, ( %re*er someone to e)%lain it to me :. ( %re*er %ro*essors who get us to do something . Studing boost m sel*$esteem . ( %re*er rewriting m notes F. (s it necessar *or students to ado%t an e**ecti'e learning method in their studies1 N. ( %re*er a%%ling it to real li*e >. ( *ind m chosen method o* studing e**ecti'e *or me =. ( %re*er utilizing e electronic de'ice3gadget *or recording class discussions 8?.( %re*er a di**erent /ind o* learning method de%ending on the sub6ect
able no. %resents the the %re**ered E**ecti'e Methods o* Learning Percei'ed b Legal Management Students o* San Beda College$Alabang. Based on the table, the ma6or most %re**ered e**ecti'e method o* learning b Legal Managements o* San Beda College$Alabang is no. = -( %re*er utilizing an electronic de'ice3gadget *or recording
class discussions. with a weighted mean o* 9.F *ollowed b no. -( %re*er rewriting m notes. 4:5 that ran/ed 9nd *ollowed b a mean o* :.9 which is no. : -( %re*er %ro*essors who get us to do something. that ran/ed : *ollowed b no. -Studing boost m sel*$ esteem. 4:.:5 that ran/ed th no. 8? -( %re*er a di**erent /ind o* learning method de%ending on the sub6ect 4 :.5 that ran/ed th *ollowed b no. 8 and 9 -( %re*er lessons where there is something to loo/ at 4li/e a %icture,chart,'ideo5. and -&hen learning a new s/ill, ( %re*er someone to e)%lain it to me. res%ecti'el, both has a weighed mean o* 4:.5 that ran/ed F.th *ollowed b no.F and N -(s it necessar *or students to ado%t an e**ecti'e learning method in their studies1 and -( %re*er a%%ling it to real li*e. both has a mean o* :.F and are ran/ed >.th *ollowed with a mean o* which is no. > -( *ind m chosen method o* studing e**ecti'e *or me. that ran/ed 8? th.
According to Bretzing and Iulha' 48=N=5 that summarization and note$ta/ing were both more bene*icial than was 'erbatim co%ing. Students in the 'erbatim$co%ing grou% still had to locate the most im%ortant in*ormation in the te)t, but the did not snthesize it into a summar or re%hrase it in their notes. hus, writing about the im%ortant %oints in one+s own words %roduced a bene*it o'er and abo'e that o* selecting im%ortant in*ormation students bene*ited *rom the more acti'e %rocessing in'ol'ed in summarization and note$ta/ing. hese e)%lanations all suggest that summarization, such as rewriting notes to be more accurate and concise, hel%s students identi* and organize the main ideas within a te)t. (t is shown on the table that the students %re*er rewriting their notes with a mean o* : and is ran/ed as the second %re*erred learning method, since ma/ing notes is e**icient and is mostl concise. A notable techni0ue *or attaining beni*ical learning strategies in'ol'es students creating a set o* summarie 4ma/ing notes3rewrting notes5 which contains em%hasis on im%ortant and rele'ant in*ormation. 4A. L. Brown, Cam%ione, @ Da, 8=>85.
Chapter /+ Su""ary, Conclusions, and $eco""endations
his cha%ter consists o* the summarization, conclusions, and recommendations, which the researches gathered based on the analsis and inter%retation *ound through studies and data *or this com%arati'e stud.
/1'+ Su""ary
he im%ortance o* this re%ort is to %oinout the signi*icance o* learning methods. As stated in Cha%ter 8 @ 9, we %re%ared %roblems to h%othesize and ha'e a com%arati'e stud o* the 'arious methods o* learning ta/en *rom *oreign and local sources.
he general %ur%ose o* the stud was to com%are which studing method3strateg is most e**ecti'e *or the LM students *rom 8st ear $ th ear le'el o* San Beda College Alabang.
/1)+ Conclusions
his section entails the outcome o* the com%arati'e stud b the researchers. 2ur main %roblem is -what are the most e**ecti'e learning methods %ercei'ed b the legal management students o* San Beda College Alabang1
he sub$%roblems %re%ared b the researchers are o* the *ollowing7
•
&hat are learning methods1
•
&hat are the most commonl used learning methods1
•
"ow does the a%%lication o* the di**erent learning methods hel% a student1
Based on the analses o* data and the results, the *indings were summarized as *ollows7
•
•
•
•
here are se'enteen 4?5 male res%ondents and se'enteen *emale 4?5 res%ondents. hus, the number o* male res%ondents and *emale res%ondents are o* e0ualit. Most o* the Legal Management Students belong to the age categor o* 8F$8> ears old and a *ew number o* students belong to the age categor o* 8= and abo'e. Ma6orit o* the Legal Management res%ondents stud 9$ wee/s 4=5. 2ne *ourth o* the res%ondents studies e'er da 49F5, and 8 o* the Legal Management res%ondents stud once a wee/. Most Legal Management students %re*er the method o* using an electronic de'ice3gadget *or recording while class discussion is going on, *ollowed b the method o* rewriting notes. "a'ing the %ro*essors to engage students in acti'ities ran/ed :rd. -Studing boost m sel*$esteem ran/ed th ;sing 'arious studing strateg ran/ed th. "a'ing 'isual aids and ha'ing someone to e)%lain a new s/ill3conce%t both ran/ed F.. he signi*icance o* ado%ting a learning strateg in studies and the a%%lication o* it in li*e both ran/ed >.. Lastl, ha'ing our own learning method ran/ed last.
/12+ $eco""endations
Based on the conclusions and researches mentioned in Cha%ter 9 b the researches, the *ollowing are recommended7
• •
• • • • • • •
Stic/ with the learning methods that wor/ best *or ou. (t is best to stud in chun/s *rom 9?$:? minutes than to cram in a one$shot blow. ewrite our notes and ma/e it e**ecti'e and use*ul. ecord our class lectures while discussion is going on. ;se 'arious studing strateg de%ending on each sub6ects. "a'e our %ro*essors to let students engage in acti'ities. E)%lain what ou learned to someone. ereading the same to%ic is not recommendableJ "a'ing sit$in lectures all$da is not that e**ecti'e.
