Elementary learning styles and application of the Dunn and Dunn learning style inventory model
Mary Ann B. Navarez & Mary Cherry Lynn D. Tabernilla
Abstract
This study explored the diverse learning styles of elementary pupils in an elementary school in the Philippines. It examined the application of the Dunn and Dunn Learning Style Inventory Model (DDL-SIM) to enhance educational outcomes. Recognizing the unique learning preferences of learners, the research aimed to bridge the gap in learning styles by implementing tailored teaching methods and strategies. Utilizing an explanatory mixed-methods research design, the study engaged all pupils using the complete enumeration sampling technique to ascertain their learning styles across five domains: environmental, emotional, sociological, physiological, and psychological. The survey questionnaire for the quantitative phase and the semi-structured interview guide questionnaire for the qualitative phase were employed, which were subjected to validity and reliability tests by the expert panel of evaluators. The study's data analyses utilized descriptive statistics, Spearman Rho correlation, and thematic analysis. As per the DDL-SIM, quantitative findings revealed significant emotional and physiological preferences, with significant relationships between demographic profiles and their learning styles. Qualitative insights underscored a holistic approach to learning as the generated major theme, emphasizing the interconnectedness of minor themes such as emotional intelligence, social dynamics, physical health, and environmental factors in the learning experiences. The study suggested that educators create tailored learning plans and gender-sensitive approaches and include emotional and physiological aspects in teaching. In support of varied learning styles, it promoted the DDL-SIM of educator’s professional development and parent and community participation. Hence, the DDL-SIM recognizes and addresses each learner's unique preferences, promoting a more inclusive and successful learning environment.
Keywords
Dunn and Dunn Learning Model, learning style, environmental learning, emotional learning, sociological learning, physiological learning, psychological learning
Author information & Contribution
Mary Ann B. Navarez. Corresponding author. Master of Arts in Education, Teacher III, Bel-is Elementary School, Buruanga, Aklan, Philippines. Email: maryannbarrientos24@gmail.com
Mary Cherry Lynn D. Tabernilla. Doctor of Education, Education Program Supervisor, Schools Division Office – Aklan, Numancia, Aklan, Philippines.
“All authors equally contributed to the conception, design, preparation, data gathering and analysis, and writing of the manuscript. All authors read and approved the final manuscript.”
Disclosure statement
No potential conflict of interest was reported by the author(s).
Funding
This work was not supported by any funding.
AI Declaration
Notes
This paper is presented in 5th International Conference on Multidisciplinary Industry and Academic Research (ICMIAR)-2024
Acknowledgement
References
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Cite this article:
Navarez, M.A.B. & Tabernilla, M.C.L.D. (2024). Elementary learning styles and application of the Dunn and Dunn learning style inventory model. Industry and Academic Research Review, 2(1), 167-173. https://doi.org/10.53378/iarr.924.126
License:
This work is licensed under a Creative Commons Attribution (CC BY 4.0) International License.
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