Students' Preferred Learning Modality
Keywords:
Preferred Learning Modalities, Education Students, Husserlian Descriptive Methodology, Learning Transition, Face-to-Face Learning, Learning ExperienceAbstract
The concept of preferred learning modalities among students gained significant attention in education. Understanding how students preferred to receive and process information could help educators tailor their instructional methods to enhance learning outcomes. Although there were a variety of instructional methods being implemented, modal preferences still received the most significant attention in both educational research and practical application. In this regard, to know the in-depth experiences of the subjects, Husserlian’s Descriptive methodology was used in conducting an incidental interview of the students in Mandaue City College enrolled in A.Y. 2023 under the School of Education. The purpose of this study was to investigate the most commonly preferred learning modalities among students amidst the learning transition as well as the experiences that were being encountered. Moreover, this study aimed to explore the potential factors influencing their preferred learning mode. The possible reasons for exploring this could have been to identify ways to improve the current learning modalities and to enhance the overall learning experience for students. It could also have been to address any gaps or limitations in the current curriculum and to ensure that students were equipped with the necessary skills and knowledge for their future careers. And based on the results, the face-to-face mode of learning was more favorable than other modalities. The informants said that it was a more effective way of learning, as well as being more convenient and less financially pressured.
References
Allen, J., Rowan, L., & Singh, P. (2020). Teaching and teacher education in the time of COVID-19. Asia-pacific Journal
of Teacher Education, 48(3), https://link.springer.com/article/10.1007/s10639-021-10589-x#cities
Barrot, J., Llenares, I. I., & Del Rosario, L. S. (2021). Students’ online learning challenges during the pandemic and how
they cope with them: The case of the Philippines. Education and Information Technologies, 26(6), 7321–7338.
https://doi.org/10.1007/s10639-021-10589-x
Briones, M. C. B. (2021). Readiness and Challenges of Higher Education to the New Normal – A Case of Philippine Public
University. ASEAN Journal of Basic and Higher Education, 6(1)
Cao, W., Fang, Z., Hou, G., Han, M. K., Xu, X., Dong, J., & Zheng, J. (2020). The psychological impact of the COVID-19
epidemic on college students in China. Psychiatry Research-neuroimaging, 287, 112934.
https://doi.org/10.1016/j.psychres.2020.112934
Janice L. Hutinger. (2001). “The Principal’s Role in Fostering Collaborative Learning Communities Through Faculty Study
Group Development.” Theory Into Practice, vol. 47, no. 4, Taylor and Francis, Oct. 2008, pp. 276–85.
https://doi.org/10.1080/00405840802329136.
Kelvin. (2021). What Makes Distance Learning a Bad Thing for Socializing? Concept Phones. https://www.concept-
phones.com/news/what-makes-distance-learning- Learning Modality Type. (2022, December 12). Wisconsin
Department of Public Instruction. https://dpi.wi.gov/wise/data-elements/learning-modality
Thomas S. Zypher Jude G. Regencia, J. Rem C. Dela Cruz, Frances Dominique V. Lim, L. T. S., Regencia, Z. J. G., Cruz,
J. R. C. D., Ho, F. P., Rodolfo, M. S., Ly-Uson, J. T., & Baja, E. S. (2022). Assessing the effect of the COVID-
pandemics, shift to online learning, and social media use on the mental health of college students in the
Philippines: A mixed-method study protocol. PLOS ONE, 17(5), e0267555.
Mahyoob, M. (2020). Challenges of e-Learning during the COVID-19 Pandemic Experienced by EFL Learners. Arab World
English Journal, 11(4), 351–362. https://doi.org/10.24093/awej/vol11no4.23 41 Guidelines-on-the-
Implementation-of-Flexible-Learning. https://ched.gov.ph/wpcontent/uploads/CMO-No.-4-s.-2020-pdf
Miller, C. (2022). Why Learning Preferences Are More Important Than Learning Styles. BizLibrary.
https://www.bizlibrary.com/blog/learning-methods/learningpreferences-versus-learning-styles/
Scott, C. (2020). Why is online learning important? Hult International Business School. https://www.hult.edu/blog/why-
is-online-learning-important/
Smith, B. J., & Lim, M. H. (2020). How the COVID-19 pandemic is focusing attention on loneliness and social isolation.
Public Health Research & Practice, 30(2). https://doi.org/10.17061/phrp3022008
Svinicki, M. D., & Vogler, J. S. (2012). Motivation and Learning: Modern Theories. In Springer eBooks (pp. 2336–2339).
https://doi.org/10.1007/978-1-4419-1428-6_392
Thomas, C. J. (2022, March 9). Coronavirus and challenging times for education in developing countries. Brookings.
https://www.brookings.edu/blog/education-plusdevelopment/2020/04/13/coronavirus-and-challenging
times-for-education-indeveloping-countries/
Tee, M. L., Tee, C. A., Anlacan, J. P., Aligam, K. J. G., Reyes, P. W. C., Kuruchittham, V., & Ho, R. C. (2020). Psychological
impact of COVID-19 pandemic in the Philippines. Journal of Affective Disorders, 277, 379–391.
https://doi.org/10.1016/j.jad.2020.08.043
Verde, A. V., & Valero, J. (2021). Teaching and Learning Modalities in Higher Education During the Pandemic: Responses
to Coronavirus Disease 2019 From
Spain. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.648592 Villani, L., Pastorino, R., Molinari, E.,
Anelli, F., Ricciardi, W., Graffigna, G., & Boccia, S. (2021). Impact of the COVID-19 pandemic on psychological
well-being of students in an Italian university: a web-based cross-sectional survey.
Ulum, H. (2021). The effects of online education on academic success: A meta-analysis study. Education and Information
Technologies, 27(1), 429–450. https://doi.org/10.1007/s10639-021-10740-8
