Undergraduate Thesis Bachelor of Secondary Education Major in English University of Rizal System, Rodriguez Rizal 2014

This research aimed to determine what are the factors affecting listening using the modified Dunn and Dunn learning style model among grade 9 students of Wawa National High School. The subjects of the study were 30 out of 158 who enrolled during the second grading. Experimental research was employed in this study using questionnaire in gathering data. The gathered data were analyzed, treated and interpreted. To determine the profile of the respondents, frequency and percentage distribution were used. Mean was used to get the factors affecting using the Dunn and Dunn learning style model of the respondents. T-test Analysis was employed to determine if there is a significant difference in every element under Dunn and Dunn learning style model during their pre-test and post-test.

On the summary of findings: Based on the analysis and statistical treatment applied to the data gathered, the total numbers of respondents female are equal in number in the male. The female had the frequency of 15 or 50.0 percent, while the latter had the frequency of 15 or 50.0 percent.

With regards to the significant difference between the factors affecting listening using the modified Dunn and Dunn leaming style model the computed p-value in terms of sound and light element under Environment is 0.445 which is greater than 0.05 therefore, we failed to reject the null hypothesis so there is no significant difference between pre-test and post-test. The computed p-value in terms of temperature and seating design elements under Environmental is 0.001 which is less than 0.05 thus, the null hypothesis was rejected. Therefore there is significant difference between pre-test and post-test. It implies that Environmental Elements affects the performance in listening of the respondents. In the computed p-value in terms of positive element under Emotional is 0.995 which is greater than 0.05, failed to reject the null hypothesis, so there is no significant difference between pre-test and post-test. The computed p-value in terms of negative element under Emotional is 0 which is less than 0.05 thus, the null hypothesis was rejected. Therefore there is significant difference between pre-test and post-test. It implies that Emotional affects the performance in listening of the respondents. In the computed p-value in terms of alone/authority elements under Sociological is 0.001 which is lower than 0.05, thus, the null hypothesis was rejected. Therefore there is no significant difference between pre-test and post-test. The computed p-value in terms of pair/group elements element under Sociological is 0.997 which is greater than 0.05 failed to reject the null hypothesis. So there is no significant difference between pre-test and post-test. It implies that Sociological affects the performance in listening of the respondents. In the computed p-value in terms of visual/tactual elements under Physiological is 0.034 which is greater than 0.05, thus, the null hypothesis was rejected. Therefore there is significant difference between pre-test and post-test. The computed p-value in terms of time of day element under Physiological is 0 which is greater than 0.05 thus, the null hypothesis was rejected. Therefore there is significant difference between pre-test and post-test. It implies that Physiological affects the performance in listening of the respondents. In the computed p-value in terms of analytical element under Psychological is 0.001, thus, the null hypothesis was rejected. Therefore there is significant difference between pre-test and post-test. The computed p-value in terms of global element under Psychological is 0.001 which is greater than 0.05 thus, the null hypothesis was rejected. Therefore there is significant difference between pre-test and post-test. It implies that Psychological affects the performance in listening of the respondents.

Based on the findings above, the following conclusions were drawn.

The respondents are same in number.

With regards to the factors affecting listening of the respondents the modified Dunn and Dunn learning styles model affects the performance of the respondents

The performance of the respondents improved in some elements such as Environmental (Sound and Light Stimuli), Emotional (Positive Stimuli) and Sociological (Pair and Group) while the other elements such as Physiological and Psychological, the performance of the respondents deteriorated. Therefore the Modified Dunn and Dunn learning style affect the listening abilities of Grade 9 students at Wawa National High School.

On the basis of findings and conclusions the following recommendations are offered: The School administrators should be aware of the learning styles affecting listening of the students they can conduct seminars trainings about listening and leaming style. They should improve their facilities to have a better listening process. Teachers of English should provide more listening exercises to enhance the listening skill of their students. Students should be trained and oriented on the factors that might affect their listening abilities. They are advised to have a balance learning styles. Future Researchers should conduct a related study on listening using different data in the same place to support the findings in this study.