Students' Learning Preferences and Motivation

INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH AND ANALYSIS
ISSN(p in ): 2643-9840, ISSN(online): 2643-9875
Volume 08 Issue 10 Oc obe 2025
DOI: 10.47191/ijm a/ 8-i10-19, Impac Fac o : 8.266
Page No. 5680-5688
IJMRA, Volume 08 Issue 10 Oc obe 2025 www.ijm a.in Page 5680
S uden s’ Lea ning P e e ences and Mo i a ion
Lo a G. Du iga1, Rosalinda C. Tan iado2
1Sou he n de O o Philippines College, Cagayan de O o Ci y, Philippines
2DepEd Cagayan de O o Ci y Di ision, Cagayan de O o Ci y, Philippines
ABSTRACT: Unde s anding he basis on how s uden s lea n and wha d i es hem o lea n is essen ial o educa o s o enhance
lea ning ou comes. This s udy assessed he le el o s uden s’ lea ning p e e ences, and mo i a ion, and he ela ionship be ween
s uden s’ lea ning p e e ences and mo i a ion. The s udy employed desc ip i e co ela ional and causal esea ch designs. A o al
o one hund ed six y-se en (167) G ade 10 lea ne s answe ed he adap ed ques ionnai e. The s udy u ilized s a is ical measu es
such as he Mean, S anda d De ia ion, and Pea son P oduc Momen Co ela ion Coe icien ( ). The s udy ound ha he
esponden s ha e a e y high le el o ac ile lea ning p e e ence as hey lo e o ha e p ac ical expe ience o comp ehend and
emembe in o ma ion. Resul s also e ealed ha he esponden s ha e a high le el o ex insic mo i a ion as hey p e e ex e nal
ewa ds o hei ac ions. A signi ican ela ionship exis s be ween he s uden s’ lea ning p e e ences and hei mo i a ion. Thus,
hands-on engagemen and ex e nal incen i es s ongly esona e wi h he esponden s. Con inuous guidance and inspi a ion om
he lea ning acili a o s a e ecommended o empowe lea ne s o each hei ull po en ial.
KEYWORDS: ex insic mo i a ion, lea ning p e e ence, mo i a ion, ac ile
I. INTRODUCTION
Lea ning is a mul i ace ed p ocess h ough which s uden s acqui e knowledge, skills, and a i udes, acili a ed by ac i e
engagemen , cons uc i e in e ac ions, and e lec i e p ac ices. S uden s, as indi iduals wi h unique backg ounds, abili ies, and
in e es s, emba k on a jou ney o in ellec ual g ow h wi hin educa ional en i onmen s whe e hey a e suppo ed, challenged, and
inspi ed by educa o s and pee s. G ounded in heo ies o cons uc i ism and cogni i e de elopmen , lea ning is shaped by social
in e ac ions, di e en ia ed ins uc ion, and me acogni i e awa eness, os e ing deep unde s anding, c i ical hinking, and li elong
lea ning skills. Mo i a ed by in insic cu iosi y, academic goals, and ex e nal incen i es, s uden s na iga e h ough di e se lea ning
expe iences, emb acing challenges, pe se e ing h ough obs acles, and ul ima ely e ol ing in o sel -di ec ed lea ne s p epa ed o
h i e in an e e -e ol ing wo ld.
Lea ning mo i a ion de e mine which way people p ocess and lea n in o ma ion he bes . I may all in o h ee ca ego ies:
isual lea ne s, audi o y lea ne s, and ac ile lea ne s (El ick, 2018). S uden s ha e hei own p e e ences and eason in choosing
he lea ning s yle ha is mos e ec i e o hem, and hey end o lea n bes when in o ma ion a e p esen ed in his ype o s yle.
De e mining he lea ning s yles o s uden s will ul ima ely imp o e hei educa ional expe ience. This will also p o ide bo h
eache s and s uden s wi h posi i e eedback on hei s eng hs and weaknesses in he eaching and lea ning scena io.
Likewise, knowledge o he lea ning s yles can p o ide implica ions o cu iculum design allowing eache s o implemen
a lea ne -cen e ed cu iculum model in he class oom. One o he impo an s eps o unde ake o ensu e quali y and op imal
lea ning expe ience among s uden s is o conside hei di e en lea ning s yles and p e e ences. In ac , Ala i and Toozandehjani
(2017) concluded ha ha ing a backg ound o he lea ning s yles o s uden s can enhance hei lea ning and a he same ime help
s uden s s eng hen sel -ac ualiza ion. Howe e , sel -mo i a ion also plays a i al ole in s uden s’ lea ning a mosphe e. I is he
abili y o do wha needs o be done, wi hou he in luence om o he people o si ua ions (Business Dic iona y, 2019).
Mo i a ion is a combina ion o e o plus desi e o achie e he goal o lea ning he language, plus a o able a i udes
owa ds lea ning he language. Kha ameh (2018) concluded ha s uden s' con idence in hei academic pe o mance ou o he
class oom esul ed in s uden success. Such an accoun encou ages he s uden o belie e in hei abili ies and sel -e icacy and
be mo e academically mo i a ed. Thus, add essing he challenge in acili a ing lea ning condi ions should be aken in o
conside a ion o help indi iduals o op imize hei lea ning (Sighn, 2017).
S uden s’ Lea ning P e e ences and Mo i a ion
IJMRA, Volume 08 Issue 10 Oc obe 2025 www.ijm a.in Page 5681
Sel -mo i a ion is a basic desi e ha encou ages indi iduals o achie e a ious ul illmen s o hei own needs. To ul ill
he s uden s’ basic needs, he eache only needs o ake ad an age o he s uden s' na u al cu iosi y by p esen ing ma e ial ha
is sui able and meaning ul o s uden s. I is impo an o inc ease s uden s’ mo i a ion o p o ide oppo uni ies o s uden s o
explo e pe sonally and allow hem o ind some hing meaning ul h ough wo k (Wa dani e al., 2020). Lea ne s who a e mo i a ed
by hei own in e es s can iden i y lea ning objec i es and he asks necessa y o each hem on hei own. In insic mo i a ion is
he desi e o ac which is caused by an in e nal d i ing ac o .
In o he wo ds, indi iduals a e compelled o beha e owa ds ce ain goals wi hou any ex e nal d i ing ac o s. S uden s
who a e in insically mo i a ed o pa icipa e in lea ning ac i i ies can be seen om hei diligen ac i i ies in doing lea ning asks
because hey eel hey need and wan o achie e hei eal goals. Always wan ing o know mo e abou some hing, wan ing o be
known by he eache , and showing his abili ies a e examples o o ms o mo i a ion ha come om wi hin onesel , while ex insic
mo i a ion is de ined as mo i es ha a e ac i e and unc ion because o ex e nal s imuli. Ex insic mo i a ion is no a ue eeling
o desi e wi hin s uden s o lea n. Ex insic mo i a ion is said o be he main pu pose o indi iduals ca ying ou ac i i ies is o
achie e goals ha lie ou side o lea ning ac i i ies. In o he wo ds, ex insic mo i a ion is an impe us o someone's beha io ha
is ou side o he ac o doing. S uden s who a e mo i a ed by ex insic mo i a ion in pa icipa ing in lea ning ac i i ies always
expec he app o al o he eache o con ince hem ha wha hey a e doing o wha hey ha e done a e co ec (Gunawan e
al., 2020).
I is ecognized ha con empo a y s uden s possess unique lea ning s yles shaped by hei exposu e o di e se media
and digi al pla o ms, he need o iden i y lea ne s’ lea ning p e e ence and mo i a ion is essen ial. Howe e , in Man icao Dis ic ,
speci ically wi hin he ou (4) in eg a ed schools, a conce ning end o d opou a es, pa icula ly among s uden s in G ade 10,
has been obse ed. Wi h his, he esea che was in e es ed in inding ou he s uden s’ lea ning s yles and hei sel -mo i a ion,
and he ela ionship be ween he s uden s' lea ning s yles and sel -mo i a ion o be e lea ning ou comes.
This esea ch u ilized wo heo e ical amewo ks: he Sel -De e mina ion Theo y (SDT) by Ryan and Deci (2019), a
ho ough heo y o human de elopmen and well-being wi h impo an implica ions o educa ion, and he Theo y o Va k
Lea ning S yles, which is ecognized as one o he mos well-known and widely applied lea ning s yle heo ies. I has caused a
pa adigm change in he p o ession, mo ing away om beha io is ic me hods ha seek o con ol and mold mo i a ion om he
ou side in. Ins ead, his highligh s he signi icance o suppo i e se ings while s essing people's inna e mo i a ional endencies
o lea ning and pe sonal imp o emen .
B oadben (2021), suppo ed Educa ion heo is Neil Fleming was a key playe in de eloping he VARK Lea ning Theo y,
which di ides child en in o ou lea ning s yles: isual, audi o y, eading/w i ing, kines he ic/ ac ile, and audi o y/ isual. Al hough
educa o s ha e been awa e o di e en lea ning s yles o a long ime, sys ema ic awa eness and comp ehension did no s a o
su ace un il he 1970s and 1980s. In 1987, Fleming c ea ed he VARK lea ning s yles amewo k in an e o o imp o e he way
ha bo h eache s and s uden s migh abso b new in o ma ion.
Acco ding o SDT, people a e na u ally inclined owa d psychological de elopmen , mas e y, and in e pe sonal
ela ionships. Bu in o de o h i e, hese p oac i e ins inc s equi e a o able ci cums ances. In o de o p omo e heal hy g ow h,
SDT exp essly suppo s mee ing undamen al psychological needs (Ryan e al., 2019). The h ee basic needs ha a e conside ed
as being essen ial o p omo ing op imal g ow h a e ela edness, compe ence, and au onomy.
II. METHODOLOGY
The s udy u ilized desc ip i e co ela ional esea ch design. Desc ip i e co ela ional design aims o unco e ela ionships
among a iables, p o iding a sys ema ic and accu a e desc ip ion o a popula ion, si ua ion, o phenomenon h ough a ious
esea ch me hods. This app oach in es iga ed mul iple a iables o unde s and hei associa ions. The esea che obse ed how
changes in one a iable impac ano he , o e ing insigh s in o he unde lying mechanisms d i ing he phenomena being s udied.
Analyzing hese ela ionships enables esea che s o gain a deepe unde s anding o he complex dynamics wi hin hei esea ch
a ea. (Do e ail Edi o ial Team, 2023).
The da a ga he ed wen se e al s a is ical echniques o analysis. Ini ially, desc ip i e s a is ics was employed o
summa ize, ansla e, and in e p e he in o ma ion ob ained. Desc ip i e s a is ics aided in p o iding a clea unde s anding o
he da a h ough calcula ions o Mean, S anda d De ia ions, and F equency dis ibu ions. Gi en ha he s udy aimed o
desc ip i e analysis, equency coun and pe cen age dis ibu ion we e u ilized ex ensi ely. To add ess P oblems 1 and 2, which
in ol ed unde s anding he cha ac e is ics and pa e ns wi hin he da a, desc ip i e s a is ics was pi o al. This en ailed calcula ing
he Mean alues, S anda d De ia ions o measu e he sp ead o da a, and equency dis ibu ions o asce ain he occu ence o
di e en alues wi hin he da ase . Fo P oblem 3, which sough o explo e he ela ionship be ween s uden s’ lea ning s yles and
s uden s’ sel -mo i a ion, he esea che employed he Pea son P oduc Momen Co ela ion Coe icien . This s a is ical me hod
S uden s’ Lea ning P e e ences and Mo i a ion
IJMRA, Volume 08 Issue 10 Oc obe 2025 www.ijm a.in Page 5682
was used o de e mine he s eng h and di ec ion o he linea ela ionship be ween wo a iables. By analyzing he co ela ion
coe icien , he esea che could assess whe he he e was a signi ican ela ionship be ween s uden s’ lea ning s yles and
s uden s’ sel -mo i a ion.
III. RESULTS AND DISCUSSION
P oblem 1. Wha is he le el o he s uden s’ lea ning p e e ences in e ms o :
1.1 audi o y;
1.2 isual; and
1.3 ac ile?
Table 1: O e all Lea ning P e e ence
Va iables
Mean
SD
Desc ip ion
In e p e a ion
Audi o y
3.67
0.61
O en
High
Visual
3.63
0.62
O en
High
Tac ile
3.79
0.59
O en
High
O e all
3.70
0.61
O en
High
No e: 4.21 – 5.00 Ve y High 3.41 – 4.20 High 2.61 – 3.40 Mode a e
1.81 – 2.60 Low 1.00 – 1.80 Ve y Low
Table 1 shows he O e all Lea ning P e e ence. I has an o e all Mean o 3.70 wi h SD= 0.61, desc ibed as O en and
in e p e ed as High. The esul indica ed ha esponden s in his con ex o en exhibi a combina ion o audi o y, isual, and
ac ile lea ning p e e ences. Recognizing and accommoda ing hese di e se lea ning p e e ences can empowe educa o s o
design mo e e ec i e lea ning expe iences ha ca e o he needs o all s uden s. By le e aging insigh s in o audi o y, isual, and
ac ile lea ning s yles, educa o s can c ea e dynamic and engaging ins uc ional s a egies ha p omo e meaning ul lea ning and
enhance o e all s uden achie emen . I is impo an o no e ha he lea ning s yles o he s uden s mus be conside ed in
o mula ing a ious class lessons and ac i i ies so ha he s uden s can ha e ai oppo uni ies o lea n and acqui e knowledge
and skills.
Recognizing he di e se lea ning s yle p e e ences among s uden s enhance he e ec i eness o lea ning expe iences.
Ala i and Toozandehjani (2017) asse ed ha amilia i y wi h s uden s' lea ning s yles no only imp o es hei lea ning ou comes
bu also os e s sel -ac ualiza ion. Speci ically, he ac ile lea ning s yle as i go he highes wi h he Mean o 3.79 wi h SD=0.59,
desc ibed as o en ang in e p e ed as high. This implies ha he esponden s o en lea n bes when engaged in p ac ical asks,
manipula i es, o o he ac ile expe iences.
Mo eo e Cook (2023) s a ed ha hands-on lea ning ac i i ies imp o ed lea ne s’ comp ehension o all opics, being
p esen ed. Th ough expe ien ial lea ning, ac ile lea ne s can engage wi h ins uc ional ma e ials h ough physical in e ac ion,
which s eng hens hei unde s anding and lea ning objec i es. In he subjec a eas like Science and MAPEH, lea ning by doing o
h ough expe ience becomes mo e impo an o he s uden s as hey pe o m expe imen s and o he o m o ole play and
p esen a ions.
On he o he hand, isual lea ning s yle, is he lowes lea ning s yle wi h a Mean sco e o 3.63 wi h SD =0.62, desc ibed
as O en and in e p e ed as High. E en hough his s udy gi es a lowe anking o isual lea ning s yles, i is impo an o
unde s and ha accommoda ing di e en lea ning modes is c ucial o p o iding ho ough and e icien educa ion. S uden s ha e
di icul y o challenges on jus looking and isual aids wi hou he ho ough explana ions om he eache s. I is impo an o he
eache s o no jus p o ide lesson ma e ials bu de ini ely p o ide explana ions and in o ma ion ha is equi ed o a ce ain opic.
Fo he lea ning p ocess o achie e maximum e ec i eness, s uden s mus be encou aged o be ac i ely engage and di ec ly
expe ience i i s hand aside om he eache ’s explana ions. In his way, hey can con inue o lea n and slowly de eloped
hemsel es o be an independen lea ne (Wege e al., 2022).
Addi ionally, Tuken and Pasinggi (2018) p oposed ha he lea ning p ocess becomes mo e e ec i e when s uden s a e
di ec ly engaged in hands-on wo k, enabling hem o hink c i ically, make obse a ions, and d aw conclusions om hei
expe iences. Expe ience is s ill conside ed o be he bes way o lea ning and acqui ing new knowledge and skills ha can be
u ilized in hei daily ac i i ies.
Mo eo e , he eache s can build inclusi e lea ning en i onmen s ha can mee he di e en needs o hei s uden s by
u ilizing a combina ion o ac ile, isual, and au al eaching modali ies (Pamon and Oco, 2024). I is only i ing ha eache s may
S uden s’ Lea ning P e e ences and Mo i a ion
IJMRA, Volume 08 Issue 10 Oc obe 2025 www.ijm a.in Page 5683
con inue o be pa ien , obse an and inno a i e in hei eachings so ha he s uden s will con inue o ha e he exci emen and
in e es o s udy and lea n mo e. Fos e ing exci emen and sus ained in e es in lea ning h ough pa ience, obse a ion, and
inno a ion.
P oblem 2. Wha is he le el o s uden s’ mo i a ion in e ms o :
2.1 in insic; and
2.2 ex insic?
Table 2 on he nex page e lec s s uden s’ o e all le el o mo i a ion wi h an o e all Mean o 4.19 wi h SD= 0.59,
desc ibed as O en and in e p e ed as Abo e A e age. This sugges s ha pa icipan s a e highly mo i a ed, bo h in insically and
ex insically, showing a s ong desi e o be pa in school ac i i ies and o succeed in e e y hing ha hey do. Mo i a ion is
impo an o he s uden s as hey a e s ill on he le el o acqui ing new knowledge and skills and in-p epa a ion o he eal-li e
s uggles, challenges and expe iences. They mus be mo i a ed so ha hey can acqui e ample o in o ma ion so ha by he ime
hey a e on hei own hey a e p epa ed and can easily make he necessa y adjus men s and ha gi ing up will only become pa
o hei las eso .
Table 2: S uden s’ Mo i a ion
Va iables
Mean
SD
Desc ip ion
In e p e a ion
In insic Mo i a ion
4.12
0.61
O en
Abo e A e age
Ex insic Mo i a ion
4.25
0.57
Always
Ve y High
O e all
4.19
0.59
O en
Abo e A e age
No e: 4.21 – 5.00 Ve y High 3.41 – 4.20 Abo e A e age 2.61 – 3.40 A e age
1.81 – 2.60 Below A e age 1.00 – 1.80 Ve y Low
The capaci y o consis en ly inspi e onesel o pu sue one’s objec i es and aspi a ions wi hou depending on ou side
in luences is known as sel -mo i a ion. I is wha keeps one mo ing o wa d owa d achie emen e en in he ace o ad e si y, i
is a skill ha can indeed be cul i a ed and enhanced h ough delibe a e e o and p ac ice (P adeepa, 2024). This can only be
done and achie ed wi h he p esence, assis ance and guidance o he eache s and e en hei pa en s.
Ex insic mo i a ion was a ed wi h he highe Mean o 4.25 wi h SD= 0.57, desc ibed as always and classi ied as e y
high in e ms o mo i a ion, sugges ing ha s uden s a e consis en ly mo i a ed by ex e nal ac o s such as p aises, g ades o
ewa ds. This only means ha he s uden s a e pu ing mo e emphasis o angible hings han he unseen ones. They wan ac ion
han jus me e wo ds.
The occu ence o ex insic mo i a ion o e in insic mo i a ion sugges s ha con empo a y child en a e mo e inclined
owa ds seeking ewa ds o engaging in ac i i ies p ima ily o ex e nal incen i es a he han inhe en enjoymen o pe sonal
sa is ac ion. Academic mo i a ion plays a c ucial ole in de e mining academic ou comes and s uden success in hei s udies
(Be es o a e al., 2022). Sangu as (2021) iden i ied ha a ixed mindse is cha ac e ized by he belie ha skills a e unal e able
and ied o ex e nal mo i a ion. This mindse signi ican ly in luences how indi iduals espond o ex e nal incen i es and hei
o e all app oach o lea ning and p oblem-sol ing.
Mo eo e , Incen i es se e as mo i a o s o s uden s, inspi ing hem o inc ease hei p oduc i i y as hey expe ience a
sense o p ide and accomplishmen when hey succeed. This posi i e ein o cemen c ea es a cycle whe e success leads o
happiness, u he ein o cing he desi e o s i e o excellence.
Ex e nal suppo sys ems, such as eache s, pa en s, o men o s, play a c ucial ole in helping s uden s o e come hei
challenges and eigni e hei mo i a ion o lea n. By p o iding encou agemen , guidance, and cons uc i e eedback, educa o s
can help s uden s iden i y s a egies o imp o emen and egain con idence in hei abili ies (Chen, 2023).
Meanwhile, in insic mo i a ion has he lowe le el wi h he Mean sco e o 4.12 wi h SD=0.61, desc ibed as o en and
in e p e ed as abo e a e age. The da a sugges s ha s uden s equen ly expe ience in insic mo i a ion. When s uden s
pa icipa e in lea ning ac i i ies, hey a e no mally d i en by in e nal causes such as cu iosi y, enjoymen , and pe sonal ul illmen .
The s uden s eel ha being app ecia ed is also a nice and posi i e eeling. The only challenge is ha i hey a e no used o hea ing
i as hey some imes eel awkwa d o shy abou i some imes. Teache s mus he e o e each hem o be mo e exp essi e o hei
hough s and emo ions.
B own (2024) s a ed ha s uden s mus be augh and inspi ed o exp ess hemsel es and hei eeling e en i i is
nega i e o no . This will help hem elease he ensions hey eel inside o hem which can u n in o anxie y o e en nega i e
hough s. This can u he lead o discou agemen and lack o en husiasm owa ds hei s udies and ac i i ies. Teache s and
S uden s’ Lea ning P e e ences and Mo i a ion
IJMRA, Volume 08 Issue 10 Oc obe 2025 www.ijm a.in Page 5684
pa en s mus also be sensi i e o hei s uden s o de ec hei emo ional condi ions so ha hey can do and p o ide necessa y
adjus men s and e en counselling.
P oblem 3. Is he e a signi ican ela ionship be ween s uden s’ lea ning p e e ences and mo i a ion?
Table 3: Tes o Co ela ion on S uden s’ Lea ning P e e ence and Mo i a ion
Va iables
- alue
p- alue
Le el o Co ela ion
Desc ip ion
In e p e a ion
Audi o y
0.463
0.041
Low Posi i e Co ela ion
Rejec Ho
Signi ican
Visual
0.436
0.004
Low Posi i e Co ela ion
Rejec Ho
Signi ican
Tac ile
0.635
0.001
Mode a e Posi i e Co ela ion
Rejec Ho
Signi ican
No e: Signi ican i compu ed p- alue is less han 0.05 le el o signi icance
Table 3 shows he esul s o he co ela ion es be ween s uden s’ lea ning p e e ence in e ms o audi o y, isual, and
ac ile, and hei sel -mo i a ion. The able indica es ha he e is a signi ican co ela ion be ween s uden s’ lea ning p e e ences
and hei mo i a ion wi h he ejec ion o he null hypo hesis and he compu ed p- alue lowe han 0.05.
In e ms o audi o y, i egis e ed an - alue = 0.463 wi h p < 0.041) indica ing low posi i e co ela ion wi h sel -
mo i a ion. Thus, ejec ing he null hypo hesis. This implies ha lea ning s yle in e ms o audi o y has connec ion owa ds he
mo i a ion o he s uden s. Al hough i only allow posi i e le el, i s impo ance is undeniable as i can con ibu e posi i ely owa ds
he s uden s’ le el o mo i a ion. High le el o mo i a ion can con ibu e o doing be e in e e y hing hey do which can lead o
be e esul s as well. Th oughou he lea ning jou ney, s uden s mus con inue a high le el o mo i a ion o main ain ocus and
e ec i ely abso b he p esen ed in o ma ion. Tailo ing he lea ning s yle and mo i a ion o align wi h s uden s' capabili ies can
enhance hei abili y o comp ehend and mas e in o ma ion e icien ly.
S uden s’ mo i a ion se es as he uel ha p opels he engine o lea ning o wa d, highligh ing i s c ucial ole in he
lea ning p ocess. Acco ding o Kayala (2017) audi o y lea ne s ind ha excessi e noise can easily dis up hei ocus and
concen a ion. Ne e heless, hey ha e obse ed ha e balizing p oblems and in o ma ion aids in hei comp ehension and
e en ion, indica ing a p e e ence o audi o y lea ning and in e ac i e pa icipa ion.
Addi ionally, isual lea ning s yle also has a low posi i e co ela ion owa ds sel -mo i a ion bu i s compu ed = 0.436,
and p < 0.004 indica ing signi ican co ela ion. Thus, also ejec ing null hypo hesis. This means ha indi iduals who p e e isual
lea ning end o also exhibi good ela ionships in hei le el o sel -mo i a ion. This u he indica es ha when he eache s can
p o ide necessa y adjus men ca e ing s uden s ha a e isual lea ne s, hey become mo e in e es ed and inspi ed owa ds
lea ning. I is impo an o no e ha he s eng h o his ela ionship is conside ed ela i ely weak based on he le el o co ela ion,
bu i mus ne e be o e looked by he eache s and he pa en s.
Acco ding o Co nell (2024), he e ec i eness o isual lea ning depends on a ious ac o s, including indi idual lea ning
s yles, cogni i e abili ies, and p io expe iences. While some s uden s ind isual lea ning en i onmen s engaging and e ec i e o
p ocessing in o ma ion, o he s may s uggle due o ac o s such as a en ional di icul ies and isual p ocessing challenges. I is
impo an o he eache s o make su e ha he ins uc ional ma e ials hey p o ide o isual lea ne s a e well selec ed and
c a ed.
Tac ile lea ning s yle has a mode a e posi i e co ela ion wi h sel -mo i a ion. I egis e ed a compu ed = 0.635 and p
< 0.001 indica ing signi ican ela ionship. Thus, he null hypo hesis is ejec ed. The esul shows a signi ican le el o sugges ion
ha indi iduals who p e e ac ile lea ning me hods end o ha e highe le els o sel -mo i a ion. The s eng h o his ela ionship
is conside ed mode a e, as he co ela ion coe icien is ela i ely high. By ejec ing he null hypo hesis, i is being shown ha
he e is indeed a ela ionship be ween ac ile lea ning s yle and sel -mo i a ion. This implies ha as indi iduals engage mo e in
ac ile lea ning ac i i ies, hey a e also mo e likely o demons a e highe le els o sel -mo i a ion. Mo eo e , he s uden s a e
mo e inspi ed owa ds hei s udies when hei eache s p o ide ac i i ies abou hei lessons ha include eal-li e si ua ion
applica ion and ac i i ies. They ind i mo e in e es ing as hey encoun e i s -hand expe iences.
Acco ding o Ha (2019), u ilizing play-based lea ning echniques p o ides an a enue o child en who s uggle wi h
concen a ion and comp ehension in adi ional educa ional se ings o excel. The p og ess o s uden s can be in luenced by hei
indi idual lea ning s yles. Tac ile lea ne s, also known as equi e physical ac i i y o ully g asp and emembe he ma e ial being
augh . In he ealm o educa ional esea ch, ac ile lea ne s, dis inguished by hei kines he ic inclina ion, demons a e an a ini y
o isualizing and cons uc ing concep ual models.

S uden s’ Lea ning P e e ences and Mo i a ion
IJMRA, Volume 08 Issue 10 Oc obe 2025 www.ijm a.in Page 5685
IV. CONCLUSIONS
The esul s o he s udy lead o he ollowing conclusions:
1. The high le el o lea ning s yles among s uden s demons a es hei capaci y o pa icipa e in he lea ning p ocess in an
e icien manne .
2. S uden s p e e ex e nal ewa ds o ecogni ion. Addi ionally, in insic mo i a ion was also abo e a e age indica ing ha
pupils a e somewha mo i a ed by in e nal ul illmen and pe sonal in e es . The e o e, he null hypo hesis was ejec ed
3. S uden s’ lea ning p e e ences ha e a signi ican posi i e co ela ion o sel -mo i a ion con ibu ing o o e all s uden s’
lea ning expe iences.
V. RECOMMENDATIONS
The conclusions led o he ollowing ecommenda ions:
1. Teache s may look closely a hei s uden s’ lea ning s yle. By iden i ying lea ning p e e ences, hey can con ex ualize
hei eaching s a egies o ha e a be e ma ch wi h hei s uden s’ needs.
2. Acknowledging and nu u ing s uden s' sel -mo i a ion encou age independence in lea ning and be e pe o mance.
When s uden s expe ience g ea e sa is ac ion and ul illmen in hei educa ion i will also lead o a posi i e sense o sel -es eem,
con idence, and pe o mance.
3. The ela ionship o lea ning s yles on sel -mo i a ion is p esen . Teache s can e ec i ely ca e o he needs o he
lea ne s and enhance hei sel -mo i a ion o engage in he lea ning p ocess by allowing hem o manipula e objec s, explo e
concep s h ough ouch, and expe imen wi h di e en s a egies o echniques can uel hei mo i a ion o lea n and succeed.
REFERENCES
1) Adamma, O. N., Ekwu osim, O. P., & Unamba, E. C. (2018). In luence o ex insic and in insic mo i a ion on pupils
academic pe o mance in ma hema ics.
2) Ala i, S., & Toozandehjani, H. (2017). The Rela ionship be ween Lea ning S yles and S uden s’ Iden i y S yles. Open Jou nal
o Psychia y, 07(02), 90–102. h ps://doi.o g/10.4236/ojpsych.2017.72009
3) Alzah ani, Majed Gha mallah, (2017). The E ec o Using Online Discussion Fo ums on S uden s’ Lea ning
4) Amalia, S., Fi ia, W., Ramdhani, M., & Su yani, H. (2021). EFL S uden s’ Needs and Achie emen : A S udy a an Islamic
Uni e si y in Jambi. Ta’dib: Ju nal PendidikanIslam, 26(1), 29-42.
5) A nholz, Jona han. (2019). Is Hands-On Lea ning Be e ?
6) Asi , S., Kamal, A., Fahim, M., Na een, N., & Yousa , F. (2018). Explo ing Gende Di e ences in Academic Mo i a ion Among
Adolescen s
7) As i, Z., & Wahab, I. (2018). The E ec o Reading Teaching Ma e ial o Di e en Lea ning S yles in Imp o ing S uden s’
Reading Comp ehension
8) Ba adal, Juha yan o, A. Nu abadi, and Gunawan, (2020). E o s o Imp o e The In eg i y o he P incipal wi h he Mo al
Deba e Model, in P oceedings o he 4 h In e na ional Con e ence on Educa ion and Managemen (COEMA 2019),pp.1–4.
9) Bed o d, S. (2017). G ow h mindse and mo i a ion: a s udy in o seconda y school Science lea ning.
10) Ben Janse, John Dewey Theo y o Lea ning by Doing explained, (2023).
h ps://www. oolshe o.com/change-managemen /john-dewey- heo y/
11) Be es o a, A., Bu dina, G., Lobu e a, L., & Lobu e a, A. (2022). Academic Mo i a ion o Uni e si y S uden s and he Fac o s
Tha In luence I in an E-Lea ning En i onmen . Elec onic Jou nal o e-Lea ning, 20(2), 201-210.
(PDF) Academic Mo i a ion o Uni e si y S uden s and In insic and Ex insic Goals as P edic o s.
12) Bha , S. & Bahadu , A. (2020). Impo ance o sel -es eem & sel -e icacy o college s uden s.
13) Bhak i, Y. B., As u i, D., & Agus ina, I. (2018). The in luence p ocess o science skill and mo i a ion lea ning wi h c ea i i y
lea n. Jou nal o Educa ion and Lea ning, 12(1), 30-35 (PDF) Lea ning S yles: A Mo i a ion o S udy Habi s o S uden s.
14) B oadben , Ka ie, (2021). 4 Di e en Lea ning S yles: The VARK Theo y Wan o become a mo e e ec i e lea ne ? Disco e
VARK heo y - he 4 di e en Lea ning s yles ha explain how we p ocess and unde s and new in o ma ion.
15) B own, Lachlan, (2024). 10 ways o show you’ e in elligen wi hou saying a wo d, acco ding o psychology
16) Cabual, Reynaldo Ab ea (2021) Lea ning S yles and P e e ed Lea ning Modali ies in he New No mal. Lea ning S yles and
P e e ed Lea ning Modali ies in he New No mal (sci p.o g)
17) Ca pen e , M. E. (2020). The Di e ence Be ween Tac ile & Kines he ic.
18) Cook, S. (2023) Mee You Lea ning Abled Kids Educa ional Coach Mee You Lea ning Abled Kids Educa ional Success
Coach ~ Lea ning Abled Kids
S uden s’ Lea ning P e e ences and Mo i a ion
IJMRA, Volume 08 Issue 10 Oc obe 2025 www.ijm a.in Page 5686
19) Chalme s, C., Ca e , M., Coope , T., and Nason, R. (2017). Implemen ing “big ideas” o ad ance he eaching and lea ning
o science, echnology, enginee ing, and ma hema ics (STEM). In e na ional Jou nal o Science and Ma hema ics
Educa ion, 15, 25-43. DOI: 10.1007/s10763-017-9799-1
20) Chania, Y., Ha iz, M., & Sasmi a, D. (2017). Hubungan Gaya Belaja Dengan Hasil Belaja Siswa Pada Pembelaja an Biologi
Kelas X Sman 2 Sungai Ta ab Kabupa en Tanah Da a .Sains ek : Ju nal Sains Dan Teknologi, 8(1), 77.
h ps://doi.o g/10.31958/js. 8i1.443
21) Chen, C., Jones, K. T., & Xu, S. (2018). The Associa ion be ween S uden s' S yle o Lea ning P e e ences, Social P esence,
Collabo a i e Lea ning and Lea ning Ou comes. Jou nal o Educa o s Online, (PDF) Lea ning S yles: A Mo i a ion o S udy
Habi s o S uden s. A ailable om:
h ps://www. esea chga e.ne /publica ion/339644686_Lea ning_S yles_A_Mo i a ion_ o_S udy_Habi s_o _S uden s
22) Chen, Zihan, (2023), The In luence o School’s Rewa d Sys ems on S uden s’ De elopmen
23) Chi uga u, S. (2020). The Essen ial Skills o 21s Cen u y Class oom (4Cs) P ojec : The ole o 4Cs (C i ical Thinking, C ea i e
Thinking, Collabo a ion and Communica ion) in he 21s Cen u y Class oom.
24) Co nell, Da e and D ew, Ch is , (2024). Tac ile Lea ning: De ini ion and Examples Tac ile Lea ning: De ini ion and Examples
(2024) (help ulp o esso .com)
25) Guo, E. M. McTigue, S. D. Ma hews, and W. Zimme . (2020). The impac o isual displays on lea ning ac oss hedisciplines:
A sys ema ic e iew, Educ. Psychol. Re .32, 627.
26) Do e ail Edi o al Team, (2023). Wha is causal esea ch design? h ps://do e ail.com/ esea ch/causal- esea ch/
27) Domenico, S e ano, Ryan, Richa d M. (2017) The Eme ging Neu oscience o In insic Mo i a ion: A New F on ie in Sel -
De e mina ion Resea ch
28) Eisenk a , N., El enbein, H. A., & Kopelman, S. (2017). We know who likes us, bu No who compe es agains us: Dyadic
me a-accu acy among wo k colleagues. Psychological Science, 28, 233–241.
29) El ick, L. (2018). 4 Types o Lea ning S yles: How o Accommoda e a Di e se G oup o S uden s. Re ie ed om Ramussen
College:h ps://www. asmussen.edu/deg ees/educa ion/blog/ ypes-o -lea ning- s yles
30) Fang, N., Bin Daud, M., Al Haddad, S. A. H., & Mohd-Yuso , K. (2017). A quan i a i e in es iga ion o lea ning s yles,
mo i a ion and lea ning s a egies o unde g adua e enginee ing s uden s. Global Jou nal o Enginee ing Educa ion, 9, 1-6.
31) Fa land-Smi h, D., Finson, K. D., & A que e, C. M. (2017). How pic u e books on The Na ional Science Teache s’ associa ion
ecommend lis po ay scien is s. School Science and Ma hema ics, 117(6), 250–258. h ps://doi.o g/10.1111/ssm.12231
32) Fleming, G ace, (2020). The Audi o y Lea ning S yle Audi o y Lea ning S a egies and Cha ac e is ics ( hough co.com)
Hamdi Se in, (2018). The Use o Ex insic and In insic Mo i a ions o Enhance S uden Achie emen in Educa ional
Se ings. DOI: 10.23918/ijsses. 5i1p191
33) Gunawan, Imam, Desi E i Kusumaning um, Djum Djum Noo Ben y, Raden Bambang Suma sono, Ahmad Nu abadi, Les a i
Handayani. (2020). S uden Lea ning Mo i a ion: A Concep ual Pape
34) Guo D, McTigue EM, Ma hews SD, Zimme W. (2020). The impac o isual displays on lea ning ac oss he disciplines: A
sys ema ic e iew. Educa ional Psychology Re iew
35) Habok, Ani a, Zaw, Tun, and Magyaw, And ea, (2024) The e ec o eading s a egy use on online eading comp ehension-
ScienceDi ec
36) Han, J., & Yin, H. (2017). Teache mo i a ion: De ini ion, esea ch de elopmen and implica ions o eache s.
37) Ha , Sa a, (2019). ac ile lea ning: he impo ance o hands-on ac i i ies o child en
38) Holms öm Ingela, and Schöns öm K is e . (2018). Dea lec u e s’ anslanguaging in a highe educa ion se ing. A
mul imodal mul ilingual pe spec i e. Applied Linguis ics Re iew 9: 89–111.
39) Ilcin, N. T. (2018). The ela ionship be ween lea ning s yles and academic pe o mance in Tu kish physio he apy s uden s.
BMC Medical Educa ion
40) Ilkay Bugdayci and Huseyin Zahi Sel i, (2021). Do Maps Con ibu e o Pupils’ Lea ning Skills in P ima y Schools?
41) Jiang, Helen. (2023). Lea ning ia Visual-Tac ile In e ac ion, lea ning ia Visual- Tac ile In e ac ion (cmu.edu)
42) Kayala F. (2017). The e ec s o Audi o y Lea ning S a egy on Lea ning Skills o Language Lea ne s (S uden s' Views)
43) Khalil, N. M., & Osman, K. (2017). STEM-21CS Module : Fos e ing 21s Cen u y Skills h ough In eg a ed STEM. K-12 STEM
Educa ion, 3(3), 225–233.
44) Kha ameh, T. (2018). Rela ionship be ween Academic Sel -e icacy and Mo i a ion among Medical Science S uden s.
Jou nal o Clinical and Diagnos ic Resea ch. 12. JC07-JC10. 10.7860/JCDR/2018/29482.11770
45) Kelly, Melissa (2019) 10 S a egies o Inc ease S uden Reading Comp ehension. 10 S a egies o Inc ease S uden Reading
Comp ehension ( hough co.com)
S uden s’ Lea ning P e e ences and Mo i a ion
IJMRA, Volume 08 Issue 10 Oc obe 2025 www.ijm a.in Page 5687
46) Kolb D. and Kolb A. (2017). The Expe ien ial Educa o : P inciples and P ac ices o Expe ien ial Lea ning (PDF) The
Expe ien ial Educa o : P inciples and P ac ices o Expe ien ial Lea ning ( esea chga e.ne )
47) Ji ou , J., Vi iello, V., and Zumb unn, S. (2018). “Cu iosi y in schools,” in The New Science o Cu iosi y, ed. G. Go don
(Hauppauge, NY: No a).
48) Labu, N. (2021). Analysis o he cha ac e is ics o isual, audi o y, and kines he ic lea ning s yles among he 10 h-g ade
s uden s o SMAK S . Pe us Ende in he academic yea 2019/2020.
49) Lelasa i, T., Yohani a, A. M., & Damopolii, I. (2021). E ec o inqui y science lea ning on s uden s’ me acogni i e skill.
Jou nal o Resea ch in Ins uc ional, 1(1), 53–60.h ps://doi.o g/10.30862/j i. 1i1.12
50) Longenecke , Clin on, (2017). Lessons o imp o ing you o mal pe o mance app aisal p ocess
51) Majo , Sa ah M.Ed. (2022) 16 Cha ac e is ics o Kines he ic and Tac ile Lea ne s 16 Cha ac e is ics o Kines he ic and
Tac ile Lea ne s (child1s .com)
52) McDonald, Michelle, (2023). The Impo ance o Teaching Map Skills and How I' e Go You Co e ed The Impo ance o
Teaching Map Skills and How I' e Go You Co e ed (s a egiceduca ionalse ices.com)
53) Ncube, Thandukwazi R, Zondo, Dumisani, (2018) In insic Mo i a ion and Business Compe ences as P edic o s o Small and
Medium G ow h: SME Owne ’s Viewpoin
54) Ng, B. (2018). The Neu oscience o g ow h mindse and in insic mo i a ion. B ain Sciences,8(2).
h ps://doi.o g/10.3390/b ainsci8020020O osz,
55) Nikolopoulou, K. (2022). Online educa ion in ea ly p ima y yea s: Teache s’ p ac ices and expe iences du ing he COVID-
19 pandemic. Educa ion Sciences, 12(2), 76. h ps://doi.o g/10.3390/educsci12020076
56) Nu enny, N., and Hidaya , R. (2020). The in luence o ex insic mo i a ion and wo k expe ience on employee pe o mance
57) Ocla e , Venjie. (2021). Impac o Academic In insic Mo i a ion Face s on S uden s' Academic Pe o mance. P ojec :
Impac o Academic In insic Mo i a ion Face s on S uden s' Academic Pe o mance
58) Ojewola, Flo ence O., PhD Fa emi, Yinusa A., PhD. (2018) Achie emen Mo i a ion and Pa en ing S yles in P omo ing
E ec i e Lea ning Among Seconda y School S uden s in Ondo S a e
59) Paepcke-Hjel ness, V., & Lu, T. (2018) Design o isual empowe men : Ske ch no ing, b eaking he ules In e na ional
Design Con e ence o Design, New O leans, LA, Sep 2018. Indus ial Designe s Socie y o Ame ica.
h p://www.idsa.o g/educa ionpape /design- isual-empowe men
60) Pamon, E. Q., & Oco, R. M. (2024). Teache s’ Compe ence and Lea ne s’ Academic Pe o mance. In e na ional Jou nal o
Mul idisciplina y Resea ch and Analysis, 7(3), 1375–1283. DOI: 10.47191/ijm a/ 7-i03-63
61) Pe e Miksza, Julia T. Shaw, Lau en Kapalka Riche me, Phillip M. Hash, Donald A. Hodges, Elizabe h Cassidy Pa ke , (2023).
12 Quan i a i e Desc ip i e and Co ela ional Resea ch Ge Access A ow Pages 241–C12P143
h ps://doi.o g/10.1093/oso/9780197639757.003.0012
62) P ies , R. & Yandell, L. (2019). Academic mo i a ions and g oup dynamics. 10.13140/RG.2.2.36513.63847.
63) Rena d, Lucie. (2020). Using ewa d sys ems o mo i a e s uden s
h ps://www.bookwidge s.com/blog/2017/01/using- ewa d-sys ems- o-mo i a e-s uden s
64) Ryan, R. M., & Deci, E. L. (2019). B ick by b ick: The o igins, de elopmen , and u u e o sel -de e mina ion heo y. In A. J.
Ellio (Vol. Ed.), Ad ances in mo i a ion science (pp. 111–156). Camb idge, MA: Else ie Inc.
h ps://doi.o g/10.1016/bs.adms.2019.01.001.
65) Ri a, M., Randa Payangan, O., Ran e, Y., Tuhumena, R., and E a i, A. (2018). Mode a ing e ec o o ganiza ional ci izenship
beha io on he e ec o o ganiza ional commi men , ans o ma ional leade ship and wo k mo i a ion on employee
pe o mance
66) Samsuddin, S. F., Mohamed Sha il, H. A., Bolong, J., & Mohamed, N. A. (2019). Unde s anding he eading habi and
a i udes among he u al communi y in low li e acy a e a eas in Malaysia: Ru al lib a y pe spec i es. Lib a y
Managemen , 41(1), 39–52. h ps://doi.o g/10.1108/LM-06-2019-0037
67) Sangu as, L. Y. (2021). In eg a ing G i , Mindse s, and Mo i a ion. In G i in he Class oom.
h ps://doi.o g/10.4324/9781003235385-4
68) Sanju P adeepa, (2024). Wha is Sel -Mo i a ion: A Comp ehensi e Guide o Success Wha is Sel -Mo i a ion: A
Comp ehensi e Guide o Success (belie einmind.com)
69) Sa i, P. (2019). Analysis o Edga Dale's cone o expe ience and he di e si y o lea ning s yles o selec he app op ia e
media in educa ion. Mudi : Jou nal o Educa ional Managemen . 1(1), 42–57. h ps://doi.o g/10.55352/mudi . 1i1.27
S uden s’ Lea ning P e e ences and Mo i a ion
IJMRA, Volume 08 Issue 10 Oc obe 2025 www.ijm a.in Page 5688
70) Singh, V. (2017). Explo ing he ela ionship be ween cogni i e s yle and lea ning s yle wi h academic achie emen o
elemen a y school lea ne s. Educa ional Ques -An In e na ional Jou nal o Educa ion and Applied Social Sciences, 8(spl),
413–419.
71) Shah, P. E., Weeks, H. M., Richa ds, B., and Kaci o i, N. (2018). Ea lychildhood cu iosi y and kinde ga en eading and ma h
academicachie emen . Pedia . Res. 84, 380–386. doi: 10.1038/s41390-018-0039-3Tu geon
72) Shin, Ma & Johnson, Zac D. (2020).F om s uden - o-s uden con i ma ion o s uden s’ sel -de e mina ion: an in eg a ed
pee -cen e ed model o sel -de e mina ion heo y in he class oom
73) S . Louis, M. (2017). How o Spo Visual-, Audi o y-, and Kines he ic-Lea ning Execu i es How o Spo Visual-, Audi o y-,
and Kines he ic-Lea ning Execu i es | Inc.com
74) Suleiman Sa’adu Ma azu1, Akilu Isma’il (2024). Theo e ical F amewo ks and Empi ical E idences o Tac ile Lea ning S yle
as a Ve i able Tool o Imp o ing Biology Pe o mance among Seconda y School S uden s
75) Tuken, R., & Pasinggi, Y. S. (2018). Applica ion o he Con ex ual Teaching and Lea ning (CTL) App oach o Imp o e Lea ning
Ou comes o PGSD S udy P og am S uden s a UNM Pa epa e Campus in he PKn I Cou se. Educa ional Publica ion Jou nal
76) Van Egmond MC, Na a e e Be ges A, Oma shah T, Ben on J. (2017). The Role o In insic Mo i a ion and he Sa is ac ion
o Basic Psychological Needs Unde Condi ions o Se e e Resou ce Sca ci y. Psychol Sci. 28(6):822–28
(PDF) The S uc u e o In insic Mo i a ion. A ailable om:
h ps://www. esea chga e.ne /publica ion/356062770_The_S uc u e_o _In insic_Mo i a ion [accessed Ap 18 2024].
77) Vidal, C. (2017). Visual Lea ning: A Lea ne Cen e ed App oach o Enhance English Language Teaching
78) Wang Qiuying, and And ews Jean F.(2017). Li e acy ins uc ion in p ima y le el dea educa ion in China. Dea ness and
Educa ion In e na ional 19: 63–74.
79) Wa dani, Ade ya Dewi Imam Gunawan, Desi E i Kusumaning um, Djum Djum Noo Ben y, Raden Bambang Suma sono,
Ahmad Nu abadi, Les a i Handayani. (2020). S uden Lea ning Mo i a ion: A Concep ual Pape
80) Zago o, M. M., Ya ni, N., & Dakhi, O. (2019). The indi idual di e ences in lea ning s yles and hei implica ions in educa ion.
Jou nal o Educa ion and Teaching Re iew
81) Zeng, D., Takada, N., Ha a, Y., Sugiyama, S., I o, Y., Nihei, Y., e al. (2022). Impac o in insic and ex insic mo i a ion on
wo k engagemen : a c oss-sec ional s udy o nu ses wo king in long- e m ca e acili ies. In . J. En i on. Res. Public
Heal h 19, 1–13. doi: 10.3390/ije ph19031284
82) Zeyab, Alaa, Abdullah, Almodai es, Almu ai i, Faisal. (2020) Thinking Di e en ly: A Visual No e Reco ding S a egy o
Imp o e Lea ning
The e is an Open Access a icle, dis ibu ed unde he e m o he C ea i e Commons
A ibu ion – Non Comme cial 4.0 In e na ional (CC BY-NC 4.0)
(h ps://c ea i ecommons.o g/licenses/by-nc/4.0/), which pe mi s emixing, adap ing and
building upon he wo k o non-comme cial use, p o ided he o iginal wo k is p ope ly ci ed.