Learning Styles Used by Selected Grade 11 STEM Students of Muntinlupa Science High

School in Basic Calculus

Abstract
This study is about the learning styles used by the selected Grade – 11 STEM students of
Muntinlupa Science High School in Basic Calculus. Learning style is the preferred method of the
person in acquiring information, knowledge, etc. in the learning process. The learning styles will
be based on Kolb’s Experiential Learning which consists of four (4) stages in its learning cycle.
These four (4) stages are Concrete Experience, Reflective Observation, Abstract
Conceptualisation, and Active Experimentation. With these four (4) stages, there are four (4)
combined pairs which are Diverging, Assimilating, Converging and Accommodating. The
researchers conducted an interview to ten (10) selected Grade – 11 STEM students who have an
adequate knowledge on the subject, Basic Calculus. Most of the students preferred the
Assimilating learning style because they learn by watching educational videos, listening during
discussions, and studying the PowerPoints given by their teachers.

CHAPTER 1
INTRODUCTION

Background of the study

Humans possess learning, which is best conceived as a process, not in terms of outcomes.
It is the process of acquiring new, existing or modified knowledge, skills, values or preferences.
This process is dynamic, alive and changing because through time, people have different cultures
hence, they have different learning styles. Learning style is defined as the preferred method of the
person in acquiring information, knowledge, etc. in the learning process (Kolb 1984). It is based
on the strengths, weaknesses, and learning preference of a person in achieving efficient and
effective learning. Kolb introduced his learning theory that is mostly concerned in the learner’s
cognitive process, or learning through experiences, thoughts or senses. He stated that learning
involves the acquisition of abstract concepts in applying for different situations. His theory is
represented by a four (4) – stage learning cycle which are: Concrete Experience (doing), Reflective
Observation (reviewing), Abstract Conceptualisation (concluding) and Active Experimentation
(planning or trying what you learned). These are then integrated with different pairs of learning
characteristics which are, Diverging, Assimilating, Converging and Accommodating.

This led to making a tool of identifying these styles, which is derived from an experiential
theory and model of learning which is developed by Kolb and was based on the contribution of
John Dewey, Kurt Lewin and John Piaget. It is a practical self-assessment instrument that can help
assess and identify different learning styles which is called the Learning Style Inventory. This is
one of the tools that can be used to identify one’s own effective and unique learning styles of
students. When this is applied, it can help them to be crafty and creative for a better learning
process.

There are studies that sought to find the difference in mathematical achievement of students
when grouped according to their learning styles and the preferred mathematical learning style
when grouped according to preferred mathematical achievement. In their results, there are no
significant difference in achievement goals based on learning styles. The style of learning was not
the predictor of the mathematical achievement, rather it supports learner diversity (Ignacio Jr. &
Reyes 2017).

There are different phases in learning Calculus and this can be stated into seven (7) steps.
One can begin by (1) starting with basic mathematics, (2) understand the part of calculus, (3) learn
the formulas in calculus, (4) learn the limits, (5) the fundamental theorems of calculus, (6) practice
calculus problems and (7) double check the concepts (Marsh 2014). These are the fundamental
steps in understanding this subject well. For some, this might be easy while for others, it’s not.
This is because of these diverse learning styles when they are engaging in these steps, some may
find trouble in every part. Especially in understanding Calculus, there are some terms in limits that
are confusing. In practicing the methods, there are situations when translating real-world problems
into Calculus formation is difficult. With just the limited given time to understand the problem and
absorb new complex ideas, it is tiring.
 This dilemma may be because they do not know what they have as their strength in learning
efficiently. That is why there are four (4) types of Kolb’s mathematical counterpart according to
Knisley (2002) as cited in Rizki, et al. (2018): (1) Allegorizers (those that are building from
previous experiences), (2) Integrators (learners through trial and error), (3) Analyzers (learning
through detailed explanations) and (4) Synthesizers (who learn in developing individual
strategies), to guide the students in knowing what is fitted for them in learning Basic Calculus.
They are classified according to the graph in Kolb’s learning style and they are enumerated as: (1)
concrete, reflective (2) concrete, active, (3) abstract, reflective and (4) abstract, active,
respectively. The moment that one may happen to know what their learning style is, it can help
them to thoroughly understand these topics. Also, if the teaching method does not fit to their own
learning style, this could help them to try and further develop the other type of learning styles for
them to at least try to understand a particular topic.

These difficulties were one of the reasons why most of the students do not take any math-
related courses in college. With this study, the researchers want to explore these differences in
learning styles in relation to their use in Basic Calculus. The researchers want to bridge these
differences, to spread awareness in utilizing their own learning style for a more efficient way of
learning in mathematics.

Conceptual Framework

Theoretical Framework

Students have their own way of learning and understanding a subject. This is because of
their different learning styles (Robert, Sarah, et al., 2004, as cited in Yemane et al., 2017). There
are many ways on how people can improve their learning in Mathematics. One of them is
identifying what their preferred learning style is. According to Kolb (1984), learning styles are
how people obtain information, or knowledge in a learning process. One can know their learning
style by using Kolb’s Experiential Model.

This model has four (4) stages in its learning cycle. These are Concrete Experience,
Reflective Observation, Abstract Conceptualisation, and Active Experimentation. Concrete
Experience is more on feeling. It’s learning from experiences. It also includes being sensitive to
others. Reflective Observation is the watching stage because observing is the first thing the person
does before making a decision. Abstract Conceptualisation is thinking and analyzing ideas and of
the situation. Last is Active Experimentation where you have the ability to get things done. This
also includes taking risks. Learning becomes effective once a learner is able to do all of these four
(4) stages.

With these four stages, Kolb (1974) as cited in McLeod (2017) made four (4) combinations
out of these four (4) stages in order for a person to know their learning style. These combinations
are Diverging, Assimilating, Converging, and Accommodating. Diverging is when a person
prefers watching instead of doing. It is more on gathering information and can see a certain
situation on different points of view. When a person has an Assimilating learning style, they focus
more on ideas and concepts. They prefer to take their time on thinking rather than doing. When a
person prefers the Converging learning style, they solve and find solutions to problems and
experiment with new ideas. Accommodating is where a person is more hands-on with the situation.
They also often go with their gut feeling rather than thinking the situation through.

Significance of the Study

This study can give information to the society that there are different learning styles of
people in learning Basic Calculus. The data that this study will provide, can help the students be
aware of what kind of learning style they are using in learning Basic Calculus and to let the students
know how their learning style can help them with their struggle in learning Basic Calculus.
Research Statement

This research project is a case study to assess the different learning styles in Basic Calculus
used by Grade - 11 STEM students in Muntinlupa Science High School.

Aim

This research project aims to assess the learning styles used by Grade – 11 STEM students
in Muntinlupa Science High School.

Objectives

1. To help the Grade 11 STEM students of Muntinlupa Science High School assess the
learning styles used in Basic Calculus in terms of Kolb’s Experiential Learning Theory.
2. To compare the learning styles of the selected Grade - 11 STEM students of Muntinlupa
Science High school.
3. To contrast the learning styles of the selected Grade - 11 STEM students of Muntinlupa
Science High school.
4. To endorse what learning style may be effective for the selected students based on their
results from the interview.

Research Questions

1. What are the struggles of the Grade - 11 STEM students in learning Basic Calculus?
2. Which learning styles help in achieving and having self-efficacy in learning Basic
Calculus?
3. How can the Grade - 11 STEM students of Muntinlupa Science High School improve their
learning?
 CHAPTER 2

METHODOLOGY

A. Research Design

The research design used in this study is a descriptive case study. This is appropriate for
the method of gathering data to identify the Grade - 11 STEM students’ learning styles and their
opinions in relation to their performance in Basic Calculus.

The approach in this study is positivism. It is preferred because the learning styles of
students are being identified and it is being related to a difficult subject. By knowing this, they can
also have a knowledge of the other styles that they are not yet aware of which can help them in
having self-efficacy in learning, studying and adjusting for that difficult subject, which is Basic
Calculus. Also, it spreads awareness on how they can attain effective learning by using their
preferred learning style. Hence, achieving an efficient and effective learning.

B. Research Target

The target of this study are the Grade 11- STEM students of Muntinlupa Science High
School. Researchers will do a purposive sampling of ten (10) students who have an adequate
comprehension in Basic Calculus. With that, they will first do a random testing of at least two (2)
students and will check the feedback from the questionnaire. After the validation, the purposive
sampling of 10 students will be done which will be composed of students from Grade – 11 STEM.

Scope and Limitations

 This study will focus on the preferred learning styles of the selected Grade - 11 STEM
students. This is to identify the preferred learning styles of the students. The study will be focusing
mainly on the phases in learning Basic Calculus and relating it to Kolb’s learning theory to further
understand the difficulties experienced by the students. This can help them be aware of what
learning style is best for them in order to have self-efficacy in learning Basic Calculus.

Data Collection

The data collection will be through an interview that can help identify the student’s learning
style. The questions are based from the experiential learning of David Kolb. It is preferred by the
researchers because it has been used by other recent studies and is said to be reliable in getting the
desired results. The researchers will be having a pilot testing of these questions. After the testing,
the researchers will do a purposive sampling by choosing ten (10) students who have an adequate
understanding in Calculus among the Grade – 11 STEM students.

Data Analysis

After conducting the research, researchers will now gather the students’ data and have it
transcribed. After transcribing the results, they will now compare and contrast their answers by
classifying them according to the learning styles used by the selected students of Grade - 11 STEM
in learning Basic Calculus. This will determine the most used learning styles of the students and
its effectiveness for them to have an efficient learning in Basic Calculus.
Methodological Framework
 CHAPTER 3
RESULTS AND DISCUSSION

I. Results

1. What are the struggles of the Grade 11 students in learning Basic Calculus?

Basic Calculus in its essence is a difficult and broad subject for most of the students we
interviewed. They indicated that the whole subject itself is an integration of applied mathematical
concepts and implementations of whole new concepts that include these topics that we have
encountered during our junior high school, which are: (1) Arithmetic Math or Algebra, (2)
Trigonometry and (3) Geometry. In its complexity, they get very confused because some
processes can question your whole understanding in what you understood in mathematics in junior
high school, with new concepts and theories introduced. That is why in encountering these
struggles, one must fully familiarize itself in the basic concepts and theories that lay in the
foundation of the subject.

Most of the interviewers observed that the struggle in learning this subject were acquired
through lack of background knowledge of the topic because in using simple logic, if the student
does not really understand what is being taught, he or she might get bored, and if that individual
lacks the drive and motivation in learning the subject, it will result to them getting succumbed and
acquiring the struggle of understanding some lessons. Because according to some, they do face
difficult lessons: Limits of a function, Derivatives, Anti-Derivatives, Related Rates and
Optimization, to name a few. This observation also understood that the lack of self-motivation and
interest in understanding the course subject was one of the struggles that students encounter. They
do not look for solutions as to how they can further understand the problem they cannot
comprehend, and since they are not that interested in the topic, they do not listen keenly to what
the teacher is imparting to them.

There are students who are not good in understanding word problems. They are having a
hard time in comprehending it and the application of the concepts in real life situations because
they solely focus on the process and not in the further development of the process. As the derivation
of the process continues, it gets far more complex, the computation gets more multiplex, it can
result to the confusion that most students encounter in this topic.

According to the interviewed students, one of the major factors in these struggles are the
teachers and the students. Some said that there are teachers that can be boring to some extent. At
the same time, the students can also get infected with boredom. But if the student has the dedication
and drive to try and overcome the errors that he or she will be facing in this subject, and to the
teacher who can help the students to push them to the limit in understanding this subject, this
struggle can be conquered.

2. Which learning styles help in achieving and having self-efficacy in learning Basic
Calculus?

For the learning styles of the students, most of the students have said that watching learning
videos or tutorials are effective for them. This is what they do when they either cannot understand
the lesson or this is their way of reviewing the lessons in Basic Calculus. Other students find note
taking effective for them. It’s either they write notes during discussion or they write what is found
on the PowerPoints provided by their teachers. Others learn by solving problems either the
example problems that were given to them during discussion or they find more examples from
different sources. Some students listen intently during discussion and try to remember the way
their teacher’s way of solving the problem. Also, by memorizing formulas that are relevant to the
lesson. Their past experiences also help them in learning Basic Calculus because that way, they
already have some knowledge on what they will encounter in Basic Calculus.

Based from Kolb’s Learning Style Model, for those students who prefer watching tutorials
more, listening during discussions, and studying the PowerPoints given, they have the Assimilating
learning style. The ideas and concepts are important to them. Also, they prefer a good explanation
on how the problems are solved. Students who learn by jotting down notes and solving different
kinds of problems, they have the Converging learning style. With this learning style, they can solve
problems by finding solutions to it. They also like experimenting with new ideas and working on
different concepts. For students who learn by memorizing and because of their knowledge from
past experiences, they have the Diverging learning style. With this learning style, they prefer to
watch rather than do. They also tend to gather information that could be useful to them in learning
Basic Calculus. Based from the results, eight (8) out of the ten (10) students find the Assimilating
learning style most effective for them because they are able to understand the concepts in Basic
Calculus better when those concepts are being explained to them.

3. How can the Grade 11 students of Muntinlupa Science High School improve their
learning?

There are varieties of methodologies that our respondents said to do in coping with their
shortcomings in terms of having a difficulty in understanding some lessons in Basic Calculus. It
is inevitable that students experience hardships in every subject, that is why the students have to
formulate their own pattern to overcome this predicament.

According to some of our respondents, to fill in their lack of knowledge, they watch
educational videos that is related to the topic that they cannot understand. They have developed a
technique called “push-it-back” where you watch the video and then pause it at the ending, then
analyze and review it backwards. This one can be compared to referring to the process but in a
reversed series of steps. They even try to push their minds to the limit and try to dissect the
problems further to better comprehend the problem and the process as a whole.

Some of them use a calculus book to know the characters involved in the process and then
compare it with other in terms of applying the concept in a real life problem. They use analogies
to understand some lessons and apply the concepts, theories and formulas to know the mechanism
of how did they arrive in that answer.

There are some of them that uses a reference, a book and materials provided by the
instructor, to help them study the lesson better on their own. They answer some of the given
exercises and worksheets to help them train their knowledge to analyze a problem or two in a
limited amount of time with the help of formula cards that can aid them in memorizing the
important elements to remember for the series of problems and worksheets. Some use a strategy
that involves writing of notes in advance, since the teacher uploads a PowerPoint. By using this,
they can listen to the teacher well and if there is a vacant time, they can review the notes and
answer the example problems.

Others do not push themselves to their limits. Since an overload of Basic Calculus in one’s
mind is very tiring, they rest if they found themselves not productive in pushing it. Then, once they
get enough rest, they try to study it again. If it is really impossible in learning the topic by one’s
own means, they ask for help with others who understand the lesson well.

1. Is Basic Calculus easy or difficult for you?

STUDENTS ANSWER
It is difficult, but easy because of my love for
Student 1
mathematics.
Average because there are some concepts that
Student 2
are easy and some are not.
Student 3 Difficult.
Student 4 Easy but depends on the topic.
Student 5 Easy.
Student 6 Easy.
Student 7 Easy and Difficult.
Student 8 Difficult.
Student 9 Average.
Student 10 Average, depends on the lesson

According to our respondents, most of them, like for students 1, 3, and 8, are having a hard
time in comprehending the new concepts introduced to them. For some, like for students 5 and 6,
by having a background knowledge of the topics, they find it easy to understand. For students 2,
4, 7, and 9, this subject is average, because for them, it depends on the lesson.
 2. What makes Basic Calculus easy or difficult for you?

STUDENTS ANSWER
Student 1 Various integration of different concepts.
Student 2 Lessons are somehow complex.
Student 3 Depends on the teacher.
Student 4 Background knowledge.
Student 5 Background knowledge, went to kumon.
Background knowledge, since childhood, I
Student 6
find Math easy.
Student 7 Depends on the teacher.
Student 8 Process of solving the problem.
Student 9 Depends on the teacher.
Student 10 Application in complex word problems.

Following up question number one (1), student 1 found Basic Calculus difficult because of
its whole concept which made it difficult for them. Students 3, 7, and 9 said that it’s based on the
teacher, bringing up that there are teachers who are really fast in teaching, etc. There are also
respondents, Students 2, 8, and 10, who indicated that it is confusing to solve and apply the theories
and rules in a complex word problem. For Students 4, 5, and 6, they didn’t find the subject difficult
because of their background knowledge of the subject.
 3. How do you manage in learning Basic Calculus?

STUDENTS ANSWER
Student 1 My intrigue in solving Math problems.
Student 2 Uses different references.
Student 3 Book and PowerPoint, self-study.
Student 4 Formula cards and Note taking.
Student 5 Listening during discussion
Listening during discussion and watching
Student 6
educational videos about the topic.
Note taking and practicing the example
Student 7
problems given.
Student 8 Listening and note taking.
Student 9 Watching educational videos.
Student 10 Watching educational videos.

These students manage learning calculus through various methods. For Student 1, their
curiosity was what drives them to solve difficult math problems. Most of them addressed that
listening to the teacher and note taking was their means of learning the subject. If they have free
time, some practice example problems given in the PowerPoint, watch educational videos
regarding the topic, read books that relate to Calculus and most of them manage on their own.
 4. What are your techniques in learning Basic Calculus?

STUDENTS ANSWER
Pushing myself to the limits and watching
Student 1
educational videos in from finish to start.
Understanding the references and the
Student 2
educational videos.
Student 3 Past experiences.
Student 4 Formula cards and Note taking.
Student 5 Watching educational videos and note taking.
Student 6 Taking down notes before the discussion.
Student 7 Note taking and watching educational videos.
Student 8 Watching educational videos.
Student 9 Watching educational videos.
Watching educational videos and asking for
Student 10
guidance from a classmate.

The techniques indicated by the respondents were mostly the trial and error of
comprehending the references, materials and the educational videos they use to further understand
the subject. For Student 3, they use the technique of recalling their past experiences in the subject,
while for the rest of the respondents, the use of formula cards which can aid them to memorize the
important rules, writing notes in advanced that can assist their concentration during the discussion,
the persistence in understanding the problem, watching the video from finish to start and asking a
help from the classmate that gets it are the techniques that they use.
5. What are the lessons in this subject you find easy and difficult?

STUDENTS ANSWER
Easy: Derivatives and Anti-Derivatives
Student 1
Difficult: Related rates
Easy: Limits
Student 2
Difficult: Derivatives and Anti-Derivatives
Easy: Conic Sections
Student 3
Difficult: Derivatives
Easy: Limits
Student 4
Difficult: Related Rates
Easy: The rest of the lessons are easy.
Student 5
Difficult: Related rates
Easy: Derivatives
Student 6
Difficult: Related rates and Optimization
Easy: Anti-Derivatives
Student 7
Difficult: Related rates
Easy: None
Student 8
Difficult: All lessons
Easy: Anti-Derivatives
Student 9
Difficult: Optimizations and Functions
Easy: Limits
Student 10
Difficult: Related rates and Optimization
 This shows us what lessons they encountered were easy and difficult. Mostly, the easy part
for them are: Derivatives, Anti – Derivatives, Limits and Conic sections. Student 8 found none
easy since the concepts are confusing for them while the others found most of the lessons easy
because of their background knowledge and attentiveness in solving. Most of them did find the
Related rates and Optimization difficult because this involves your knowledge in some of the
formulas encountered during Junior High School. Also, its problems needs analyzing. There are
those that find all of the topics in this subject difficult because it easily leads them to confusion in
applying the concepts to some word problems.
6. How do you cope when the lesson in Basic Calculus is difficult?

STUDENTS ANSWER
Student 1 Persistent in comprehending the problem.
Use of analogies for understanding the
Student 2
mechanism of the process.
Student 3 Advanced reading.
Student 4 Looking for other ways.
Asking for help and watching educational
Student 5
videos.
Student 6 Watching educational videos.
Student 7 Other references.
Student 8 Watching educational videos.
Student 9 Watching educational videos.
Doesn’t push to the limit, rests and continues
Student 10
to understand it the next day.

When encountering difficult lessons, as stated in question five (5), these are what the
respondents do to cope with the problem. They try their hardest to comprehend what they do not
understand, watch educational videos, using analogies to understand the mechanism of the
problem easily, advance reading during their free time, and looking for other references.
 7. In your opinion, what makes Basic Calculus for some students to understand?

STUDENTS ANSWER
Student 1 Whole concept of calculus.
Student 2 Whole concept of calculus.
Student 3 Way of teaching.
Student 4 Lack of will to understand the subject.
Student 5 Not listening to the teacher.
Student 6 Complexity of the subject.
Student 7 Way of teaching.
Student 8 Not listening to the teacher
Student 9 Lack of interest in the subject.
Student 10 Way of teaching and attention of the students.

For them, Basic Calculus is a difficult subject to comprehend because it introduces new
complex ideas and concepts that can be confusing. For Student 1 and 2, they say that the whole
concept of Basic Calculus makes it difficult to understand. The rest of the respondents said it’s
because of the lack of interest of students which results to the students not listening to the teacher
during discussions.
 II. Discussion

Students nowadays learn differently and have their own way of learning and understanding
a particular concept or subject matter. This is proven in the study, where the researchers
interviewed selected Grade - 11 STEM students as their respondents. There are many of them who
learn through referring to an educational video, background knowledge, worksheets, etc. Learning
these, researchers used Kolb’s theory of experiential learning, and it turns out that in mathematics
and other subjects, people have their own patterns of learning.

Diverse learning are accommodated with various struggles, as stated by some of the
respondents, these problems can be in any shape or form. It can be the students, or the teachers.
The students may have the lack of motivation because they cannot understand the topic since they
do not have a background knowledge of the topic. This process needs a mutual understanding,
where both factors, which causes the students’ struggles, need to work together because they need
to reciprocate with each other, to better promote the process of experiential learning.

According to the respondents, most of them prefer learning through tutorial videos,
listening during discussion and studying the given PowerPoints, which is equivalent to
Assimilating style of learning in Kolb’s theory, which comprised eight (8) out of ten (10) of our
respondents. These people prefer a brief and good explanation in the solution of a problem and
considers ideas and concepts as important elements in the solution. Those who learn by taking
down notes and likes to experiment on new concepts and different ideas to solve different
problems have the Converging style of learning style in Kolb’s theory of learning. Some who learn
by memorization and past experiences have the Diverging style of learning in Kolb’s learning
theory.

There are various methods in coping with their difficulty in learning Basic Calculus. They
watch a tutorial backwards, based on different references such as PowerPoints, books, answering
worksheets, studying while pushing their minds to the limit and asking for a friend to help.

CHAPTER 4
CONCLUSION AND RECOMMENDATION

I. Conclusion

According to the results that were gathered in the study, the most common learning style
that is used by selected Grade - 11 STEM students of Muntinlupa Science High School is the (1)
Assimilating Style of Learning, which comprised eight (8) out of ten (10) of our respondents.
These people prefer to listen to an instructor, who teaches them a particular topic. They pay more
attention to concepts and ideas that are given to them. They also pay more attention to the step by
step process and they mostly refer to the review material given by the teacher. Other than that,
there are some of the respondents who are into “thinking outside the box”. They prefer to discover
new concepts on their own through active experimentation of combined concepts that are related
to each other and there are some of them who prefers to take down notes and practice the example
problems given to them, they are known as (2) Converging Style of learning. Students who have
a background knowledge of the subject and memorizing most of the formulas, are known to be (3)
Diverging Style of Learning. With Assimilating being the most used, these three learning styles
are commonly used by the selected Grade - 11 STEM students.
 This study can further help the students to know themselves when it comes to learning.
With the help of the respondents imparting their side in learning Basic Calculus, aided this study
to help them share what can be used as the effective learning method, to promote a better learning
process for the students that will surely benefit them too. With these, this study can be the
trailblazer for the next studies that aims to help improvise a new way of learning Calculus to those
who are weak in mathematics, but wants to learn it. It is a must that the students know what is their
own learning style, to help each one in the school on how to adjust to different learning programs
and promote autonomous learning.

II. Recommendation

In relation to the results of our study, here are the formulated recommendation that can
improve the topic regarding the topic, “Learning Styles Used by Selected Grade – 11 STEM
Students of Muntinlupa Science High School in Basic Calculus.” These recommendations are set
to benefit the three elements involved in our study which are: (1) the students, (2) the teachers
(3) and for the future researchers that will expand the horizon in the mysteries of learning.

To the students, the researchers impose that they should engage in thinking outside the
box, because the real-life problems that are often stated in the activities and word problems require
an in-depth knowledge in the complexity of the processes in the application of existing concepts
and theories. They should try not to settle for what learning style they are in possession of, rather
they should try to at least tap other kinds of learning styles that can help them adjust to different
kinds of learning programs. Every student should have this undying will power to overcome every
hurdle that they encounter in every shape or form (i.e. Basic Calculus as your subject). With the
help of having the self-awareness of one’s own learning style, this can be accomplished.

To the teachers, the researchers appeal that they should at least try to gauge and identify
the learning styles of the students that will aid not only the instructor, but also their students to
further promote a better learning process. As the second parent of the second home, they should
monitor the academic standing and performance of the students and to continuously teach and
discipline them in a way that it can help them further understand the subject. To also show the
students the importance of learning the basic concepts at least, in its application to reality.

To the future researchers that wants to expand the horizon of the mysteries in learning
not only Basic Calculus, but the whole process of learning itself, the researchers recommend that
they should dig the mystery-filled problem in learning different things deeper than what the
researchers achieved.