LEARNING STYLES AND ENGLISH PROFICIENCY OF ZOOMER ENGINEERING STUDENTS

The study investigated the dominant learning styles and English proficiency of Zoomer Engineering students who were selected randomly through stratified sampling. The respondents were from Electronics Communication Engineering and Mechanical Engineering programs of the first and second year levels enrolled in the third term of the Academic Year 2019-2020 from one of the universities in Northern Negros Occidental. An adopted visual, auditory, read/write and kinesthetic VARK Model standardized questionnaire and English First Standardized Education English Test EFSET free online English proficiency index which were tested reliable using Cronbach Alpha were utilized. Descriptive research was employed and the data were analyzed through a Statistical Tool Software. Chi-Square was used to find the significant difference in the dominant learning styles of the respondents and T-test was used to find the significant difference in the level of their English proficiency. Thus, the study revealed that the dominant learning style was significant to sex. The study findings also confirmed that kinesthetic and multi-styles were significant predictors of the level of English proficiency. It is therefore recommended that an intervention program on Electronics Communication Engineering and Mechanical Engineering programs be proposed to develop the English proficiency of Zoomer Engineering students.

Keywords: Learning Styles, English Proficiency, Zoomer, VARK Model, EFSET.

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