Angie Gemotra

CENTRAL PHILIPPINES STATE UNIVERSITY
GRADUATE SCHOOL
Moises Padilla, Negros Occidental
FACTORS THAT AFFECT INDIVIDUAL DIFFERENCES IN LEARNING

AMONG THE KINDERGARTEN PUPILS: ITS RELATION TO THEIR
LEARNING OUTCOME
ANGIE U. GEMOTRA
SUBMITTED TO THE ADMINISTRATION, FACULTY AND STAFF

OF THE CENTRAL PHILIPPINES STATE UNIVERSITY
IN PARTIAL FULFILLMENT OF THE
REQUIREMENT FOR THE
DEGREE
MASTER IN EDUCATION
(EARLY CHILDHOOD)
January 2017
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CHAPTER I
INTRODUCTION
Background of the Study
According to David Kolb, who has been studying
learning style for more than 40 years, he stated that
Learning is interpreted as a relationship between the
individual and the environment, Learning is interpreted as
the holistic process of adaptation to the environment,
Learning is to be regarded rather as a regulated process
than an outcome condition, The student’s existing knowledge
and experience play a decisive role in processing new
information, Piaget’s adaptive theory is regarded as the
basis of learning, Adaptation has two forms, namely
assimilation and accommodation and Learning is a process of
constructing knowledge, the result of which presents itself
as a relationship between community knowledge and
individual knowledge.
The aim of education is to enable each student to
attain all-round development according to his/her own
attributes. To achieve this, students should be provided
with suitable assistance and guidance in accordance with

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their abilities and learning needs, so that they can
develop their potential to the full.
Each student is a unique individual, different in
cognitive and affective development, social maturity,
ability, motivation, aspiration, learning styles, needs,
interests and potential. Apart from this, there are other
factors underlying student differences. These include
innate differences in intelligence, differences in social
and economic background, variations in past learning
experiences, and perhaps variations in the level of
congruence between the learner and the curriculum. In view
of these factors, catering for individual differences is
intended neither to narrow the gap between individuals nor
to even out their abilities and performance. It should aim
for understanding why students are able or unable to learn
well and finding appropriate ways to help them learn
better.http://cd1.edb.hkedcity.net/cd/id/index_en.html
This pursue the researcher to conduct a study
regarding the Factors that Affects Individual Differences
in the Learning among the Kindergarten Pupils: Its Relation
to their Learning Outcomes.

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Statement of the Problem
The purpose of this study is to determine the factors
that affects individual differences in learning among
kindergarten pupils: Its relation to their Learning
outcome.
Specifically, it seeks to answer the following
questions:
1. What is the socio- demographic profile of the
respondents in terms of;
a. Age;
b. Sex
c. Parent’s Occupation;
d. Parent’s Monthly Income; and
e. Parent’s Educational Attainment
2. What is the extent factors that affect the individual
differences in learning among kindergarten pupils
whengrouped according to;
a. Physiological Factor
b. Cultural Factors
c. Social Factors
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d. Psychological Factors
3. What is the Learning outcome of the Kindergarten
Pupils in terms of their Grade Point Average (GPA)?
4. Is there a significant difference on the extent of
factors that affect individual difference in leaning
among kindergarten pupils when grouped according to
their profile?
5. Is there a significant difference on the extent of
among kindergarten pupils and their Learning outcomes?
Hypothesis
1. There is no significant difference on the extent of
actors that affect individual difference in leaning
among kindergarten pupils when grouped according to
their profile.
2. There is no significant difference on the extent of
among kindergarten pupils and their Learning outcomes.

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Theoretical Framework
Apart from those factors that influence the acquisition
of a foreign language in general (namely the role of the
language environment, the role of input, the role of the
first language and internal processing – for more
information, cf. Eddy, 2011), there is a set of such
influences that vary from one learner to another and differ
according to a learner’s inner characteristics. Authors
within the field distinguish various factors which, as they
believe, influence second or foreign language acquisition.
Among these, individual learner characteristics play a
central role. Liao (1996:1) distinguishes the following
cognitive factors of second language acquisition: (1)
intelligence, (2) aptitude, and (3) language learning
strategies. Lujan-Ortega (2000) proposes (1) age, (2)
aptitude/intelligence, (3) motivation, (4)
learning/cognitive style, and (5) personality. Skehan
(2002) argues that in literature four main areas are
emphasised when considering individual differences in
second and foreign language learning: (1) language
aptitude, (2) learning style, (3) motivation, and (4)

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learning strategies. He adds that, according to Dewaele and
Furnham (1999), personality is also of certain importance.
Bond (2002), in her research on successful language
learners, is more accurate in stating the factors that may
aid one’s language learning and draws more detailed
perspective: (1) age, (2) exposure to foreign language in
infancy, (3) immersion, (4) intelligence, (5) personality,
(6) attitude and motivation, (7) relationship between first
and target language, (8) sensory style, (9) learning
strategies, and (10) other factors (mimicry, musical
ability). The author of the article “Learner
characteristics: factors affecting the success of L2
acquisition” summarizes opinions of several authors and
concludes that the following factors affect the success of
foreign language acquisition: (1) intelligence, (2)
language learning aptitude, (3) personality, (4) motivation
and attitude, and (5) age of acquisition. It is also stated
in the article that due to a lack of detailed research in
the area, there is no solid evidence for effect of
aptitude, personality and learner beliefs and preferences.
A similar approach can be found in Ellis (1985:10) who
claims that “there are five general factors that contribute

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to individual learner differences in some depth”: (1) age,
(2) aptitude, (3) cognitive style, (4) motivation, and (5)
personality.
Conceptual Framework
The table below shows the relationship between the
Independent and Dependent Variables.
The Independent Variables has two parts; the first part
is the socio demographic profile of the respondents in
terms of; age, sex, parents’ occupation, parents’ monthly
income, and parents’ educational attainment. The second
part is the Factors that Affect Individual Differences in
terms of physiological factors, social factors, cultural
factors, and psychological factors. The Dependent Variable
is the Pupils Learning Outcome.
Scope and Limitation
This study was conducted at Guinpanaan Elementary
School, Moises Padilla, Negros Occidental. There are 80
Kindergarten Pupils included as respondents in this study.

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INDEPENDENT VARIABLES DEPENDENT VARIABLES
I. Socio- demographic
Profile of the
Respondents
a. Age
b. Sex
c. Parents Occupation
d. Parents Monthly
Income
e. Parents
Pupils Learning Outcome
Educational
Attainment
II. Factors that

Influence Individual
Differences
a. Physiological
Factor
b. Cultural Factor
c. Psychological
Factor
d. Social Factor
Figure 1. Schematic Diagram shows the relationship between
the Independent and Dependent Variables.

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Significance of the Study
This study is significant to the following persons;
Principal. The result of the study will serve as a guide
to create development plans and programs for the
improvement of the Kindergarten Pupils for their
Learning.
Teachers. The result of this study will help them in making
activities that will enable pupils to understand and
participate in their lessons.
Pupils. The result of this study allows pupils to have
interest in learning through different styles applied
by the teacher.
Parents. The result of this study will make them aware of
supporting their children needs in school activities.
Definition of terms
Age. This term refers to the length of time that a
person of things has live or existed (The New Lexicon
Webster’s Dictionary, 2007). In this study, this term
refers to the variables, which were categorized to young,
and old that the researchers used in order to identify the

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profile of their respondents and whether it yields
significant results.
Pupils. The term defined as one that has been taught
or influenced by a famous or distinguished person
(Wikipedia). Operationally defined as a child enrolled in
school and under the care of a teacher.
Sex. This term refers to the gender of a person or
organism, or a whole category of people or organism
(Microsoft Encarta, 2009). In this study, this term refers
to the variables, which were categorized to female and male
that the researcher used in order to identify the profile
of their respondents and whether it yields to significant
result.
Physiological factor. This term refers to a branch of
biology that deals with the functions and activities of
life or of living matter (as organs, tissues, or cells) and
of the physical and chemical phenomena involved — compare
anatomy 1, morphology.
Cultural Difference. This term refers to the quality
of diverse or different cultures, as opposed
to monoculture, the global monoculture, or a homogenization
of cultures, akin to cultural decay.

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Learning Outcome. This term refers to statements that
describe significant and essential learningthat learners
have achieved, and can reliably demonstrate at the end of a
course or program. In other words, learning
outcomes identify what the learner will know and be able to
do by the end of a course or program.
Parents’ Occupation. The term refers to a person's
usual or principal work or business, esp. as a means of
earning a living; vocation:Her occupation was dentistry.
Any activity in which a person is engaged. Possession,
settlement, or use of land or property.
Parents’ Monthly Income.It refers to the
gross monthly wages or salaries before deduction of
employee CPF contributions and personal income tax. It
comprises basic wages, overtime pay, commissions, tips,
other allowances and one-twelfth of annual bonuses.

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CHAPTER II
REVIEW OF RELATED LITERATURE
Individual Learner Differences
Apart from those factors that influence the
acquisition of a foreign language in general (namely the
role of the language environment, the role of input, the
role of the first language and internal processing – for
more information, cf. Eddy, 2011), there is a set of such
influences that vary from one learner to another and differ
according to a learner’s inner characteristics. Authors
within the field distinguish various factors which, as they
believe, influence second or foreign language acquisition.
Among these, individual learner characteristics play a
central role. Liao (1996:1) distinguishes the following
cognitive factors of second language acquisition: (1)
intelligence, (2) aptitude, and (3) language learning
strategies. Lujan-Ortega (2000) proposes (1) age, (2)
aptitude/intelligence, (3) motivation, (4)
learning/cognitive style, and (5) personality. Skehan
(2002) argues that in literature four main areas are
emphasised when considering individual differences in
second and foreign language learning: (1) language

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aptitude, (2) learning style, (3) motivation, and (4)
learning strategies. He adds that, according to Dewaele and
Furnham (1999), personality is also of certain importance.
Bond (2002), in her research on successful language
learners, is more accurate in stating the factors that may
aid one’s language learning and draws more detailed
perspective: (1) age, (2) exposure to foreign language in
infancy, (3) immersion, (4) intelligence, (5) personality,
(6) attitude and motivation, (7) relationship between first
and target language, (8) sensory style, (9) learning
strategies, and (10) other factors (mimicry, musical
ability). The author of the article “Learner
characteristics: factors affecting the success of L2
acquisition” summarizes opinions of several authors and
concludes that the following factors affect the success of
foreign language acquisition: (1) intelligence, (2)
language learning aptitude, (3) personality, (4) motivation
and attitude, and (5) age of acquisition. It is also stated
in the article that due to a lack of detailed research in
the area, there is no solid evidence for effect of
aptitude, personality and learner beliefs and preferences.
A similar approach can be found in Ellis (1985:10) who
claims that “there are five general factors that contribute

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to individual learner differences in some depth”: (1) age,
(2) aptitude, (3) cognitive style, (4) motivation, and (5)
personality.
Liao (1996) asks whether there really is “such a thing
as a gift for language learning, distinct from general
intelligence” (Liao, 1996:9), which implies that he
considers general intelligence (g-factor) one of the most
important factors influencing language acquisition. “The
study of individual differences in SLA has received
considerable attention over the years and has shown that
there are a number of dimensions of learner differences
which are generally acknowledged to affect the way they
learn foreign languages, how they perform in actual
language use and the eventual levels of success they
achieve” (Lujan-Ortega, 2000:1). From the above overview,
several assumptions can be made. Within individual learner
differences, there are a number of factors that influence
foreign language acquisition. Most authors state that age,
motivation and attitude, learning style/strategy and
attitude/intelligence are of determinate importance.
According to some sources, personality and cognitive style
play an important role, too. In the following subchapters,
the most relevant factors are presented in more detail and

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research findings in favour of as well as against their
importance in foreign language acquisition are introduced.
These are important as they are considered the key aspects
in acquisition of a foreign language. Individual learner
differences influencing foreign language acquisition have
been the subject of many research works (Ellis, 1985;
Reilly, 1988; Bond, 2002; Walqui, 2000; Liao, 1996; Skehan,
2002). The following are generally believed to play a part
in influencing foreign language acquisition.
Age
The results of research suggest that there is a
critical period for foreign language acquisition. This is
supported by proponents of Critical Period Hypothesis,
which states that human beings are optimally suited to
learn certain types of behaviour (including foreign/second
language abilities) during a certain age span, and that
after this period has passed, learning such behaviour is
difficult or impossible (adapted from “Learner
Characteristics: Factors Affecting the Success of L2
Acquisition”). Johnson and Newport (1989) state that, in
their research (carried out among Chinese and Korean
learners who had learnt English in the US for at least 5
years), accuracy on Grammaticality Judgement Test (GJT)

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correlated with the age of arrival for subjects who arrived
in the US before puberty; while accuracy on GJT did not
correlate with the age of arrival for subjects who arrived
in the US after puberty. Some research (Bilinguals:
Separate Minds, 1999) in neurolinguistics provides clear
evidence for the Critical Period Hypothesis. It states that
the individuals (monitored in the study) who had acquired a
second language as young children utilized the same
location of Broca’s area1 for both languages. In connection
with the above, though, DeKeyser (2000) found out what can
be considered contradictory to Johnson and Newport’s
findings. He observed that there was strong negative
correlation between age of acquisition and score on the
GJT. As far as critical period hypothesis goes, research
has found that different critical periods may apply to
different language skills (Birdsong, 1999). Some
researchers suggest that the critical period in its
original conception only concerns pronunciation and native-
like accent and that other levels of the target language
need not be involved (Bongaerts, 1999). Moreover (according
to the same source), adult learners can even outperform
younger learners in acquisition of second language grammar.
Sex
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Although it is fair to argue that males and females
are equal human beings, they demonstrate different features
– not just physically; which in most cases is rather
obvious, but also mentally. They are said to perform
differently in everyday activities, to think in different
ways or sometimes even to transform a surface structure to
different deep structures and to misunderstand each other
in this way. As the way of thinking is closely related to
use of language (be it the first or a foreign language); if
the thinking of the two sexes differs, it is quite
predictable that the ways they learn and acquire languages
will be different. Ok (2003:9) states that “according to
several studies, the sex of the students makes a
significant difference in learning a second or foreign
language” (Politzer 1983, Oxford et al. 1988, Ehrman and
Oxford 1989, Oxford and Nyikos 1989, Oxford et al. 1993,
Oxford and Ehrman 1995, Lee 1994, Kim 1995, Oh 1996).
Baron-Cohen (2003:4) in his research found out that
“females have also been shown to have better language
ability than males” (Lutchmaya et al, 2002).
Motivation and attitude
Without any motivation or positive attitude, there can
hardly be a successful process of learning. The question

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why people learn foreign languages can be put forward.
According to Trigos-Gilbert (1999) most people nowadays
feel the need to speak a new language for personal and
professional aims. These aims are the following:  more
employment opportunities;  better salary prospects; 
higher chances for business success;  further understanding
of someone else’s culture. According to Thanasoulas
(2002:4) “ideally, all learners exhibit an inborn curiosity
to explore the world, so they are likely to find the
learning experience per se intrinsically pleasant. In
reality, however, this "curiosity" is vitiated by such
inexorable factors as compulsory school attendance,
curriculum content, and grades – most importantly, the
premium placed on them”. Learner’s motivation and needs
have always had a central place in theories of foreign
language acquisition. According to Ellis (1985:118),
“motivation and attitudes are important factors, which help
to determine the level of proficiency achieved by different
learners.” Savignon (1976:295, according to Ellis, 1985)
even declares that “attitude is the single most important
factor in second language learning.” Among linguists,
several types of motivation are distinguished: Brown (1981,

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according to Ellis, 1985) identifies three types of
motivation:
1 global motivation, which consists of a general
orientation to the goal of learning a foreign language; 2
situational motivation, which varies according to the
situation in which learning takes place; 3 task motivation,
which is the motivation for performing particular learning
tasks. Researchers also differentiate between: 1
integrative motivation – learners wish to identify with the
target ethnolinguistic group (although this is far more
significant in second than in foreign language
acquisition), 2 instrumental motivation – learners study to
improve their social status or meet educational
requirements. The author of the article “Learner
Characteristics: Factors affecting the success of L2
Acquisition”, came to the conclusion that the results
showed conflicting evidence about the role of language
learner’s attitude towards success in foreign language
learning. Nevertheless, the author states that even if
there was no correlation between attitude and success in
the early stages; there is definitely a correlation in the
later stages.
Personality
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Personality of the learner is another controversial
matter being considered a factor influencing foreign
language acquisition. A widely-held belief claims that
extroverted learners learn more rapidly and are more
successful than introverted learners. Krashen (1981,
according to Ellis, 1985:120) argues that “an outgoing
personality may contribute to acquisition.” Likewise
Rossier (1976, as quoted in the same source) found out that
his subjects’ oral fluency correlated significantly with
extroversion/introversion. However, there are some research
results that contradict the above findings. Naiman et al.
(1978, quoted in Ellis, 1985) found no significant
relationship between extroversion/introversion and
proficiency. Similarly, Swain and Burnaby (1976, according
to the same source) did not find the expected relationship
between the measures of sociability and talkativeness on
the one hand and proficiency on the other in the early
stages of acquisition of French as a L2. Similarly, social
skills and inhibition are considered segments of one’s
personality possibly influencing foreign language
acquisition; however, research findings about their actual
effect are rather controversial.

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Learning styles and strategies
In the process of learning, be it a foreign language
or any other subject matter, certain ways must be used, so
that the result the learner wishes for is achieved.
Learning style is a “general approach to language learning”
(Oxford, 1994). The ways the learner applies while studying
are called learning techniques. If used in combination to
develop a plan, they are called learning strategies.
According to Oxford (1990), learning strategies are
“specific actions, behaviours, steps, or techniques
students use – often consciously – to improve their
progress in apprehending, internalizing, and using the L2”.
“Researchers have identified active strategies commonly
employed by learners which help them learn more effectively
(Naimen et al., 1978; Wesche, 1979). These include, for
example, repeating silently what is heard, thinking through
one's own answer and comparing [it] to the one given,
memorising dialogues, identifying oneself with one's
foreign language identity, seeking opportunities for
communication in the target language, and finding ways to
widen the scope for social interaction”. With regard to
preferred learning activities, a learning style of an
individual can be identified. According to Straková

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(2004:18), learning styles are “general approaches we use
to learn a new language. These are the same styles we use
in learning other subjects”. The most general viewpoint
differentiates between:  analytical (field independent)
students who concentrate on grammatical details but feel
less safe in communicative activities. They tend to learn
the rules and principles of a language and do not like
improvisation or taking guesses if an unfamiliar language
situation occurs. global (field dependent) students who are
more sociable, like interaction and communication. They are
not keen on grammatical rules and often use compensation
strategies2 to avoid blocks in communication.
Based on sensory preference of an individual learner,
the following learning styles can be identified:  Visual –
students who prefer to use their sight to receive
information;  Auditory – students who prefer to use their
hearing to receive information; Kinaesthetic – students who
need active movement and involvement to learn;  Tactile –
students who like handling objects and use their touch to
receive information. Another classification divides
students into innovative, analytical, common sense and
dynamic learners (adapted from Svoboda and Hrehovčík, 2006;

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Straková, 2004). When acquiring a foreign language,
learning strategies can be of significant importance.
According to Oxford (1990:9), language learning strategies:
 allow learners to become more self-directed;  expand the
role of language teachers;  are problem-oriented;  involve
many aspects, not just the cognitive;  can be taught;  are
flexible;  are influenced by a variety of factors.
Furthermore, they are “especially important for language
learning because they are tools for active, self-directed
involvement, which is essential for developing
communicative competence” (Oxford, 1990:1).
Intelligence and aptitude
As far as intelligence as a factor influencing
learning in general or foreign language acquisition is
concerned; again, rather controversial results have been
found. First of all, there is no clear evidence whether
aptitude and intelligence are separate issues. Ellis
(1985:11) argues that ’aptitude’ is to be contrasted with
’intelligence’, as the first refers to the special ability
involved in language learning and its effects are “measured
in terms of proficiency scores achieved by classroom
learners”. ’Intelligence’, on the other hand, refers to the

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“general ability that governs how well we master a whole
range of skills, linguistic and nonlinguistic.” On the
other hand, Oller (1980, according to Ellis, 1985) states
that general intelligence and ability to use language in
language tests is essentially the same. Whether we are in
favour of the first opinion or the latter, most authors
believe intelligence is one of the factors influencing
foreign language acquisition. Bogaards (1996) states that
many studies have shown the existence of a positive
correlation between intelligence and foreign language
learning, but also that this link is relatively weak and
subject to significant variations (cf. Bogaards, 1988:45).
He also adds that links have, for instance, been found
between the ’working memory’ (Baddeley, 1986) and some
forms of intelligence (cf. De Jong and DasSmaal, 1995). In
1962, Pimsleur, Mosberg and Morrison discussed intelligence
in connection with foreign language acquisition. On the
basis of 40 articles that they felt were pertinent, they
stated there is a “positive correlation between
intelligence and foreign language achievement.
Intelligence, they said, is a significant factor” (Lambert,
1993:2). According to Gardner’s model (as cited in Norris-
Holt, 2000:2) “in a formal setting intelligence and

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aptitude play a dominant role in learning.” He also
introduces four individual differences which are believed
to be the most influential in second language acquisition.
These are the variables of intelligence, language aptitude,
motivation and situational anxiety. Genesee (1976, as
quoted in Ellis, 1985:111) found that “intelligence was
strongly related to the development of academic L2 French
language skills (reading, grammar, and vocabulary), but was
in the main unrelated to ratings of oral productive skills
by native speakers.” Ekstrand (1977, according to Ellis,
1985) found high correlation while measuring proficiency on
tests of reading comprehension, dictation and free writing.
There are some authors who express their opinions on
intelligence in connection with learning in much more
general terms. Barton, Dielman and Cattel (1972) (as quoted
in AbiSamra, 2000) declare that IQ together with the
personality factor predict achievement in all areas.
Nevertheless, there are some psycholinguists who declare
that intelligence and language do not necessarily
demonstrate any positive relationship. Pinker (in press)
states that individuals with catastrophic losses in
language do not always perform badly at other aspects of
intelligence, such as those measured on the nonverbal parts

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of IQ tests. He also says that there are syndromes showing
opposite dissociation, where intact language coexists with
severe retardation. “These cases show that language
development does not depend on fully functioning general
intelligence” (Pinker, in press: 4). According to
Gorzelanczyk et al. (1998), in their study, the authors
have been looking for correlates between the parameters of
the learning process and various components of
intelligence. Their results surprisingly show that “no
significant correlates have been found” Gorzelanczyk et al.
(1998:2). They also state that memory-related components of
intelligence do not play a visibly more significant role in
the learning process than other components. Some authors
even add to the unclearness of the matter, as Spoerl
(1939), according to her study using tests, proclaims that
significant correlations between language learning and
intelligence have been found for women; however, none for
man. She, thus, suggests there is a presence of diverse
factors. The fact that her results were reached quite a
long time ago and, therefore, could have been influenced by
the then differentiation in social position and status of
males and females must be taken into consideration. The
above controversial findings prompted the idea to carry out

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research with the intention of finding out whether there is
a relationship between English grammar acquisition and the
level of cognitive processes in Slovak learners.
Physiological Factors
In the teaching process, where the teacher and the
learners are involved, psychological aspects are the
factors that prepare, encourage, facilitate or obstruct the
learning process in many different ways. A teacher/trainer
in adult education must know about these, must be aware of
their importance and must be able to discern them so that
s/he can coordinate the class and design courses that can
be successful towards the set objectives.
While it is true that each individual learner needs a
different approach to open up to learning, there are
teaching approaches that can apply to a whole group and
affect their learning to the right direction and
accomplishment.
The teaching process, which involves designing,
preparing and coordinating a given class, must be at the
level that will generate accurate predictions for the
outcome of teaching and integrate the widest possible range
of psychological aspects to the benefit of all actors
involved in learning. Whether in the classroom or in the

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computer laboratory these aspects can be predicted and
controlled accordingly to maximise the effect of teaching
and lead the learners to success.
In this unit we will attempt to describe the most
common psychological aspects that are involved in adult
education to enable the teacher to recognise them and
appreciate their value.
1. Trust
Trust is a moderator of positive association between
the teacher and the class. First of all, it can create good
rapport between the teacher and the learners who may come
to education with certain fixed ideas and suspicions.
Secondly, it forms the social dimension of teaching because
it improves the quality of the teacher’s social
relationships with the learners. Moreover, it boosts the
job satisfaction in the workplace.
To gain the learners’ trust, a teacher/trainer must be
sincere, determined, and collaborate with the learners on
the basis of a teaching-learning contract that can be
established from the beginning of a course. If the learners
have to pursue their targets in learning, so has the
teacher hand in hand with them pursue the set targets on
their behalf.
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2. Affective support
It is known that outside class and between teaching
sessions students communicate with each other either in
person or by using social media to collaborate, exchange
ideas, express their feelings, share experiences. In this
way they strengthen the peer affective support and this
keeps them together in an informal setting. To sustain this
affective support during the course, a teacher must
encourage them to work on projects, which is an authentic
task that will sustain peer support.
3. Group dynamics & teamwork
When the short-term or mid-term projects are designed
in small groups then the group dynamics emerge; one learner
from the group inevitably leads the group and the other
members contribute accordingly to accomplish the task.
During the preparation of the project many more dynamics
can emerge from the members of the group that were not the
‘leaders’ initially. The teacher can use the results of the
projects to praise their work and enhance their confidence
sending a direct signal that teamwork is valued. There are
several ways to do so. The teacher can invite some
colleagues to class to attend the presentation of the
projects and evaluate them. Another way is to choose the

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best project or the best three projects to publish in the
school newsletter. In all cases the teacher must give some
publicity to this and praise them for their work. These
simple activities can not only reinforce the value of
teamwork but they can also enhance the relationship between
teacher and learners.
4. Web-based e-learning – motivation of learners
When a course involves e-learning when time and space
are not restricted and the traditional affective support is
missing, the teacher must use motivation to sustain the
rapport that has been established with the learners. This
motivation aspect, which is fundamental at all stages of
learning, can be achieved if the teacher regularly
communicates with his/her students by sending them group-
mailing messages, for instance, if it is asynchronous
teaching material. In synchronous type of e-learning, the
teacher is there during tutorials and can motivate them in
the way that would do as if they were in a traditional
class by audio or video messages; praising them, designing
a motivational message and showing it on screen, for
example.
If the class practices interactive activities in the
computer laboratory, then the teacher can motivate them and

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reinforce teamwork by setting small projects to work in
pairs. In any case the teacher must use the lab time to
sustain the unity of the class.
5. Self-esteem
In class the teacher is bound to meet the ‘good
achievers’ and the students who do not score high marks. In
this case if the teacher decides to sustain the class as it
is, the ‘achievers’ and the ‘non-achievers’ will finish
their course with the same high or low self-esteem. A
teacher must know that all students have some strengths.
Not all of their strengths, however, are visible or felt.
On the one hand, the seven characteristics that may pave
the road to success for the ‘high achievers’ are
intelligence, perseverance, creative thinking,
resourcefulness, openness to new experience, the desire to
learn, and the drive to excel. On the other hand, the ‘non-
achievers’ may have other strengths such as creativity or
flexibility and these must be first discovered by the
teacher and praised so that the ‘non-achievers’ are
encouraged to foster the desire to learn and set goals thus
narrowing the gap between the ‘high achievers’ and the ‘low
achievers’. In this way and by boosting their self-esteem,

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a teacher can transform the class into a class that will
accomplish their goals to the maximum.
6. Gender stereotypes
In a class where females feel outperformed by males
because of fixed ideas and stereotypes, the teacher’s role
is to eliminate this attitude. It is known that learners
tend to act in ways that are in-line with social identities
such as gender. This unfortunately can be sustained in
education if one follows the same line. For the equity
teacher everyone must be equally treated thus reinforcing
equity in gender. To do so, first of all, the teacher must
know about these stereotypes that can affect the female
learners. Additionally, the teacher must be free of these
fixed ideas and see the class with the same potential in
all subjects. Body language is also very important because
no matter what theory a teacher can support, his/her body
language will betray his/her real attitude. To achieve an
equity gender class, a teacher must equally distribute
tasks to males and females and assign projects with the
same difficulty. Regarding projects, the teacher can in
turns appoint leaders males and females and pay equal
attention to them.
7. Inherent patterns of teacher behaviour

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The perception of international education and how this
is interpreted in pedagogy can affect adult education
especially in multi-cultural groups where learners come
from developing countries and from developed countries.
Some teachers reveal inherent patterns of behaviour when
teaching a multi-cultural class which can affect the
interaction between them and their individual learners. In
most cases this can be detrimental for the learners who
come from developing countries not because they cannot
learn in the same way but because of the behaviour and
attitude of their teachers. Consequently, an equity teacher
must think in terms of international education and apply
techniques that will involve all the learners in an
international context and not discriminate them.
8. Reinforcement of short-term goals
Each individual learner comes to education with some
short-term or long-term goals. Many, though, lose their
goals during the learning process due to various reasons.
It is the duty of the teacher to help the learners sustain
their short-term goals and every time these are achieved to
help them set new short-term goals until they achieve them
all and feel they have developed personally.

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The psychological aspect of achieving their goals is of
paramount importance in the learning process; a learner who
lacks goals is uncertain about his/her presence in the
course and, consequently, does not make any efforts to
learn. An alert teacher who follows certain standards and
assessment criteria cannot fail to notice this. To
encourage a learner to set new goals or to set again the
original goals, a teacher must have good rapport with the
learners.
In a student-centred education it is easy for the concerned
teacher to notice the sustainability or not of the
learners’ goals. An open discussion with the class can help
a lot if the teacher has succeeded in making his/her class
a team. An open discussion where both parties, the teacher
and the class, can assess the class progress, predict the
outcomes, identify the weaknesses and set new goals is an
important new beginning and can decide on a new milestone
that everyone will want to reach. Having goal directed
learners is the dream of all teachers because this can
ensure the accomplishment of their aspirations and will add
to the teacher’s job satisfaction.
9. Learning environment
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A classroom or a computer laboratory, which are the
most usual place settings, are physical places where
learning occurs. The learners can be affected positively or
negatively by the way the place setting is arranged or
decorated, by the distance from the other learners, by the
teacher who may be sitting away from them or is among them
and close to them, and other factors that define the
learning place setting. The psychological aspect here,
although it may not be considered by some educators, is
essential. The learners may feel ‘accepted’ or ‘rejected’
merely by a room. A friendly and accessible atmosphere can
sometimes gain them by 50% to be open to learning. On the
other hand, a neutral or ‘cold’ classroom can make them
more reserved and, no matter how interestingly a lesson has
been planned, they may have negative perceptions about both
the teacher and the material.
10. Guidance
Learners need guidance during the presentation and the
post-presentation phases of the new teaching material to be
motivated to learn and be willing to make their own
efforts. The acquisition of new and sometimes complex
knowledge and the development of skills in a new area
require willingness and perseverance from the learner.

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Proper guidance from the teacher to lead them to learning
is essential in the same way that happens in the internship
practices where the new employees are instructed and
monitored by a trainer/supervisor. While guided, the
learners have the sense of security and are confident that
should errors occur their teacher/trainer is there to help
them go ahead. Gradually, and after the first guided stages
are accomplished, the teacher can expose them to free
practice and then can assess the results of their efforts
while dealing with the newly acquired knowledge and the
newly developed skills. Consequently a lesson plan must
include guidance as well as free practice stages.
11. Emotional factor
Humour is an essential element to approach the
learners better. A teacher must have humour. People learn
better and more effectively when the teaching material is
appropriate to their cognitive level and is presented in an
enjoyable and interesting way. The emotional factor can
make them more approachable when they enjoy their tasks and
more open to desire to learn. If they are pressed by a
stern educator, they are more likely to resist and to be in
constant denial. In any case, the teacher must not
reproduce stereotypes of parental behaviours that may have

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in the past affected some of the learners’ attitude to
learning. Interesting graphics, humorous remarks, relaxing
atmosphere – without losing any of the goals of the tasks –
can gain the students’ attention better than merely
applying stern rules.
12. Social interaction
Learning can be affected to a great extent by social
interaction, interpersonal relations, and communication
with others. Collaborating with the other learners while
working on given tasks reinforces their interpersonal
relations while respecting cultural diversity or other
personal differences in learning. Pair-work and group-work
are ideal to practise their interactive skills and enhance
their social competences. Quality interpersonal
relationships provide the sense of stability and mutual
trust. Moreover, it is bound to increase the learners'
sense of being a member of a team, being respected and
being accepted thus creating a positive learning
environment.
13. Learners’ preferences in the learning process
Adult learners come to education with an already
formed concept how they want to learn and at what pace they
are willing to learn. For instance they may not be used to

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working in pairs or in groups or they may not like to do
many writing activities.
At the beginning of a course it is wise to consider their
learning preferences and try to incorporate the positive
ones in the delivery of the course without sacrificing the
aims or the objectives of the course or the pedagogical
methodology.
Since not all learners’ preferences are useful in helping
them reach their goals, a teacher can persuade them about
the benefits of pair-work, for instance, by setting a small
task so that they feel the benefit. Gradually the teacher
can incorporate more student-centred tasks to serve the
goals of the course but in all cases the preferences of the
learners which do not halt the progress of the class must
be valued and respected. This strategy will enhance the
relationship between the class and the teacher.
14. Diversity of learners
A teacher/trainer of a multi-cultural group should
take into account the various differences of the learners
to instruct them in an effective way. These differences in
culture, ethnicity, race, language, religion, socio-
economic status, which can influence learning in various
ways, must be taken into account before a course starts.

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The role of the teacher is to first value their
differences but encourage them to function as a team in an
appropriate learning environment with strong common goals.
In this way their differences will not be on the surface
and will not affect their learning process negatively.
15. Standards and assessment
In a learning environment where challenging standards
have been set, the learners have the feeling of security
since this can motivate them pursue their goals. Assessment
systems have also proved to trigger rather than
constraining progress as they function as a framework that
helps the learners monitor their own progress. Absence of
assessment, however, or a rather relaxed way of learning
has proved to affect the learners negatively as they have
no measure of assessing themselves and setting new goals.
Ongoing assessment of the learners ensures their
understanding of the teaching material and provides
information to both the teachers and the learners about the
right course of the sessions, the degree to which the new
knowledge has been acquired, and the achievement of their
goals.https://www.edutopia.org/discussion/psychological-
aspects-affect-learning-process
Physiological factors
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The physiological factors include how people feel,
their physical health, and their levels of fatigue at the
time of learning, the quality of the food and drink they
have consumed, their age, etc. Think of some physiological
factors that are important when you try to study or learn
something new for yourself.Although everyone has a
different pattern, most people need to feel safe and secure
and not be hungry or tired. Many people are aware of the
time of day they learn best — some at night, others early
in the morning. It is a blend for each individual.
Physical health is important because ill health
hampers learning, and so can fatigue. Studying for a long
time can cause fatigue, which affects your audience's
learning capacity. The time of learning also influences how
much new knowledge is acquired. The quantity and quality of
healthy food and drink also plays a crucial part because
nutrition is responsible for efficient mental activity.
Poor nutrition adversely affects learning. Alcoholic drinks
and caffeine, as well as tobacco, all have an adverse
effect on the capacity of people to learn. Good
physiological factors promote effective learning.
People find it very difficult try to learn new things
if they are in a difficult environment. Atmospheric

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conditions such as high temperature and humidity tend to
lower mental efficiency. Studying in conditions of poor
ventilation, the lack of proper lighting, where there is
noise and physical discomfort, all hamper learning
capacity. Good conditions make it easier to learn.
Cultural Diversity in Organisational Theory and Practice
Increasing globalization requires more interaction
among people from diverse cultures, beliefs, and
backgrounds than ever before. People no longer live and
work in an insular marketplace; they are now part of a
worldwide economy with competition coming from nearly every
continent. For this reason, organizations need diversity to
become more creative and open to change.
Therefore maximizing and capitalizing on workplace
diversity has become an important issue for management
today. Since managing diversity remains a significant
organizational challenge, managers must learn the
managerial skills needed in a multicultural work
environment. Supervisors and managers must be prepared to
teach themselves and others within their organizations to
value multicultural differences in both associates and
customers so that everyone is treated with dignity.
Diversity issues are now considered important and are

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projected to become even more important in the future due
to increasing differences in the population of many
countries. Companies need to focus on diversity and look
for ways to become totally inclusive organizations because
diversity has the potential of yielding greater
productivity and competitive advantages. Managing and
valuing diversity is a key component of effective people
management, which can improve workplace productivity.
Unmanaged diversity in the workplace might become an
obstacle for achieving organizational goals.
Therefore diversity can be perceived as a “double-
edged sword”. 2. Concepts of Diversity Diversity is a
subjective phenomenon, created by group members themselves
who on the basis of their different social identities
categorize others as similar Journal of Intercultural
Management Vol. 2, No. 2, November 2010, pp. 5–15
ordissimilar: “A group is diverse if it is composed of
individuals who differ on a characteristic on which they
base their own social identity” [O’Reilly, Williams,
&Barsade 1998, p. 186]. Loden&Rosener [1991] define
diversity as that which differentiates one group of people
from another along primary and secondary dimensions.
Primary dimensions of diversity, those exerting primary

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influences on our identities, are gender, ethnicity, race,
sexual orientation, age and mental or physical abilities
and characteristics. The primary dimensions shape our basic
self-image as well as our fundamental world views.
Additionally, they have the most impact on groups in the
workplace and society. Secondary dimensions of diversity
are less visible, exert a more variable influence on
personal identity and add a more subtle richness to the
primary dimensions of diversity. They include: educational
background, geographic location, religion, first language,
family status, work style, work experience, military
experience, organizational role and level, income and
communication style. The secondary dimensions impact our
self esteem and self definition. There is a definite trend
towards definitions of a multiplicity of diversity
dimensions; Arredondo [2004] adds culture, social class and
language to the primary dimensions and healthcare beliefs
and recreational interests to the secondary dimensions. She
further adds a tertiary dimension, which encompasses
historical moments experienced. Maier [2002, pp. 132–134]
lists 38 possible diversity dimensions, and further
suggests that his item “character traits” is “infinitely
expandable”. He illustrates this multi-dimensionality by

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reference to the individual as a kaleidoscope. The analogy
of an iceberg comes to mind in the face of these
potentially endless dimensions; the obvious characteristics
of race, ethnicity, gender, age and disability relate to
the small, visible portion of the iceberg, and are the
basis of much anti-discrimination legislation around the
world. Other dimensions such as religion, culture and
political orientation are less obvious, and could be said
to constitute the secondary dimensions lying just below the
surface, which may be revealed with time.
The tertiary dimensions are often the core of
individual identity and lie deeper below the surface. It is
the vast array of qualities that lie beneath the surface
that provides the real essence of diversity to be tapped
into, and these have not until recently been acknowledged.
It should be noted that only some of the possible
dimensions are shown in Table 1; the lists are in no way
exhaustive. Barbara Mazur Table 1. Dimensions of Diversity
Primary dimensions Secondary dimensions Tertiary dimensions
• Race • Ethnicity • Gender • Age • Disability • Religion •
Culture • Sexual orientation • Thinking style • Geographic
origin • Family status • Lifestyle • Economic status •
Political orientation • Work experience • Education •

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Language • Nationality • Beliefs • Assumptions •
Perceptions • Attitudes • Feelings • Values • Group norms
Source: based on R. Rijamampinina, T. Carmichael, A
Pragmatic and Holistic Approach to Managing Diversity.
Problems and Perspectives in Management, 1/2005, p. 109.
Table 1 indicates that diversity has many dimensions. These
may intertwine to produce unique syntheses of human
profiles, made up of both differences and similarities. The
dimensions interact with and influence one another, and
emerge or are displayed differently in different contexts,
environments and circumstances, making analysis and
management complex. Race, for example, may be more dominant
than age in a certain social situation, but may be less
dominant than education in a work context. Thus the
position and dominance of each dimension are not static,
but dynamic, making the concept of diversity more complex.
In addition to this, the secondary dimensions are more
malleable and many of them will change over time. Diversity
is not simple, not easy to grasp and not easy to manage.
By using socio-demographic traits as independent
variables to operationalise diversity, most diversity
studies has understood diversity as a given, fixed
individual or group essence [Litvin 1997]. Thomas [1996]

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sums the situation up by observing that diversity in
business has for too long been associated with
multicultural, multiethnic and multiracial aspects of the
workforce. He defines diversity as “any mixture of items
characterised by differences and similarities” [Thomas
1996, p. 5]. In support of this view, this paper proposes
that diversity be redefined as “the collective, all
encompassing mix of human differences and similarities
along any given dimension”. Cultural Diversity in
Organisational Theory and Practice 3. Cultural homogeneity
and diversity in the workplace – a comparative analysis
Cultural diversity has been defined as “the representation,
in one social system, of people with distinctly different
group affiliations of cultural significance”. It has been
studied in both laboratory and field settings. Laboratory
studies, grounded in the value-in-diversity perspective,
have shown that diversity within work groups increases
their effectiveness [Cox et al. 1991]. On the other hand,
field studies, guided by social identity and related self-
categorization theories, have suggested that diversity is
associated with negative performance outcomes [Pelled et
al. 1999]. Within culturally homogeneous groups, members
will have a tendency to communicate with each another more

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often and in a greater variety of ways, perhaps because
they share worldviews and a unified culture resulting from
in-group attachments and shared perceptions
[Earley&Mosakowski, 2000].
According to social identity theory, cultural
homogeneity in management groups may thus increase the
level of satisfaction and cooperation and decrease
emotional conflict [Williams & O’Reilly 1998]. Since
homogeneous groups do not have significant cultural
barriers to social intercourse, positive social
associations and in-group social contacts are fostered
[Blau 1977]. This formulation suggests that deleterious
social identity and self-categorization processes will not
inhibit an organization with a culturally homogeneous
management group. As cultural diversity increases, however,
social comparison and categorization processes occur, and
in-groups/out-groups and cognitive biases may occur,
creating barriers to social intercourse [Blau 1977].
Therefore, as heterogeneity in management groups reaches
moderate levels, the psychological processes associated
with social identity theory and self-categorization
processes may be more likely to emerge. These processes
generate individual behaviours such as solidarity with

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others in a race- or gender-based group, conformity to the
norms of one’s group, and discrimination towards out-groups
[Tajfel& Turner 1985]. To the extent that multiple
subcultures exist in moderately heterogeneous groups,
conflict is potentially maximized [Earley&Mosakowski 2000],
and intergroup interaction and communication may be blocked
[Alexander, Nuchols, Bloom, & Lee 1995]. For example,
Earley and Mosakowski [2000] found that moderately
heterogeneous groups exhibited relationship conflict,
communication problems, and low identification of members
with an overall work group. Within management groups, the
difficulties associated with moderate levels of
heterogeneity may lead to negative performance outcomes for
an organization. Although moderate levels of cultural
heterogeneity may create barriers to effective social
intercourse, high levels of heterogeneity could actually
weaken these barriers [Blau 1977], since group members will
be more evenly diffused over the categories of cultural
diversity, and in-group/outgroup identities will be reduced
[Alexander et al. 1995]. Barbara Mazur In groups with high
levels of cultural heterogeneity, everyday social
contacts and communication are more likely to involve
members of different racial/gender groups. Further, the in-

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group pressures that inhibit social interaction with out-
group members should be weakened [Blau 1977]. In management
groups with high heterogeneity, out-group discrimination is
thus less likely to exist. In fact, few common bases for
subgroup formation and social identity are likely to exist
in management groups with relatively high levels of
diversity [Earley&Mosakowski 2000].
In addition, the processes associated with the value-
indiversity paradigm are fully realized within highly
diverse management groups, which further enhances
performance [Cox et al. 1991]. An organization with high
levels of cultural heterogeneity in management may not be
inhibited by social identity processes because organization
members have many out-group contacts and may, instead,
distinctly benefit from a diverse pool of resources. 4.
Double Effects of Diversity In sum, in keeping with
presented above research diversity might have positive and
negative contributions to organizational functioning
depending on its level. There are some advantages and
disadvantages for organizations which deserve to be
discussed in detail. There is substantial literature which
argues that diversity has performance advantages over
homogenous work structures [Cox, Lobel and MacLeod 1991].

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First, multicultural organizations have an advantage in
attracting and retaining the best talent. The capabilities
of women and minorities offer a wider labour pool.
Organizations that are able to attract and retain qualified
minority group members and keep faith with them through
fair and equitable career advancement treatments, gain
competitive advantage and derive high quality human
resources dividends. Second, a multicultural organization
is better suited to serve a diverse external clientele in a
more increasingly global market. Such organizations have a
better understanding of the requirements of the legal,
political, social, economic and cultural environments of
foreign nations [Adler 1991]. Third, in research-oriented
and hi-tech industries, the broad base of talents generated
by a gender-and ethnic-diverse organization becomes a
priceless advantage. “Creativity thrives on diversity”
[Morgan 1989]. Fourth, multicultural organizations are
found to be better at problem solving, possess better
ability to extract expanded meanings, and are more likely
to display multiple perspectives and interpretations in
dealing with complex issues.
Such organizations are less susceptible to
“groupthink.” Fifth, multicultural organizations tend to

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possess more organizational flexibility, and are better
able to adapt to changes. Women, for instance, are said to
have higher tolerance for ambiguity than men [Rotter &
O’Connell 1982]. Diversity has some drawbacks which
moderate its significant advantages. In problem-solving
situations, extraordinary costs in time and financial
resources Cultural Diversity in Organisational Theory and
Practice 10 can negate the benefits of synergy, and can
even degenerate into dysfunctional conflicts. Diversity
does not fare as well under conditions of uncertainty and
complexity which may lead to confusion and frustration.
Diversity can make it harder to arrive at an agreement on a
particular course of action, and can result in negative
dynamics and cultural clashes that can create work
disadvantages for women and minorities. Traditionally,
cultural conflicts between majority and minority group
members are usually resolved in favour of the majority
groups. This, in turn, creates significant barriers to full
participation by minority members in potentially conflict
situations. In an analysis of 151 work groups, Tsui, Egan
and O’Reilly [1992] found diversity to be associated with
lower levels of psychological identification with group
members which would tend to detract from overall

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performance and result in adverse effects on organizational
measures of productivity, absenteeism and turnover.
Homogenous groups have been reported to outperform
culturally diverse groups especially where there are
serious communication issues which make it more difficult
for everybody to make optimal contributions to the group
effort. Higher turnover and absenteeism are special
problems identified with multi-cultural organizations.
Several research studies since the 1960’s have found women
and other minorities to be consistently higher on
absenteeism and turnover than their majority-member
counterparts. In a study of twenty work units, O’Reilly,
Caldwell and Barnett [1989] concluded that heterogeneity in
groups was associated with lower levels of group social
integration which resulted in higher individual turnover.
They concluded that out-group members were more likely to
leave the organization. Using a hypothetical company of
10,000 employees, Cox estimated that absentee differences
attributable to multiculturalism would cost a company an
average of three million dollars per year [Cox 1993, p.
25]. Milliken and Martins [1996] argued that diversity can
affect an organization’s functioning through four types of
mediating variables. First, diversity can have “affective

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consequences”, such as lower organizational commitment or
lower satisfaction, because people prefer interactions with
similar others.
Second, “cognitive outcomes” refer to an increase in
creativity and innovation. Diversity can enhance a group’s
ability to gather and process information and therefore it
could result in a greater creativity. Third, a diverse
organizational workforce is a symbol of equality. These
“symbolic effects” are important for an organization’s
reputation. And last, diversity also has clear implications
on the communication process within a group or
organization, i.e. “communication effects”. Milliken and
Martins’ typology takes into account the fact the diversity
can have both positive and negative effects on the
functioning of organizations. Also Benschop [1999] argued
that their typology provides a clear view on the effects of
diversity on an organization’s functioning. Barbara Mazur
11 5. Cultural diversity in the perspective of Firms
operating In the Podlaskie region Geographical and
historical conditions have made PodlaskieVoivodeship a
place of coexistence of various nations and cultures.
Multinational character provided background for the
creation of distinct systems of values and attitudes,

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characteristic to the representatives of different
denominations inhabiting the north-east of Poland.
Nowadays, those who constitute the largest ethnic groups
for the most part are members of Catholic and Orthodox
Churches 1 On the basis of the review of the features
specific for orthodox and catholic cultures described in
theological literature it can be predicted. that the
differences might be visible in companies operating in
culturally diverse regions. When translated into
organizational reality they could mean that there are
varied approaches to organizational phenomena. They are
presented in the Table 2. Table 2. Cultural traits of
Catholics and Orthodox believers For Orthodox believers For
Catholic believers • a group is more important than an
individual person, a group cannot be wrong, the group’s
representation works for all the group members • an
individual is responsible for his/ her life and is
independent from other members of the group, has ability to
critical self-assessment and difficulty to create a group
in organization • passive attitude is characteristic,
authorities can make decisions concerning individuals
without giving a reason standing behind them, no
instructions are given • active, rational and social

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attitude is specific, explaining and instructing is
important • phenomena are unrecognisable, rational
arguments are not useful for attaining truth which has no
logical nature; they have distaste for strict and
conceptual thinking, they reveal preferences for emotional
experiences and influencing sub consciousness •
rationalism, gaining knowledge by learning, appealing to
intelligence and logic are distinctive 1 According to
31.12.2000 data there are 1,222,709 inhabitants of
PodlaskieVoivodeship. The Catholic and Orthodox
congregations make 77% and 13,5% of all inhabitants of
PodlaskieVoivodeship respectively (in some districts, for
example in Hajnowski district, the inhabitants are over 80%
Orthodox Church believers). Cultural Diversity in
Organisational Theory and Practice 12 • the only freedom
possible to achieve by humans is spiritual, the necessity
of choices limits human liberty • freedom means the freedom
of choice which together with responsibility is the most
important value • any award results from approaching to
organizational power or authorities. For being awarded
individual must change and fit to its expectations • to
deserve an award men should take actions which lead to
reward. Any reward is always a natural consequence of

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desirable behaviour Source: based on B. Mazur, K.
Bargłowski, How to manage Eastern and Western Christians
successfully in one organization? Proceedings of cAIR10,
the first Conference on Applied Inter-culturality Research
(Graz, Austria, 7-10 April 2010,www.uni-
graz.at/fAIR/cAIR10/ text/procs/ Mazur_Barglowski-
cAIR10.pdf Companies in PodlaskieVoivodeship operate in an
environment of cultural multiformity which stem from the
province’s location and history, as the area has always
been a melting pot of different religions and ethnicities.
In December of 2009 the research embracing some of
these companies was conducted. Researched were 32 companies
operating in the most religiously diverse parts of the
PodlaskieVivodship in the districts of: Białystok,
Hajnówka, Siemiatycze, BielskPodlaski and Sokółka. Half of
the analyzed companies represented a group of big firms
included in 100 Biggest Companies of the Podlasie Region,
the other half located in the same districts as the firs
ones represented the sector of small and medium companies.
Random sample frame consisted of companies representing
different sectors – from traditional as mining industry
through communal services to modern technology represented
by telecommunication companies. Using data provided by the

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HR executives in the interviews, let to assess in what way
the diversity was perceived by the companies. The purpose
of the research consisting of 4 questions was to perceive
the differences between the workers representing catholic
and orthodox culture in companies operating in the Podlasie
region. Questions asked were aimed to gain information
about the results of the differences to the functioning of
the company: perception of cultural diversity of the
workers as a profit or liability for the company. The scale
of the results consists of: affective, cognitive, symbolic
and communication effects.
Answering the question – Do the companies notice
employees engage less while working with people whose
religion varies – there were 32 negative answers that do
not show affective effects. That means that none of the
analyzed companies confirmed negative influence on the
engagement of the employees doing tasks in mixed religious
groups. The next question aiming at grading the level of
creativity and innovativeness was this: Did you notice a
higher level of creativity and innovativeness of the
Barbara Mazur 13 employees when they work with the
religiously different? Also in this case the answers were
almost homogenous - 31 companies did not confirm the higher

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level of creativity of employees co-working with people
representing a varied religiously environment. So this time
also as to the cognitive effect in the analyzed companies
there was no evidence apart from one company that it
exists. The question – Do you reckon that by employing
workers of different religions your company will have
better image and bigger chances on the work market? – which
was aimed to grade the level of the symbolic effect, was
the one to differentiate the inquired mostly. 8 companies
agreed to the suggestion that by hiring different
religiously workers the companies will create a better
image and will have bigger pool of talented people to chose
from on the work market, while 23 remaining companies did
not agree to that suggestion. One company did not give a
particular answer to the issue. Answers given to the
question – Do the companies observe a lower level of
communication between workers while they work with people
of an other religion, – did not confirm the existence of
the communication effect. None of the 32 companies did
confirm the fact of a worsening level of communication
between religiously- varied working
groups.http://www.joim.pl/pdf/MAZURv2n2.pdf
Cultural Differences in Agency and Locus of Control

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We suggest that the function and meaning of an apology
differs between the U.S. and Japan primarily because of
different psychological assumptions of personal agency in
these two cultures. In individualistic, independent
cultures such as the United States (Hofstede 1980; Markus
and Kitayama, 1991; Triandis, 1995), the primary cause of a
given action or event is typically attributed to
individuals (e.g., Menon et al. 1999; Morris et al. 2001).
There is a fundamental assumption of individual agency in
U.S. culture with the locus of control for events residing
within individuals; in other words, individuals are seen as
the primary causal agents for events. This focus is one of
the main drivers of the “fundamental attribution error”
(e.g., Ross 1977), the tendency for individuals from
Western cultures to overestimate the role of the
individual, and underestimate contextual factors in causing
events. In Japan, however, the predominant locus of agency
is at the group or societal level: Japanese are less likely
than Americans to see individuals as responsible for
events, but more likely than Americans to see groups or
organizations as responsible (Menon et al. 1999; Zemba et
al. 2007; for a review, see Morris et al. 2001). Thus,
groups and situational contexts are seen as primary causal

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agents in Japan. For example, Menon and colleagues (1999)
compared newspaper accounts of rogue trader scandals in
American and Japanese newspapers and found that American
journalists were more likely than Japanese journalists to
suggest that individual traders were primarily responsible
for the scandals; Japanese journalists, on the other hand,
focused more than American journalists on the traders’
organizations as the primary causes of such scandals (Menon
et al. 1999). Furthermore, in another East Asian region
with distinct cultural similarities to Japan in terms of
history, philosophy, and religion, participants in China
who read a news account of a pharmacist filling
prescriptions incorrectly, causing hundreds of customers to
become sick, were more likely to blame the pharmacy for the
event, while Americans reading the same account blamed the
individual pharmacist (Chiu, Morris, Hong, and Menon 2000).
This research identifying differences between the U.S. and
Japan in the locus of agency, and thus the locus of control
over events, leads us to propose that an apology will be
understood to be less an admission of individual
responsibility for an event in an interdependent, group-
agency culture like Japan as compared to an independent,
individual-agency culture like the U.S. Our hypothesis is

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also consistent with research which suggests that Japanese
are less susceptible to the fundamental attribution error
than Americans because they more actively consider
situational and contextual factors in assigning causal
responsibility, thereby taking the onus off individual
actors (for a review, see Nisbett, Peng, Choi, and
Norenzayan 2001). Overall, then, we propose that the
meaning of an apology in Japan is analogous to a general
expression of remorse with the function of acting as a
normative social lubricant intended to acknowledge that
someone has been harmed or inconvenienced and to offer
sympathy, but not necessarily to establish a distinct trail
of culpability (Ide 1998; Sugimoto 1997). Indeed,
consistent with this proposition, recent work has
demonstrated that those with a chronic interdependent self-
construal (which tends to be particularly salient in the
Japan) respond most positively to apologies that include
empathetic expressions, consistent with the function of
apologies as a social lubricant (Fehr and Gelfand 2010).
Therefore, since an apologizer in Japan is not necessarily
understood to be personally blameworthy, and because
apologies are important tools to establish interpersonal
harmony.
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CHAPTER III
RESEARCH METHODOLOGY
This chapter describes the research design,
respondents of the study, sampling procedure, data
gathering instrument, validity of the instrument, data
gathering and data analysis.
Research Design
This study used a descriptive research design in its
attempt to determine, describe, and analyze the Factors
that Affect Individual Differences in Learning among the
Kindergarten Pupils: Its Relation to their Learning
Outcome. The individual differences consisted of
physiological factors, cultural factors, social factors,
and psychological factors.
Locale of the Study
This study was conducted at Guinpanaan Elementary
School, Moises Padilla, Negros Occidental.
Respondents of the Study
In this study, the researcher utilized eighty (80)
Kindergarten Pupils from Guinpanaan Elementary School,
Moises Padilla, Negros Occidental that are officially
enrolled in the school year 2017- 2018.

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Table 1. Distribution of Respondents
Section Frequency Percentage
Section 1 40 50.0
Section 2 40 50.0
Total 80 100.0
Sampling Technique
The total number of the respondents was taken as a
whole due to the small number of the population. Therefore,
no sampling technique was used.
Data Gathering Instrument
The researcher utilized a self-made survey
questionnaire based from the Book of Methods in Teaching by
Francisco M. Zulueta and Zenaida V. Sevilla. The said
survey questionnaire had two parts: Part I is the socio-
demographic profile of the kindergarten pupils terms of
age, sex, parents’ occupation, parents’ monthly income, and
parents’ educational attainment. Then Part II is the
Factors that affect the Individual difference of
Kindergarten Pupils in terms of psychological factor,
cultural factors, social factors, and psychological

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factors, which rated as very high, high, moderately high,
low, and very low.
Validity and Reliability of the Instrument
To establish the validity of the questionnaire, panels
of juror were asked to validate the questionnaire using the
Good and Scates validation test. Then Cronbach’s Alpha
reliability test used, to check the consistency of the
research instrument.
Data Gathering Procedure
In gathering data, the researcher sent a letter of
approval address to the School Administration asking
permission to conduct the study regarding the Factors that
Affect Individual Differences in Learning among
Kindergarten Pupils: Its Relation to their Learning
Outcome.
After the approval of the said letter, the researcher
distributed the questionnaire to the respondents and
immediately answered the following questions. The
researcher gathered the questionnaire from the respondents
and tallied, tabulated, and analyzed then, appllied the
statistical tools based on the different statement of the
problem.
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Data Analysis
Statement of the Problem Number 1. To determine the
socio-demographic profile of the respondents in terms of:
age, sex, parents’ occupation, parents’ monthly income, and
parents’ educational attainment; Frequency and Percentage
Distribution were used.
Statement of the Problem Number 2. To determine
theExtent of Factors that affect the Individual differences
in learning of the Kindergarten Pupils in terms of
Physiological factors and Cultural Differences; Mean and
Standard Deviation were used.
level of Kindergarten Pupils’ Learning Outcome in first and
second grading; the Frequency and Percentage Distribution
were used.
significant difference on the Extent of Factors that affect
individual differences among Kindergarten Pupils when
grouped according to their profile; t-test and f-test were
used.
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significant difference on the Extent of Factors that affect
individual differences among Kindergarten Pupils and their
Learning Outcome; t- test and f-test were used.

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CHAPTER IV
PRESENTATION, ANALYSES AND INTERPRETATION OF THE DATA
This chapter presents the analyses and interpretation
of data gathered to answer problem under study.
Table 2
Demographic Profile of the Kindergarten Pupils in
Guinpanaan Elementary School
PROFILE FREQUENCY PERCENTAGE
AGE
4 Years Old 1.00 1.30
5 Years Old 79.00 98.80
SEX
Male 37.00 46.30
Female 43.00 53.80
PARENTS MONTHLY INCOME
3,000-5,000 52.00 65.00
6,001-10,000 23.00 28.80
11,000-20,000 5.00 6.30
MOTHER EDUCATIONAL ATTAINMENT
Elementary Level 17.00 21.30
Elementary Graduate 6.00 7.50
High School Level 27.00 33.80
High School Graduate 19.00 23.80
College Level 6.00 7.50
College Graduate 5.00 6.30
FATHER EDUCATIONAL ATTAINMENT
Elementary Level 29.00 36.30
Elementary Graduate 2.00 2.50
High School Level 16.00 20.00
High School Graduate 18.00 22.50
College Level 11.00 13.80
College Graduate 1.00 1.30
Vocational Course 3.00 3.80
BMI
Normal 69.00 86.30
Wasted 11.00 13.80
Total 80.00 100.00
Age. The result showed that most of the respondents
ages 5 years old numbering to 79 (98.80) respondents, and

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there was 1 respondent (1.30) respondent aged 4 years old.
The result showed that most of the respondents ages 5 years
old.
Sex. In terms of sex, there were 43 (53.80)
respondents who were females and there were 37 (46.30) male
respondents. The result showed that most of the respondents
were females.
Parents Monthly Income. Most of the respondents
belonged to a family earning 3,000-5,000 every month
numbering to 52 (65.00) respondents, followed by 23 (28.80)
respondents whose family earning 6,000-10,001 every month.
Then there were 5 (6.30) respondents whose family earning
11,000-20,000 every month. The result showed that most of
the respondents belonged to a family earning 3,000-5,000.
Mother Educational Attainment. It revealed majority of
the mother of the respondents attained high school level
numbering to 27 (33.80) respondents, followed by 19 (23.80)
mothers who graduated in high school, next were the 17
(21.30) mother who attained elementary level. There were 6
(7.50) mothers who graduated in elementary and attained
college level, and the minority of the respondents’ mother
were the 5 (6.30) mothers who graduated in college. The

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result showed that most of the respondents’ mothers were
high school level.
Father Educational Attainment. In terms of the
educational attainment of the respondents’ father, there
were 29 (36.30) fathers who attained elementary level,
followed by 18 (22.50) fathers who graduated in high
school, next were the 16 (20.00) fathers who attained high
school level, there were 11 (13.80) fathers who attained
college level. Additionally, there were 3 (3.80) father who
finished vocational course, then there were 2 (2.50)
fathers who graduated in elementary, and the minority of
the respondents was the 1 (1.30) father who graduated in
college. The result showed that most of the fathers
attained elementary level.
BMI. For the BMI of the respondents, there were 69
(86.30) pupils who were normal and the remaining 11
(13.80). The result showed that most of the kindergarten
pupils had a normal body mass index.

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Table 3
Level of Factors that affect Individual Differences
FACTORS AFFECT DESCRIPTIVE STANDARD

MEAN
INDIVIDUAL LEARNING INTERPRETATION DEVIATION
PHYSIOLOGICAL FACTORS 4.05 High 0.27
CULTURAL FACTORS 4.90 Very High 0.34
SOCIAL FACTORS 4.97 Very High 0.16
PSYCHOLOGICAL FACTORS 5.00 Very High 0.00
AS A WHOLE 4.73 Very High 0.12
Scale: 1.00 – 1.49 Very Low (VL)
1.50 – 2.49 Low (L)
2.50 – 3.49Moderate (M)
3.50 – 4.49 High (H)
4.50 – 5.00 Very High (VH)
For the level of factors that affect Individual
Differences, the mean and standard deviation were used. The
result showed that physiological factors had the mean of
4.05 with the standard deviation of 0.27, interpreted as
high. On the cultural factors, it had the mean of 4.90 with
the standard deviation of 0.34, interpreted as very high.
Similarly, social factors had the mean of 4.97 with the
standard deviation of 0.16, interpreted as very high. Then
the psychological factors had the mean of 5.00 with the
standard deviation of 0.00, interpreted as very high.
As a whole, the level of factors that affects
individual difference had the mean of 4.73 with the
standard deviation of 0.12, interpreted as very high. It
implied that physiological factors, cultural factors,

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social factors, and psychological factors affect individual
differences among the kindergarten pupils at s very high
level.
Table 4
Level of Kindergarten Pupils Learning Outcome
LEARNING OUTCOME FREQUENCY PERCENTAGE

1ST GRADING
B-beginning 45.00 56.30
C-consistent 9.00 11.30
D-developing 26.00 32.50
2ND GRADING
B-beginning 14.00 17.50
C-consistent 24.00 30.00
D-developing 42.00 52.50
Total 80.00 100.00
On the learning outcome of the kindergarten pupils, on
the first grading there were 45 (56.30) pupils on the
beginning level, followed by 26 (32.50) respondents
attained developing level, and the 9 (11.30) respondents
attained consistent level of learning outcome. For the
second grading there were 42 (52.50) respondents attained
developing level, followed by the 24 (30.00) respondents
attained consistent level, and there were 14 (17.50)
respondents attained beginning level of learning outcome.
The result showed that the kindergarten pupils’
learning outcome on the first grading grading improved a
lot on the second grading based on the number of pupils

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from beginning level on the first grading improved to
developing level on the second grading.
Table 5.a
Difference Analysis on Level of Pupils’ Individual
Differences when grouped according to their Sex
PHYSIOLOGICAL CULTURAL SOCIAL AS A
SEX
FACTORS FCTORS FACTORS WHOLE
Male 4.11 4.89 5.00 4.75
Female 4.00 4.91 4.95 4.72
Not
t-test Not Sig. Not Sig. Not Sig.
Sig.
Not Sig. - p-value is greater than 0.05
NOTE: Psychological Factor is not included in the analysis due to uniform data.
As depicted on the table, the result showed that there
is a no significant difference on the level of pupils’
individual differences when grouped according to their sex.
Specifically, the physiological factors, cultural
factors, and social factors having the means of 4.11, 4.89,
and 5.00 respectively on males; then 4.00, 4.91, and 4.95
respectively for females. As a whole, male respondents had
the mean of 4.75 and female respondents had the mean of
4.72.
The result revealed that level of pupils’ individual
differences among the respondents was the same despite of
the differences on their sex.

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Table 5.b
Differences when grouped according to their
Parents Monthly Income
PARENTS’
MONTHLY
INCOME
3,000-
4.06 4.90 4.96 4.73
5,000
6,001-
4.04 4.87 5.00 4.73
10,000
11,000-
4.00 5.00 5.00 4.75
20,000
Not
F-test Not Sig. Not Sig. Not Sig.
Sig.
In terms of monthly income, it revealed that there is
no significant difference on the level of pupils’
individual difference when grouped according to the monthly
income of the parents. Specifically, the pupils’ individual
difference in terms of physiological factors, cultural
factors, and social factors showed no significance to the
parents’ monthly income.
As a whole, parents’ income of 11,000-20,000 had the
mean of 4.75, followed by the income of 3,000-5,000 and
6,000-10,000 having the means of 4.73. The result revealed
that level of pupils’ individual differences among the
respondents was the same despite of the differences on
their parents’ monthly income.

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Table 5.c
Mother Highest Educational Attainment
MOTHER
EDUCATIONAL
ATTAINMENT
Elementary
4.12 4.94 5.00 4.76
Level
Elementary
4.00 5.00 5.00 4.75
Graduate
High School
4.07 4.85 4.93 4.71
Level
High School
4.00 4.84 5.00 4.71
Graduate
College
4.00 5.00 5.00 4.75
Level
College
4.00 5.00 5.00 4.75
Graduate
Not Not
F-test Not Sig. Not Sig.
Sig. Sig.
.
It revealed that there is no significant difference on
the level of pupils’ individual difference when grouped
according to the mother highest educational attainment.
Specifically, the pupils’ individual difference in terms of
physiological factors, cultural factors, and social factors
showed no significance to the mother highest educational
attainment.
As a whole, mother highest educational attainment of
elementary level had the mean of 4.76, followed by
elementary graduate, college level and college graduate had

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the mean of 4.75, and the high school level and high school
graduate had the means of 4.71.
the differences on their mother highest educational
attainment.
Table 5.d
Father Highest Educational Attainment
FATHER
EDUCATIONAL
ATTAINMENT
Elementary
4.07 4.93 4.97 4.74
Level
Elementary
4.00 5.00 5.00 4.75
Graduate
High School
4.06 4.69 5.00 4.69
Level
High School
4.06 4.94 4.94 4.74
Graduate
College
4.00 5.00 5.00 4.75
Level
College
4.00 5.00 5.00 4.75
Graduate
Vocational
4.00 5.00 5.00 4.75
Course
Not
Sig.
With regards to Father Highest Educational Attainment,
it revealed that there is no significant difference on the
level of pupils’ individual difference when grouped
according to the father highest educational attainment.

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showed no significance to the father highest educational
attainment.
As a whole, father highest educational attainment of
elementary level, college level, college graduate, and
vocational course had the means of 4.75, followed by high
school graduate and elementary level had the means of 4.74,
and the high school level had the mean of 4.69. The result
revealed that level of pupils’ individual differences among
the respondents was the same despite of the differences on
their father highest educational attainment.
Table 5.e
Differences when grouped according to
their Body Mass Index.
BMI
Normal 4.06 4.91 4.97 4.74
Wasted 4.00 4.82 5.00 4.70
Not
t-test Not Sig. Not Sig. Not Sig.
Sig.
There is no significant difference on the level of
pupils’ individual difference when grouped according to
their body mass index. Specifically, the pupils’ individual
difference in terms of physiological factors, cultural

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factors, and social factors showed no significance to the
body mass index.
As a whole, mother body mass index normal had the mean
of 4.74 and the wasted had the mean of 4.70. The result
revealed that level of pupils’ individual differences among
the respondents was the same despite of the differences on
their body mass index.
Table 6.a
Differences when grouped according to their Learning
Outcome 1st Grading
LEARNING
OUTCOME 1ST
GRADING
B-beginning 4.07 4.82 4.96 4.71
C-consistent 4.00 5.00 5.00 4.75
D-developing 4.04 5.00 5.00 4.76
Not
Sig.
.
In terms of learning outcome in the first grading, it
revealed that there is no significant difference on the
level of pupils’ individual difference when grouped
according to the learning outcome in the first grading.

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showed no significance to the learning outcome in the first
grading.
As a whole, learning outcome in the first grading of
developing had the mean of 4.76, followed by the consistent
the mean of 4.75, and the beginning had the mean of 4.71.
the differences on their first grading learning outcome.
Table 6.b
Difference Analysis on level of Pupils’ Individual
Learning Outcome 2nd Grading
LEARNING
OUTCOME 2ND
GRADING
B-beginning 4.07 4.71b 4.86b 4.66a
C-consistent 4.04 5.00a 5.00a 4.76a
D-developing 4.05 4.90ab 5.00a 4.74b
F-test Not Sig. Sig. Sig. Sig.
In terms of learning outcome in the second grading, it
revealed that there is no significant difference on the
level of pupils’ individual difference in terms of
physiological factors when grouped according to the
learning outcome in the second grading.

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Moreover, the cultural and social factors showed
significant difference with second grading learning
outcome.
As a whole, learning outcome in the second grading of
consistent the mean of 4.76, followed by the developing had
the mean of 4.74, and the beginning had the mean of 4.66;
the result revealed that level of pupils’ individual
differences among the respondents showed significance. It
implied that the level of cultural and social factors
significantly differs with the learning outcome of the
pupil on the second grading. The result showed the level of
pupils’ individual difference differs with the learning
outcome.
.
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CHAPTER V
SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS
This chapter presents the research undertakings. It
includes the summary of the research problem, and the
findings and the conclusions. Some recommendations were
also suggested.
Summary of Findings
Demographic Profile of the Kindergarten Pupils in
Guinpanaan Elementary School
The result showed that most of the respondents ages 5
years old numbering to 79 (98.80) respondents, there were
43 (53.80) respondents who were females and there were 37
(46.30) male respondents. Moreover, most of the respondents
belonged to a family earning 3,000-5,000 every month
numbering to 52 (65.00) respondents, and the minority of
the respondents’ mother were the 5 (6.30) mothers who
graduated in college. In terms of the educational
attainment of the respondents’ father, there were 29
(36.30) fathers who attained elementary level and the
minority of the respondents was the 1 (1.30) father who
graduated in college. Then, for the BMI of the respondents,
there were 69 (86.30) pupils who were normal and the
remaining 11 (13.80).
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Level of Factors that affect Individual Differences

For the level of factors that affect Individual
Differences, the mean and standard deviation were used. As
a whole, the level of factors that affects individual
difference had the mean of 4.73 with the standard deviation
of 0.12, interpreted as very high. It implied that
physiological factors, cultural factors, social factors,
and psychological factors affect individual differences
among the kindergarten pupils at a very high level.
Level of Kindergarten Pupils Learning Outcome
On the learning outcome of the kindergarten pupils, on
the first grading there were 45 (56.30) pupils on the
beginning level, followed by 26 (32.50) respondents
attained developing level, and the 9 (11.30) respondents
attained consistent level of learning outcome. For the
second grading there were 42 (52.50) respondents attained
developing level, followed by the 24 (30.00) respondents
attained consistent level, and there were 14 (17.50)
respondents attained beginning level of learning outcome.

Differences when grouped according to their Profile
The result showed that there is no significant
difference on the level of pupils’ individual differences

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when grouped according to their profile in terms of sex,
parents’ monthly income, mother highest educational
attainment, father educational attainment, and body mass
index showed no significance difference.
In terms of sex, the male respondents had the mean of
4.75 and female respondents had the mean of 4.72. For the
terms parents’ monthly income, it revealed that parents’
income of 11,000-20,000 had the mean of 4.75, followed by
the income of 3,000-5,000 and 6,000-10,000 having the means
of 4.73.
Moreover, mother highest educational attainment of
elementary level had the mean of 4.76, followed by
elementary graduate, college level and college graduate had
the mean of 4.75, and the high school level and high school
graduate had the means of 4.71. Similarly, father highest
educational attainment of elementary level, college level,
college graduate, and vocational course had the means of
4.75, followed by high school graduate and elementary level
had the means of 4.74, and the high school level had the
mean of 4.69. Then, body mass index normal had the mean of
4.74 and the wasted had the mean of 4.70.

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Differences when grouped according to their Learning
Outcome
There is no significant difference on the level of
pupils’ individual difference when grouped according to the
learning outcome in the first grading and second grading.
Specifically, as a whole, learning outcome in the
first grading of developing had the mean of 4.76, followed
by the consistent the mean of 4.75, and the beginning had
the mean of 4.71. Moreover, learning outcome in the second
grading of consistent the mean of 4.76, followed by the
developing had the mean of 4.74, and the beginning had the
mean of 4.66; the result revealed that level of pupils’
individual differences among the respondents showed
significance.
Conclusions
Based on the findings, it revealed that majority of
the kindergarten pupils were females, ages 5 years old,
whose parents’ monthly income ranges from 3,000-5,000.
Moreover, most of their mother attained high school level
and their father attained elementary level and had a normal
body mass index.
The extent of Factors that affect the Individual
differences in learning of the Kindergarten Pupils had a

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very high level. On the learning outcome of the
kindergarten pupils, on the first grading most pupils
attained beginning level, while on the second grading most
of the respondents attained developing level.
The result showed that there is no significant
difference on the level of pupils’ individual differences
when grouped according to their profile in terms of sex,
parents’ monthly income, mother highest educational
attainment, father educational attainment, and body mass
index.
Additionally, there is no significant difference on
the level of pupils’ individual difference when grouped
according to the learning outcome in the first grading;
however in second grading it showed significance.
Recommendations
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A P P E N D I C E S
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Appendix A
Survey Questionnaire
FACTORS THAT AFFECT INDIVIDUAL DIFFERENCES IN LEARNING

AMONG THE KINDERGARTEN PUPILS: ITS RELATION TO THEIR
LEARNING OUTCOME
I. SOCIO DEMOGRAPHIC PROFILE OF THE RESPONDENTS
DIRECTION: The following information below is the socio-

demographic profile. Signify your answers either by
putting a check on the space provided or filling out the
blanks
AGE
___ 3 years old ___ 4 years old
___ 5 years old
SEX
___ Male ___ Female
PARENTS OCCUPATION: ______________________________________
PARENTS’ MONTHLY INCOME

___ 3,000-5,000 ___ 5,000-10,000
___ 11,000-20,000 ___ 21,000-30,000
___ 31,000- 40,000 ___ 50,000 and above
PARENTS’ EDUCATIONAL ATTAINMENT
MOTHER
___ Elementary level ___ Elementary Graduate
___ High School Level ___ High School Graduate
___ College Level ___ College Graduate
___ Vocational Course
FATHER
___ Elementary level ___ Elementary Graduate
___ High School Level ____ High School Graduate
___ College Level ___ College Graduate
___ Vocational Course
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PART II. LEVEL OF FACTORS THAT AFFECT INDIVIDUAL
DIFFERENCES (Please insert the questionnaire)

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Appendix B
Raw Data
PROBLEM 1 RESULTS
AGE
Frequency Percent Valid Percent Cumulative

Percent
4 Years Old 1 1.3 1.3 1.3
Valid 5 Years Old 79 98.8 98.8 100.0
Total 80 100.0 100.0
SEX

Percent
Male 37 46.3 46.3 46.3
Valid Female 43 53.8 53.8 100.0
Total 80 100.0 100.0
INCOME

Percent
3000-5000 52 65.0 65.0 65.0
6001-10000 23 28.8 28.8 93.8

Valid
11000-20000 5 6.3 6.3 100.0
Total 80 100.0 100.0

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MEA
Frequency Percent Valid Cumulative

Percent Percent
Elementary Level 17 21.3 21.3 21.3
Elementary Graduate 6 7.5 7.5 28.8
High School Level 27 33.8 33.8 62.5
Valid High School Graduate 19 23.8 23.8 86.3
College Level 6 7.5 7.5 93.8
College Graduate 5 6.3 6.3 100.0
Total 80 100.0 100.0
FEA
Frequency Percent Valid Cumulative

Percent Percent
Elementary Level 29 36.3 36.3 36.3
Elementary Graduate 2 2.5 2.5 38.8
High School Level 16 20.0 20.0 58.8
High School Graduate 18 22.5 22.5 81.3

Valid
College Level 11 13.8 13.8 95.0
College Graduate 1 1.3 1.3 96.3
Vocational Course 3 3.8 3.8 100.0
Total 80 100.0 100.0

GRADUATE SCHOOL
BMI

Percent
Normal 69 86.3 86.3 86.3
Valid Wasted 11 13.8 13.8 100.0
Total 80 100.0 100.0
PROBLEM 2 RESULTS
Descriptive Statistics
N Minimum Maximum Mean Std. Deviation
SUM_A 80 3 5 4.05 .271
SUM_B 80 3 5 4.90 .341
SUM_C 80 4 5 4.97 .157
SUM_D 80 5 5 5.00 .000
MEAN_ABCD 80 4.25 5.00 4.7313 .11783
Valid N
80
(listwise)
PROBLEM 3 RESULTS
LO-FG

Percent
B 45 56.3 56.3 56.3

Valid
C 9 11.3 11.3 67.5
GRADUATE SCHOOL
D 26 32.5 32.5 100.0
Total 80 100.0 100.0
LO-SG

Percent
B 14 17.5 17.5 17.5
C 24 30.0 30.0 47.5

Valid
D 42 52.5 52.5 100.0
Total 80 100.0 100.0
PROBLEM 4 RESULTS
Group Statistics
SEX N Mean Std. Deviation Std. Error

Mean
Male 37 4.11 .315 .052

SUM_A
Female 43 4.00 .218 .033
Male 37 4.89 .315 .052

SUM_B
Female 43 4.91 .366 .056
Male 37 5.00 .000 .000

SUM_C
Female 43 4.95 .213 .032
Male 37 5.00 .000a .000

SUM_D
Female 43 5.00 .000a .000
Male 37 4.7500 .11785 .01937

MEAN_ABCD
Female 43 4.7151 .11677 .01781
GRADUATE SCHOOL
a. t cannot be computed because the standard deviations of both groups are 0.
Independent Samples Test
Levene's t-test for Equality of Means

Test for
Equality
of
Variance
s
F Sig t df Sig. Mean Std. 95%

. (2- Differen Error Confidence
taile ce Differen Interval of
d) ce the
Difference
Lower Upper
Equal
varianc 8.10 .00 1.80
78 .075 .108 .060 -.011 .227
es 4 6 5
assumed
SUM_A
Equal
varianc 1.75 62.73
.084 .108 .062 -.015 .231
es not 7 2
assumed
Equal
varianc .76 -
.093 78 .845 -.015 .077 -.168 .138
es 1 .196
assumed
SUM_B
Equal
varianc - 78.00
.843 -.015 .076 -.167 .136
es not .198 0
assumed
GRADUATE SCHOOL
Equal
varianc 7.77 .00 1.32
78 .189 .047 .035 -.023 .116
es 9 7 7
assumed
SUM_C
Equal
varianc 1.43 42.00
.160 .047 .032 -.019 .112
es not 1 0
assumed
Equal
-
varianc .42 1.32 .0872
.647 78 .189 .03488 .02630 .0174
es 4 7 4
7
assumed
MEAN_AB
CD
Equal
-
varianc 1.32 76.01 .0872
.189 .03488 .02631 .0175
es not 6 6 9
3
assumed
Descriptives
N Mean Std. Std. 95% Confidence Minimum Maximum

Deviation Error Interval for
Mean
Lower Upper
Bound Bound
3000-
52 4.06 .308 .043 3.97 4.14 3 5
5000
6001-
23 4.04 .209 .043 3.95 4.13 4 5
10000
SUM_A
11000-
5 4.00 .000 .000 4.00 4.00 4 4
20000
Total 80 4.05 .271 .030 3.99 4.11 3 5

GRADUATE SCHOOL
3000-
52 4.90 .298 .041 4.82 4.99 4 5
5000
6001-
23 4.87 .458 .095 4.67 5.07 3 5
SUM_B 10000
11000-
5 5.00 .000 .000 5.00 5.00 5 5
20000
Total 80 4.90 .341 .038 4.82 4.98 3 5
3000-
52 4.96 .194 .027 4.91 5.02 4 5
5000
6001-
23 5.00 .000 .000 5.00 5.00 5 5
SUM_C 10000
11000-
5 5.00 .000 .000 5.00 5.00 5 5
20000
Total 80 4.98 .157 .018 4.94 5.01 4 5
3000-
52 5.00 .000 .000 5.00 5.00 5 5
5000
6001-
23 5.00 .000 .000 5.00 5.00 5 5
SUM_D 10000
11000-
5 5.00 .000 .000 5.00 5.00 5 5
20000
Total 80 5.00 .000 .000 5.00 5.00 5 5
3000-
52 4.7308 .11970 .01660 4.6974 4.7641 4.50 5.00
5000
6001-
23 4.7283 .12865 .02683 4.6726 4.7839 4.25 5.00
10000
MEAN_ABCD
11000-
5 4.7500 .00000 .00000 4.7500 4.7500 4.75 4.75
20000
Total 80 4.7313 .11783 .01317 4.7050 4.7575 4.25 5.00

GRADUATE SCHOOL
ANOVA
Sum of df Mean Square F Sig.

Squares
Between
.017 2 .008 .110 .896
Groups
SUM_A
Within Groups 5.783 77 .075
Total 5.800 79
Between
.072 2 .036 .304 .739
Groups
SUM_B
Total 9.200 79
Between
.027 2 .013 .539 .586
Groups
SUM_C
Total 1.950 79
Between
.000 2 .000 . .
Groups
SUM_D
Within Groups .000 77 .000
Total .000 79
Between
.002 2 .001 .069 .933
Groups
MEAN_ABCD
Total 1.097 79
GRADUATE SCHOOL
Descriptives
N Mean Std. Std. 95% Minimu Maximu

Deviatio Error Confidence m m
n Interval for
Mean
Lower Upper
Bound Bound
Elementar 1
4.12 .485 .118 3.87 4.37 3 5
y Level 7
Elementar
y 6 4.00 .000 .000 4.00 4.00 4 4
Graduate
High
2
School 4.07 .267 .051 3.97 4.18 4 5
7
Level
SUM_A High
1
School 4.00 .000 .000 4.00 4.00 4 4
9
Graduate
College
6 4.00 .000 .000 4.00 4.00 4 4
Level
College
5 4.00 .000 .000 4.00 4.00 4 4
Graduate
8
Total 4.05 .271 .030 3.99 4.11 3 5
0
Elementar 1
4.94 .243 .059 4.82 5.07 4 5
y Level 7
SUM_B Elementar
y 6 5.00 .000 .000 5.00 5.00 5 5
Graduate
GRADUATE SCHOOL
High
2
School 4.85 .456 .088 4.67 5.03 3 5
7
Level
High
1
School 4.84 .375 .086 4.66 5.02 4 5
9
Graduate
College
6 5.00 .000 .000 5.00 5.00 5 5
Level
College
5 5.00 .000 .000 5.00 5.00 5 5
Graduate
8
Total 4.90 .341 .038 4.82 4.98 3 5
0
Elementar 1
5.00 .000 .000 5.00 5.00 5 5
y Level 7
Elementar
y 6 5.00 .000 .000 5.00 5.00 5 5
Graduate
High
2
School 4.93 .267 .051 4.82 5.03 4 5
7
Level
SUM_C High
1
School 5.00 .000 .000 5.00 5.00 5 5
9
Graduate
College
6 5.00 .000 .000 5.00 5.00 5 5
Level
College
5 5.00 .000 .000 5.00 5.00 5 5
Graduate
8
Total 4.98 .157 .018 4.94 5.01 4 5
0
Elementar 1
SUM_D 5.00 .000 .000 5.00 5.00 5 5
y Level 7
GRADUATE SCHOOL
Elementar
y 6 5.00 .000 .000 5.00 5.00 5 5
Graduate
High
2
School 5.00 .000 .000 5.00 5.00 5 5
7
Level
High
1
School 5.00 .000 .000 5.00 5.00 5 5
9
Graduate
College
6 5.00 .000 .000 5.00 5.00 5 5
Level
College
5 5.00 .000 .000 5.00 5.00 5 5
Graduate
8
Total 5.00 .000 .000 5.00 5.00 5 5
0
Elementar 1 4.764 .0337 4.693 4.836

.13893 4.50 5.00
y Level 7 7 0 3 1
Elementar
4.750 .0000 4.750 4.750
y 6 .00000 4.75 4.75
0 0 0 0
Graduate
High
2 4.713 .0289 4.653 4.772
School .15038 4.25 5.00
7 0 4 5 5
MEAN_ABC Level
D
High
1 4.710 .0214 4.665 4.755
School .09366 4.50 4.75
9 5 9 4 7
Graduate
College 4.750 .0000 4.750 4.750

6 .00000 4.75 4.75
Level 0 0 0 0
College 4.750 .0000 4.750 4.750

5 .00000 4.75 4.75
Graduate 0 0 0 0
GRADUATE SCHOOL
8 4.731 .0131 4.705 4.757

Total .11783 4.25 5.00
0 3 7 0 5
ANOVA

Squares
Between
.183 5 .037 .483 .788
Groups
SUM_A
Total 5.800 79
Between
.325 5 .065 .542 .744
Groups
SUM_B
Total 9.200 79
Between
.098 5 .020 .784 .564
Groups
SUM_C
Total 1.950 79
Between
.000 5 .000 . .
Groups
SUM_D
Total .000 79
Between
.042 5 .008 .592 .706
Groups
MEAN_ABCD
Total 1.097 79
GRADUATE SCHOOL
Descriptives

n Interval for
Mean
Lower Upper
Bound Bound
Elementar 1
4.12 .485 .118 3.87 4.37 3 5
y Level 7
Elementar
y 6 4.00 .000 .000 4.00 4.00 4 4
Graduate
High
2
School 4.07 .267 .051 3.97 4.18 4 5
7
Level
SUM_A High
1
School 4.00 .000 .000 4.00 4.00 4 4
9
Graduate
College
6 4.00 .000 .000 4.00 4.00 4 4
Level
College
5 4.00 .000 .000 4.00 4.00 4 4
Graduate
8
Total 4.05 .271 .030 3.99 4.11 3 5
0
Elementar 1
4.94 .243 .059 4.82 5.07 4 5
y Level 7
SUM_B Elementar
y 6 5.00 .000 .000 5.00 5.00 5 5
Graduate
GRADUATE SCHOOL
High
2
School 4.85 .456 .088 4.67 5.03 3 5
7
Level
High
1
School 4.84 .375 .086 4.66 5.02 4 5
9
Graduate
College
6 5.00 .000 .000 5.00 5.00 5 5
Level
College
5 5.00 .000 .000 5.00 5.00 5 5
Graduate
8
Total 4.90 .341 .038 4.82 4.98 3 5
0
Elementar 1
5.00 .000 .000 5.00 5.00 5 5
y Level 7
Elementar
y 6 5.00 .000 .000 5.00 5.00 5 5
Graduate
High
2
School 4.93 .267 .051 4.82 5.03 4 5
7
Level
SUM_C High
1
School 5.00 .000 .000 5.00 5.00 5 5
9
Graduate
College
6 5.00 .000 .000 5.00 5.00 5 5
Level
College
5 5.00 .000 .000 5.00 5.00 5 5
Graduate
8
Total 4.98 .157 .018 4.94 5.01 4 5
0
Elementar 1
SUM_D 5.00 .000 .000 5.00 5.00 5 5
y Level 7
GRADUATE SCHOOL
Elementar
y 6 5.00 .000 .000 5.00 5.00 5 5
Graduate
High
2
School 5.00 .000 .000 5.00 5.00 5 5
7
Level
High
1
School 5.00 .000 .000 5.00 5.00 5 5
9
Graduate
College
6 5.00 .000 .000 5.00 5.00 5 5
Level
College
5 5.00 .000 .000 5.00 5.00 5 5
Graduate
8
Total 5.00 .000 .000 5.00 5.00 5 5
0
Elementar 1 4.764 .0337 4.693 4.836

.13893 4.50 5.00
y Level 7 7 0 3 1
Elementar
4.750 .0000 4.750 4.750
y 6 .00000 4.75 4.75
0 0 0 0
Graduate
High
2 4.713 .0289 4.653 4.772
School .15038 4.25 5.00
7 0 4 5 5
MEAN_ABC Level
D
High
1 4.710 .0214 4.665 4.755
School .09366 4.50 4.75
9 5 9 4 7
Graduate
College 4.750 .0000 4.750 4.750

6 .00000 4.75 4.75
Level 0 0 0 0
College 4.750 .0000 4.750 4.750

5 .00000 4.75 4.75
Graduate 0 0 0 0
GRADUATE SCHOOL
8 4.731 .0131 4.705 4.757

Total .11783 4.25 5.00
0 3 7 0 5
ANOVA

Squares
Between
.183 5 .037 .483 .788
Groups
SUM_A
Total 5.800 79
Between
.325 5 .065 .542 .744
Groups
SUM_B
Total 9.200 79
Between
.098 5 .020 .784 .564
Groups
SUM_C
Total 1.950 79
Between
.000 5 .000 . .
Groups
SUM_D
Total .000 79
Between
.042 5 .008 .592 .706
Groups
MEAN_ABCD
Total 1.097 79
GRADUATE SCHOOL
Descriptives

n Interval for
Mean
Lower Upper
Bound Bound
Elementar 2
4.07 .371 .069 3.93 4.21 3 5
y Level 9
Elementar
y 2 4.00 .000 .000 4.00 4.00 4 4
Graduate
High
1
School 4.06 .250 .063 3.93 4.20 4 5
6
Level
High
1
School 4.06 .236 .056 3.94 4.17 4 5
SUM_A 8
Graduate
College 1
4.00 .000 .000 4.00 4.00 4 4
Level 1
College
1 4.00 . . . . 4 4
Graduate
Vocationa
3 4.00 .000 .000 4.00 4.00 4 4
l Course
8
Total 4.05 .271 .030 3.99 4.11 3 5
0
Elementar 2
SUM_B 4.93 .258 .048 4.83 5.03 4 5
y Level 9
GRADUATE SCHOOL
Elementar
y 2 5.00 .000 .000 5.00 5.00 5 5
Graduate
High
1
School 4.69 .602 .151 4.37 5.01 3 5
6
Level
High
1
School 4.94 .236 .056 4.83 5.06 4 5
8
Graduate
College 1
5.00 .000 .000 5.00 5.00 5 5
Level 1
College
1 5.00 . . . . 5 5
Graduate
Vocationa
3 5.00 .000 .000 5.00 5.00 5 5
l Course
8
Total 4.90 .341 .038 4.82 4.98 3 5
0
Elementar 2
4.97 .186 .034 4.89 5.04 4 5
y Level 9
Elementar
y 2 5.00 .000 .000 5.00 5.00 5 5
Graduate
High
1
School 5.00 .000 .000 5.00 5.00 5 5
6
SUM_C Level
High
1
School 4.94 .236 .056 4.83 5.06 4 5
8
Graduate
College 1
5.00 .000 .000 5.00 5.00 5 5
Level 1
College
1 5.00 . . . . 5 5
Graduate
GRADUATE SCHOOL
Vocationa
3 5.00 .000 .000 5.00 5.00 5 5
l Course
8
Total 4.98 .157 .018 4.94 5.01 4 5
0
Elementar 2
5.00 .000 .000 5.00 5.00 5 5
y Level 9
Elementar
y 2 5.00 .000 .000 5.00 5.00 5 5
Graduate
High
1
School 5.00 .000 .000 5.00 5.00 5 5
6
Level
High
1
SUM_D School 5.00 .000 .000 5.00 5.00 5 5
8
Graduate
College 1
5.00 .000 .000 5.00 5.00 5 5
Level 1
College
1 5.00 . . . . 5 5
Graduate
Vocationa
3 5.00 .000 .000 5.00 5.00 5 5
l Course
8
Total 5.00 .000 .000 5.00 5.00 5 5
0
Elementar 2 4.741 .0231 4.693 4.788

.12469 4.50 5.00
y Level 9 4 5 9 8
Elementar
4.750 .0000 4.750 4.750
MEAN_ABC y 2 .00000 4.75 4.75
0 0 0 0
D Graduate
High
1 4.687 .0427 4.596 4.778
School .17078 4.25 5.00
6 5 0 5 5
Level
GRADUATE SCHOOL
High
1 4.736 .0245 4.684 4.787
School .10404 4.50 5.00
8 1 2 4 9
Graduate
College 1 4.750 .0000 4.750 4.750

.00000 4.75 4.75
Level 1 0 0 0 0
College 4.750
1 . . . . 4.75 4.75
Graduate 0
Vocationa 4.750 .0000 4.750 4.750

3 .00000 4.75 4.75
l Course 0 0 0 0
8 4.731 .0131 4.705 4.757

Total .11783 4.25 5.00
0 3 7 0 5
ANOVA

Squares
Between
.056 6 .009 .119 .994
Groups
SUM_A
Total 5.800 79
Between
.956 6 .159 1.411 .222
Groups
SUM_B
Total 9.200 79
Between
.040 6 .007 .255 .956
SUM_C Groups

GRADUATE SCHOOL
Total 1.950 79
Between
.000 6 .000 . .
Groups
SUM_D
Total .000 79
Between
.040 6 .007 .461 .835
Groups
MEAN_ABCD
Total 1.097 79
Group Statistics
BMI N Mean Std. Deviation Std. Error

Mean
Normal 69 4.06 .235 .028

SUM_A
Wasted 11 4.00 .447 .135
Normal 69 4.91 .332 .040

SUM_B
Wasted 11 4.82 .405 .122
Normal 69 4.97 .169 .020

SUM_C
Wasted 11 5.00 .000 .000
Normal 69 5.00 .000a .000

SUM_D
Wasted 11 5.00 .000a .000
Normal 69 4.7355 .11249 .01354

MEAN_ABCD
Wasted 11 4.7045 .15076 .04545
a. t cannot be computed because the standard deviations of both groups are 0.

GRADUATE SCHOOL
Independent Samples Test
Levene's t-test for Equality of Means

Test for
Equality
of
Variance
s
F Sig t df Sig. Mean Std. 95%

. (2- Differen Error Confidence
taile ce Differen Interval of
d) ce the
Difference
Lower Upper
Equal
varianc .35
.851 .657 78 .513 .058 .088 -.118 .234
es 9
assumed
SUM_A
Equal
varianc 10.90
.421 .682 .058 .138 -.246 .362
es not 0
assumed
Equal
varianc 2.16 .14
.855 78 .395 .095 .111 -.126 .316
es 4 5
assumed
SUM_B
Equal
varianc 12.23
.739 .474 .095 .128 -.184 .374
es not 7
assumed
Equal
varianc 1.36 .24 -
SUM_C 78 .573 -.029 .051 -.131 .073
es 1 7 .566
assumed
GRADUATE SCHOOL
Equal
-
varianc 68.00
1.42 .159 -.029 .020 -.070 .012
es not 0
5
assumed
Equal
-
varianc 3.18 .07 .1072
.808 78 .422 .03096 .03834 .0453
es 9 8 9
7
assumed
MEAN_AB
CD
Equal
-
varianc 11.84 .1344
.653 .526 .03096 .04743 .0725
es not 0 6
3
assumed
Descriptives

Mean
Lower Upper
Bound Bound
B 45 4.07 .330 .049 3.97 4.17 3 5
C 9 4.00 .000 .000 4.00 4.00 4 4

SUM_A
D 26 4.04 .196 .038 3.96 4.12 4 5
Total 80 4.05 .271 .030 3.99 4.11 3 5
B 45 4.82 .442 .066 4.69 4.95 3 5
C 9 5.00 .000 .000 5.00 5.00 5 5

SUM_B
D 26 5.00 .000 .000 5.00 5.00 5 5
Total 80 4.90 .341 .038 4.82 4.98 3 5
B 45 4.96 .208 .031 4.89 5.02 4 5

SUM_C
C 9 5.00 .000 .000 5.00 5.00 5 5
GRADUATE SCHOOL
D 26 5.00 .000 .000 5.00 5.00 5 5
Total 80 4.98 .157 .018 4.94 5.01 4 5
B 45 4.7111 .15034 .02241 4.6659 4.7563 4.25 5.00
C 9 4.7500 .00000 .00000 4.7500 4.7500 4.75 4.75

MEAN_ABCD
D 26 4.7596 .04903 .00962 4.7398 4.7794 4.75 5.00
Total 80 4.7313 .11783 .01317 4.7050 4.7575 4.25 5.00
ANOVA

Squares
Between
.038 2 .019 .257 .774
Groups
SUM_A
Total 5.800 79
Between
.622 2 .311 2.793 .067
Groups
SUM_B
Total 9.200 79
Between
.039 2 .019 .783 .460
Groups
SUM_C
Total 1.950 79
Between
.042 2 .021 1.546 .220
Groups
MEAN_ABCD

GRADUATE SCHOOL
Total 1.097 79
Descriptives

Mean
Lower Upper
Bound Bound
B 14 4.07 .475 .127 3.80 4.35 3 5
C 24 4.04 .204 .042 3.96 4.13 4 5

SUM_A
D 42 4.05 .216 .033 3.98 4.11 4 5
Total 80 4.05 .271 .030 3.99 4.11 3 5
B 14 4.71 .611 .163 4.36 5.07 3 5
C 24 5.00 .000 .000 5.00 5.00 5 5

SUM_B
D 42 4.90 .297 .046 4.81 5.00 4 5
Total 80 4.90 .341 .038 4.82 4.98 3 5
B 14 4.86 .363 .097 4.65 5.07 4 5
C 24 5.00 .000 .000 5.00 5.00 5 5

SUM_C
D 42 5.00 .000 .000 5.00 5.00 5 5
Total 80 4.98 .157 .018 4.94 5.01 4 5
B 14 4.6607 .21047 .05625 4.5392 4.7822 4.25 5.00
C 24 4.7604 .05103 .01042 4.7389 4.7820 4.75 5.00

MEAN_ABCD
D 42 4.7381 .09487 .01464 4.7085 4.7677 4.50 5.00
Total 80 4.7313 .11783 .01317 4.7050 4.7575 4.25 5.00

GRADUATE SCHOOL
ANOVA

Squares
Between
.008 2 .004 .055 .946
Groups
SUM_A
Total 5.800 79
Between
.724 2 .362 3.288 .043
Groups
SUM_B
Total 9.200 79
Between
.236 2 .118 5.294 .007
Groups
SUM_C
Total 1.950 79
Between
.092 2 .046 3.526 .034
Groups
MEAN_ABCD
Total 1.097 79
GRADUATE SCHOOL
SUM_B
Duncan
LO-SG N Subset for alpha = 0.05
1 2
B 14 4.71
D 42 4.90 4.90
C 24 5.00
Sig. .061 .345
Means for groups in homogeneous subsets are displayed.
a. Uses Harmonic Mean Sample Size = 21.913.
b. The group sizes are unequal. The harmonic mean of the group sizes is used.
Type I error levels are not guaranteed.
SUM_C
Duncan
1 2
B 14 4.86
C 24 5.00
D 42 5.00
Sig. 1.000 1.000
GRADUATE SCHOOL
MEAN_ABCD
Duncan
1 2
B 14 4.6607
D 42 4.7381
C 24 4.7604
Sig. 1.000 .520
PROBLEM 4PROBLEM 5
Crosstab
Count
AGE Total
4 Years Old 5 Years Old
B 1 44 45
LO-FG C 0 9 9
D 0 26 26
Total 1 79 80
GRADUATE SCHOOL
Chi-Square Tests
Value df Asymp. Sig. (2-

sided)
Pearson Chi-Square .788a 2 .674
Likelihood Ratio 1.161 2 .560
Linear-by-Linear Association .700 1 .403
N of Valid Cases 80
a. 3 cells (50.0%) have expected count less than 5. The minimum expected count
is .11.
Crosstab
Count
SEX Total
Male Female
B 23 22 45
LO-FG C 4 5 9
D 10 16 26
Total 37 43 80
GRADUATE SCHOOL
Chi-Square Tests

sided)
Pearson Chi-Square 1.074a 2 .585
Linear-by-Linear Association 1.060 1 .303
N of Valid Cases 80
is 4.16.
Crosstab
Count
INCOME Total
3000-5000 6001-10000 11000-20000
B 36 6 3 45
LO-FG C 3 6 0 9
D 13 11 2 26
Total 52 23 5 80
GRADUATE SCHOOL
Chi-Square Tests

sided)
N of Valid Cases 80
is .56.
Crosstab
Count
MEA Total
Elementary Elementary High High College College

Level Graduate School School Level Graduate
Level Graduate
B 14 6 13 11 1 0 45
LO-
C 0 0 1 3 1 4 9
FG
D 3 0 13 5 4 1 26
Total 17 6 27 19 6 5 80
GRADUATE SCHOOL
Chi-Square Tests

sided)
N of Valid Cases 80
a. 12 cells (66.7%) have expected count less than 5. The minimum expected
count is .56.
Crosstab
Count
FEA Tota
l
Elementar Elementar High High Colleg College Vocationa
y Level y Schoo School e Graduat l Course
Graduate l Graduat Level e
Level e
B 18 2 14 10 1 0 0 45
LO
- C 0 0 0 0 6 1 2 9
FG
D 11 0 2 8 4 0 1 26
Total 29 2 16 18 11 1 3 80
GRADUATE SCHOOL
Chi-Square Tests

sided)
N of Valid Cases 80
count is .11.
Crosstab
Count
BMI Total
Normal Wasted
B 37 8 45
LO-FG C 9 0 9
D 23 3 26
Total 69 11 80
Chi-Square Tests

sided)

GRADUATE SCHOOL
N of Valid Cases 80
is 1.24.
Crosstab
Count
AGE Total
4 Years Old 5 Years Old
B 1 13 14
LO-SG C 0 24 24
D 0 42 42
Total 1 79 80
Chi-Square Tests

sided)
N of Valid Cases 80
is .18.
GRADUATE SCHOOL
Crosstab
Count
SEX Total
Male Female
B 7 7 14
LO-SG C 10 14 24
D 20 22 42
Total 37 43 80
Chi-Square Tests

sided)
Pearson Chi-Square .314a 2 .855
Likelihood Ratio .315 2 .854
N of Valid Cases 80
is 6.48.
GRADUATE SCHOOL
Crosstab
Count
INCOME Total
3000-5000 6001-10000 11000-20000
B 9 4 1 14
LO-SG C 10 14 0 24
D 33 5 4 42
Total 52 23 5 80
Chi-Square Tests

sided)
N of Valid Cases 80
is .88.
GRADUATE SCHOOL
Crosstab
Count
MEA Total
Elementary Elementary High High College College

Level Graduate School School Level Graduate
Level Graduate
B 5 1 7 1 0 0 14
LO-
C 1 0 7 7 4 5 24
SG
D 11 5 13 11 2 0 42
Total 17 6 27 19 6 5 80
Chi-Square Tests

sided)
N of Valid Cases 80
count is .88.
GRADUATE SCHOOL
Crosstab
Count
FEA Tota
l
Elementar Elementar High High Colleg College Vocationa
y Level y Schoo School e Graduat l Course
Graduate l Graduat Level e
Level e
B 7 1 4 2 0 0 0 14
LO
- C 4 0 0 7 9 1 3 24
SG
D 18 1 12 9 2 0 0 42
Total 29 2 16 18 11 1 3 80
Chi-Square Tests

sided)
N of Valid Cases 80
count is .18.
GRADUATE SCHOOL
Crosstab
Count
BMI Total
Normal Wasted
B 11 3 14
LO-SG C 24 0 24
D 34 8 42
Total 69 11 80
Chi-Square Tests

sided)
N of Valid Cases 80
is 1.93.

Angie Gemotra

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CENTRAL PHILIPPINES STATE UNIVERSITY

FACTORS THAT AFFECT INDIVIDUAL DIFFERENCES IN LEARNING

SUBMITTED TO THE ADMINISTRATION, FACULTY AND STAFF

Background of the Study

According to David Kolb, who has been studying

learning style for more than 40 years, he stated that

Learning is interpreted as a relationship between the

individual and the environment, Learning is interpreted as

the holistic process of adaptation to the environment,

Learning is to be regarded rather as a regulated process

than an outcome condition, The student’s existing knowledge

and experience play a decisive role in processing new

information, Piaget’s adaptive theory is regarded as the

basis of learning, Adaptation has two forms, namely

assimilation and accommodation and Learning is a process of

constructing knowledge, the result of which presents itself

as a relationship between community knowledge and

The aim of education is to enable each student to

attain all-round development according to his/her own

attributes. To achieve this, students should be provided

with suitable assistance and guidance in accordance with

their abilities and learning needs, so that they can

develop their potential to the full.

Each student is a unique individual, different in

cognitive and affective development, social maturity,

ability, motivation, aspiration, learning styles, needs,

interests and potential. Apart from this, there are other

factors underlying student differences. These include

innate differences in intelligence, differences in social

and economic background, variations in past learning

experiences, and perhaps variations in the level of

congruence between the learner and the curriculum. In view

of these factors, catering for individual differences is

intended neither to narrow the gap between individuals nor

to even out their abilities and performance. It should aim

for understanding why students are able or unable to learn

well and finding appropriate ways to help them learn

This pursue the researcher to conduct a study

regarding the Factors that Affects Individual Differences

in the Learning among the Kindergarten Pupils: Its Relation

to their Learning Outcomes.

Statement of the Problem

The purpose of this study is to determine the factors

that affects individual differences in learning among

kindergarten pupils: Its relation to their Learning

Specifically, it seeks to answer the following

1. What is the socio- demographic profile of the

respondents in terms of;

d. Parent’s Monthly Income; and

e. Parent’s Educational Attainment

2. What is the extent factors that affect the individual

differences in learning among kindergarten pupils

whengrouped according to;

3. What is the Learning outcome of the Kindergarten

Pupils in terms of their Grade Point Average (GPA)?

4. Is there a significant difference on the extent of

factors that affect individual difference in leaning

among kindergarten pupils when grouped according to

5. Is there a significant difference on the extent of

factors that affect individual difference in leaning

among kindergarten pupils and their Learning outcomes?

1. There is no significant difference on the extent of

actors that affect individual difference in leaning

among kindergarten pupils when grouped according to