10 Page Article PERSONALIZED LEARNING DISPOSITIONS

PERSONALIZED LEARNING DISPOSITIONS OF PUBLIC ELEMENTARY SCHOOL
PUPILS
Ma. Irish L. Briones1 , Queenie A. Legaspi2 , and Mary Fae C. Solis3 . College of
Teacher Education, Batangas State University – JPLPC Malvar
Corresponding Author Email: 20-61506@g.batstate-u.edu.ph
ABSTRACT - IRISH
1. INTRODUCTION - FAE
2. OBJECTIVES OF STUDY - IRISH
3. METHODOLOGY - IRISH
4. RESULTS - KINI
5. DISCUSSION - KINI
6. CONCLUSIONS - FAE
7. RECOMMENDATIONS – FAE
8. REFERENCES - IRISH
9. ACKNOWLEDGEMENT – KINI
Chapter I
THE PROBLEM
Introduction
Individual differences among pupils were specific to each pupil,
encompassing factors such as gender, race, disability, and social and economic
background. Not all pupils learned in the same way; they varied in motivation,
attitudes toward teaching and learning, and responses to classroom environments
and instructional methods. Despite these differences, creating a positive learning
environment was possible by acknowledging and accommodating these diversities.
Gardner (2001) proposed that personalized learning, rooted in the theory of
multiple intelligences, allowed students to understand and direct their learning
experiences, shaping their interests. These individual dispositions influenced and
were influenced by the learning process.
However, some educators overlooked these learning dispositions, resulting
in unfavorable outcomes for pupils. Allowing students to select their own teaching
methods, techniques, and strategies increased their chances of success (D'amico et
al., 2008). Factors such as students' home background, cultural environment, and
socioeconomic status significantly influenced their academic achievements (Breen
et al., 2005). Therefore, at the onset of the school year, teachers needed to
familiarize themselves with their students' physical, psychological, economic,
social, and academic differences (Başar, 2002).

Students differed in experience, socioeconomic status, ethnicity, culture,
language, and learning style. Utilizing various teaching methods tailored to
students' diverse experiences and learning backgrounds was more effective
(Borich, 2014), highlighting pupils' individual differences. Ignorance of these
differences could lead to student disengagement and academic failure. Redirecting
students towards meaningful activities aligned with their interests and abilities
could reduce discipline issues in the classroom.
Pupil learning dispositions played crucial roles in their engagement,
perseverance, and academic success. Numerous studies examined how factors
such as gender, race, immigrant status, and socioeconomic background impacted
learning (Birenbaum et al., 2006). Recognizing diversity in a pupil's profile,
including gender, race, and socioeconomic background, directly influenced
learning processes.
Therefore, teachers needed to understand pupils' differences in physical
characteristics, intelligence, perception, gender, ability, and learning styles.
Collaborating with pupils to design personalized learning pathways was essential.
Personalization involved equipping pupils with the tools and skills to manage their
learning environments effectively. Educators needed to involve pupils in
understanding their individual learning styles and dispositions actively and
intentionally.
Examining personalized learning as an approach could facilitate
collaboration between pupils and teachers, fostering learning that emerged from
pupils' differences, interests, questions, curiosities, and preferences. This approach
could aid researchers in identifying suitable activities to enhance or sustain pupils'
personalized learning dispositions. As future elementary school teachers, the
researchers considered studying pupils' learning dispositions significant for
planning learning activities and methods tailored to individual differences,
ensuring successful teaching processes.
Conclusions
Based on the above-mentioned findings of the study, the following
conclusions are drawn.
1. The majority of respondents are female, first-born, and belong to low-
income groups.
2. Respondents highly manifest personalized learning dispositions in curiosity,
willingness to collaborate, and good communication, while showing
moderate manifestation in eagerness for inquiry and empathy.
3. Personal variables such as sex are not significantly related to respondents'
personalized learning disposition, whereas birth order and socioeconomic
status are significantly related.
4. The suggested activities to enhance their personalized learning disposition
include reading books together, turning research into art, think-pair-share,
what’s on your head, and guessing the emotion.
Recommendations
Considering the significant findings revealed and conclusions drawn in
this study, the researchers suggested the following recommendations.
1. Teachers can foster pupils' reflective practices by promoting the
maintenance of reflective journals, wherein students articulate their
emotions, experiences, and empathetic insights derived from interactions
with peers and the wider community.
2. The school librarian plays a pivotal role in ensuring students' easy access to
a diverse array of educational resources, spanning books, digital materials,
research databases, and field experts. This comprehensive resource
accessibility facilitates students' exploration of topics they are eager to
investigate. Furthermore, the provision of mentors or advisors by the
librarian can guide students in honing their inquiry skills, assisting them in
formulating research inquiries, designing experiments, and navigating the
inquiry process.
3. Collaboratively, the school principal and Gender and Development (GAD)
coordinator can champion gender equity within the educational framework,
actively addressing any prevailing gender-based discrimination or biases.
Encouraging open dialogues on gender stereotypes and biases serves to
heighten awareness and foster an inclusive educational environment.

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PERSONALIZED LEARNING DISPOSITIONS OF PUBLIC ELEMENTARY SCHOOL

Individual differences among pupils were specific to each pupil,

attitudes toward teaching and learning, and responses to classroom environments

and instructional methods. Despite these differences, creating a positive learning

environment was possible by acknowledging and accommodating these diversities.

Gardner (2001) proposed that personalized learning, rooted in the theory of

multiple intelligences, allowed students to understand and direct their learning

experiences, shaping their interests. These individual dispositions influenced and

were influenced by the learning process.

However, some educators overlooked these learning dispositions, resulting

methods, techniques, and strategies increased their chances of success (D'amico et

socioeconomic status significantly influenced their academic achievements (Breen

familiarize themselves with their students' physical, psychological, economic,

social, and academic differences (Başar, 2002).

language, and learning style. Utilizing various teaching methods tailored to

students' diverse experiences and learning backgrounds was more effective

(Borich, 2014), highlighting pupils' individual differences. Ignorance of these

differences could lead to student disengagement and academic failure. Redirecting

could reduce discipline issues in the classroom.

Pupil learning dispositions played crucial roles in their engagement,

perseverance, and academic success. Numerous studies examined how factors

such as gender, race, immigrant status, and socioeconomic background impacted

learning (Birenbaum et al., 2006). Recognizing diversity in a pupil's profile,

including gender, race, and socioeconomic background, directly influenced

Therefore, teachers needed to understand pupils' differences in physical

characteristics, intelligence, perception, gender, ability, and learning styles.

Collaborating with pupils to design personalized learning pathways was essential.

learning environments effectively. Educators needed to involve pupils in

understanding their individual learning styles and dispositions actively and

Examining personalized learning as an approach could facilitate

could aid researchers in identifying suitable activities to enhance or sustain pupils'

personalized learning dispositions. As future elementary school teachers, the

researchers considered studying pupils' learning dispositions significant for

planning learning activities and methods tailored to individual differences,

ensuring successful teaching processes.

Based on the above-mentioned findings of the study, the following

conclusions are drawn.

1. The majority of respondents are female, first-born, and belong to low-

2. Respondents highly manifest personalized learning dispositions in curiosity,

willingness to collaborate, and good communication, while showing

moderate manifestation in eagerness for inquiry and empathy.

3. Personal variables such as sex are not significantly related to respondents'

personalized learning disposition, whereas birth order and socioeconomic

status are significantly related.

4. The suggested activities to enhance their personalized learning disposition

include reading books together, turning research into art, think-pair-share,

what’s on your head, and guessing the emotion.

this study, the researchers suggested the following recommendations.

1. Teachers can foster pupils' reflective practices by promoting the

maintenance of reflective journals, wherein students articulate their

emotions, experiences, and empathetic insights derived from interactions

with peers and the wider community.

a diverse array of educational resources, spanning books, digital materials,

research databases, and field experts. This comprehensive resource

accessibility facilitates students' exploration of topics they are eager to

investigate. Furthermore, the provision of mentors or advisors by the

formulating research inquiries, designing experiments, and navigating the

3. Collaboratively, the school principal and Gender and Development (GAD)

coordinator can champion gender equity within the educational framework,