https://hdl.handle.net/20.500.12852/2577 Sun, 05 Apr 2026 15:50:49 GMT 2026-04-05T15:50:49Z https://hdl.handle.net/20.500.12852/3128 Sensory learning styles of fourth year AB English students of Central Philippine University Valenzuela, Cherrie Rose C. This study is a survey which aimed to determine the most common sensory learning style among the fourth year AB English Students at Central Philippine University who are graduating by School Year 2009-2010, and to identify them according to gender, age, number of children in the family, order of birth, religion and family income. A two part questionnaire was given to ten students of the AB English Program of the Department of Languages, Mass Communication and Humanities. Results of this survey showed that 40% of the respondents are visual learners, 30% are auditory learners, and 30% are tactile-kinesthetic learners. The females are mostly visual learners, while the males are tactile-kinesthetic learners. The 19 and 22-year old respondents are auditory and tactile-kinesthetic learners, while the 20 and 21-year old respondents are visual learners. Those from families with three children and are mostly visual learners. Eldest children are mostly visual learners. The Catholics are mostly auditory learners. Lastly, the findings show that those who belong to a low family income level are mostly tactile kinesthetic learners. The results show that the AB English fourth year group is composed of students with varied backgrounds and learning styles. From the results of the study, it is recommended that AB English students be equally exposed to the visual, auditory and tactile-kinesthetic teaching strategies. Abstract only Mon, 01 Mar 2010 00:00:00 GMT https://hdl.handle.net/20.500.12852/3128 2010-03-01T00:00:00Z https://hdl.handle.net/20.500.12852/3127 The effects of family problems on the academic performance of the star section of the fourth year high school students of Infant Jesus School Kalibo, Aklan Bautista, Marc Aivan R. This study investigated the effects of family problems on the academic performance of the star section of Fourth year High School students of Infant Jesus School, Kalibo, Aklan, and surveyed their demographic features, levels of academic performance and various family problems. A take-all approach was used with the total of 40 students and generated 100% retrieval. The study utilized a one shot survey questionnaire of three parts. The first part asked about demographics. The second part asked about the various family problems and the third part measured the levels of academic performance. Results show that majority of the respondents are females, Roman Catholics and live in a municipality. The respondents belong to a nuclear family unit and most of their parents’ occupations are OFW’s and housewives. The monthly income of parents ranges from PhP 5,999 and below which determines their financial inadequacy. In conclusion, the students from the star section of Fourth Year High school of Infant Jesus School, Kalibo, Aklan are poor with the fathers having vices. In spite of these various family problems, academic performance is not affected. This means that family problems are not the bases for the respondents to have a good or bad performance in school. Abstract only Sat, 01 Mar 2014 00:00:00 GMT https://hdl.handle.net/20.500.12852/3127 2014-03-01T00:00:00Z https://hdl.handle.net/20.500.12852/3126 Finding imperialism in the jungle: A post-colonial study of Rudyard Kipling’s The Jungle Book Marmeto, Rephael John The study identified the Imperialistic influences on Rudyard Kipling’s The Jungle Book. It aimed to determine and depict imperialism in Kipling’s life and his writings. Furthermore, the Post-colonial Criticism would ascertain the significant aspects in Kipling’s imperialism experience that were parallel to his works. The book was treated with thematic and character analysis with the aid of Post-colonial Criticism. Findings showed that the characters from The Jungle Book contributed to the depiction of imperialism epitomized by the main character, Mowgli. The themes regarding cruelty, abuse, racism, violence, mistrust and colonialism could be identified from his own predicament and struggles in life manifested in the book. Therefore, Kipling’s The Jungle Book is an example of a children’s classic with a deeper meaning aiming to clearly reveal such chaotic event in the author’s life. Abstract only Sat, 01 Mar 2014 00:00:00 GMT https://hdl.handle.net/20.500.12852/3126 2014-03-01T00:00:00Z https://hdl.handle.net/20.500.12852/3116 A reflection of Tolkien’s world: Biblical similarities in J.R.R. Tolkien’s The Hobbit Articulo, Jesselle Kayla C. Most of the studies conducted for Tolkien’s books are on certain similarities between his fiction and various myths, folklore and other kinds of stories. For most critics and researchers the archetypal approach has been a better choice for the analysis of Tolkien’s work over other types of approaches. Different archetypes have been utilized and supported Tolkien’s fiction in aspects such as the spiritual, political and cultural. In this study the spiritual aspect of Tolkien’s masterpiece The Hobbit was its main discussion specifically, the archetypes with biblical similarities that made use of content analysis anchored on the Archetypal Theory. The novel, The Hobbit was chosen for this study mainly because most researches pertaining to Tolkien’s work have always been based on his other novels. The researcher conducted this study by analyzing the characteristics depicted by the characters, object, and places through the events in the novel selecting only those with biblical similarities. It made use of a matrix to clearly show the archetypes with their biblical counterpart and analysis. This study showed that most of the major characters in the novel are identified with an archetype and a biblical counterpart where most of them play important roles in the overall story. It is hoped that the archetypes discovered from this study reveal that one does not have to try very hard to see how literature often echoes even if imperfectly stories and lessons in the Bible. Abstract only Sat, 01 Mar 2014 00:00:00 GMT https://hdl.handle.net/20.500.12852/3116 2014-03-01T00:00:00Z