Learning Styles and Study Habits of Police Officers Enrolled in the Public Safety Leadership Course at Regional Training Center IX

Angelo  M. Solo,; Mayeth Luz  Gumera-abujos,

Learning Styles and Study Habits of Police Officers Enrolled in the Public Safety Leadership Course at Regional Training Center IX

Angelo M. Solo | Mayeth Luz Gumera-abujos

Discipline: social sciences (non-specific)

Abstract:

The study aimed to uncover the different learning styles preferred and the extent of the study habits of police officers enrolled in the Public Safety Leadership Course at the Police Regional Training Center IX. A descriptive-correlational design using the survey method was employed to determine the most and least preferred learning styles and their relationship with study habits. Total enumeration sampling was utilized, with 234 respondents selected based on specific criteria. Reid’s Perceptual Learning Style Preference Questionnaire and Gilbert Wrenn’s Study Habits Inventory were used as research instruments, both demonstrating reliable internal consistency appropriate for the study. Results revealed that the major learning styles among the police officers were auditory, tactile, and kinesthetic, indicating a preference for active listening, hands-on tasks, and learning through movement. Visual and group learning styles were also evident but less dominant. In contrast, the individual learning style was the least preferred, suggesting that police officers learn more effectively in collaborative environments. In terms of study habits, the respondents exhibited a moderate level, with time management emerging as the strongest skill. Other areas such as reading speed, writing, concentration, and note-taking were present but required improvement. The study also found a significant positive relationship between preferred learning styles and study habits. Tactile and kinesthetic learners performed in hands-on activities, while auditory learners excelled in discussions. Based on these findings, it is recommended that PRTC IX adopt flexible teaching strategies, assessment tools, and faculty training to address diverse learning styles and enhance the study habits of learners

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