Learning Styles and Reading Performance of Grade 4 Pupils: Basis for Action Plan

Abstract

This study determined the learning-style preferences and reading performance of Grade 4 pupils and examined whether the two were significantly related as a basis for a school reading action plan. A descriptive-correlational design was used at Annafunan Integrated School, Tuguegarao City, during School Year 2024–2025. From a population of 202 Grade 4 pupils in five sections, 133 were selected through simple random sampling using the Raosoft sample-size calculation; the teachers of the five sections also provided inputs for the reading intervention plan. Data were gathered using a validated learning-style survey questionnaire and the Philippine Informal Reading Inventory (Phil-IRI). Weighted means summarized learning-style preferences, reading performance was classified into independent, instructional, and frustration levels, and Pearson product-moment correlation tested the relationship between the variables. The pupils generally preferred the measured learning approaches (overall weighted mean = 2.90). Kinesthetic learning obtained the highest mean (3.21), followed by group (3.13), auditory (3.09), visual (2.99), and individual learning (2.96), whereas tactile learning was not preferred (2.04). Of the 133 pupils, 68 were at the independent level, 48 at the instructional level, and 17 at the frustration level. Learning styles and reading performance were not significantly related (r = 0.039, p = 0.652). The study concludes that learning-style preference alone does not explain reading achievement. The resulting action plan therefore emphasizes differentiated, multimodal, evidence-informed reading activities, guided and remedial reading, teacher development, pupil engagement, and continuous assessment.