Student`s Learning and Teaching Styles: Predictors of Academic Performance in Science
DOI:
https://doi.org/10.5281/zenodo.19058138Keywords:
Liceo senior high school, learning styles, teaching styles, science academic performance, multiple regressionAbstract
It has been found that senior high school students struggled with their academic performance in science. The goal of this study was to use learning styles and teaching styles as predictor factors to estimate students’ academic performance in science in Grades 11 and 12. The study was conducted at the Senior High School Department – STEM Strand, Liceo de Cagayan University, Cagayan de Oro City with a sample size of 214 students, selected through proportionate stratified random sampling. The study utilized descriptive-correlational and causal research design. Likewise, mean, standard deviation, Pearson correlation, and multiple regression were the statistics used to analyze the data. Results of the study revealed that all the learning styles studied namely visual, analytical, auditory, reading/writing, and kinesthetic were all preferred by the students. In terms of teaching styles, authority, demonstrator, facilitator, delegator, and hybrid styles were also preferred by the participants, with a very satisfactory level of academic performance in science. The Pearson product-moment correlation data, however, revealed that the only student learning styles with statistically significant association with academic performance in science are reading/writing and analytical. The best predictor of students’ academic performance in science is reading/writing learning style with the highest beta coefficient value of 0.026. In terms of relationship, reading/writing and analytical learning styles have a significant positive relationship with students’ academic performance in science, and the best predictor variable of the study is reading/writing learning style.
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