LEARNING STYLE AND ACADEMIC PERFORMANCE OF

SENIOR HIGH SCHOOL STUDENTS OF

MEDINA COLLEGE SCIENCE
HIGH SCHOOL

A Research Paper Presented to the

Faculty of the College of Teacher Education,
Arts and Sciences
Medina College,
Ozamiz City

In Partial Fulfilment
Of the Requirements for the Degree
Bachelor of Secondary Education
Major in Science

by:

AIVERSON T. DOVERTE
BRENDILYN L. ALBURO
ARLYN LABASTIDA

June 2024
 MEDINA COLLEGE
Maningcol Highway, Ozamiz City
Tel. No. (088) 521 – 0036

COLLEGE OF TEACHER EDUCATION, ARTS AND SCIENCES

CERTIFICATE OF PANEL APPROVAL

This research paper entitled "LEARNING STYLE AND ACADEMIC

PERFORMANCE OF SENIOR HIGH SCHOOL STUDENTS OF MEDINA COLLEGE
SCIENCE HIGH SCHOOL” prepared and submitted by Aiverson T. Doverte,
Brendilyn L. Alburo, and Arlyn B. Labastida in fulfillment of the requirements for the
degree BACHELOR IN SECONDARY EDUCATION MAJOR IN SCIENCE AND
BACHELOR OF ELEMENTARY EDUCATION is hereby recommended for approval.

ALEMAR C. MAYORDO, Ed.D

Research Adviser

Approved by the Research Committee on Oral Examination with a grade of ______.

DANILO S. YOLIM, LlB, Ed.D, Ph.D. Lit

Chairperson

KYRUDEN S. ANINO, LPT ROSE MARIE P. LUZON, LPT, MAGC

Member Member

MAURINE JOY Y. JEREZ, LPT, RChT

Member

This research is approved in fulfillment of the requirements for the degree

BACHELOR IN SECONDARY EDUCATION MAJOR IN SCIENCE AND BACHELOR
OF ELEMENTARY EDUCATION

DANILO S. YOLIM, LlB, Ed.D, Ph.D. Lit

Dean, CTEAS/Vice President for Academic Affairs

Date of Final Oral Defense: _____________

ii
 ABSTRACT

Learners have different learning styles to perceive and process new information
throughout their learning. One of the ways students learn effectively and enhance
their academic performance is by using teaching methods that can accommodate
their different learning styles. This research was conducted to determine the
significant relationship between learning styles and academic performance of the
senior high school students. This study used correlational research designs. The
respondents of this study were all the Senior High School students at Medina
College Science High School in the academic year 2023-2024. An adapted and
modified questionnaire to measure the level of practiced of the different learning
styles of the students and the final grade of the students was used. Mean, Taps,
t-test, and Pearson r Correlation Coefficient were used to analyze the gathered
data. The result of the study reveals a moderate correlation between learning
styles and academic performance among senior high school students at Medina
College Science High School. Additionally, there was a significant relationship
between the students' learning styles and their academic performance. In this
case, the students perform better academically when educational approaches
are designed to align with their preferred learning styles. It was concluded that
students' learning styles are associated with their academic performance;
however, learning styles are not the only factor that might increase students'
academic achievement.

Keywords: Learning Styles, Senior High School Students, Academic

Performance

iii
 ACKNOWLEDGEMENT

This research work was a product of hardships, with amalgamation of

knowledge and effort, through the participation and support of significant

persons. The researchers would like to extend their heartfelt gratitude to all who

contributed in making this study successful.

First and foremost, the researchers would like to thank our Almighty God

for strength and encouragement especially during all the challenging moments in

completing this research. The researchers are truly grateful for your exceptional

love and grace during this entire journey.

To Dr. Danilo S. Yolim, the chairman, Mr. Kyruden S. Anino, and Ms.

Rose Marie P. Luzon, the panel members, for the vital recommendations and

suggestions for making this study better.

To our Research Adviser and Statistician, Dr. Alemar Cimafranca

Mayordo for his valuable guidance, expert suggestions, kindness, supervision,

constant encouragement and all other considerations throughout the study and

the preparation of this research.

To Ms. Mary Honey T. Quilab, the editor, for extending her time in
accommodating us and for extending her expertise in editing this paper.

To the School President of Medina College who allowed us to conduct our

research in their respective school.

To the research respondents, who generously shared their time,

experiences, and perspectives without them this research would not be possible.

iv
 Finally, to all the important people who assisted the researchers with

sincerity and effort in one way or another. These will always and forever be

treasured and appreciated by the researchers.

-The Researchers

v
 DEDICATION

This research is lovingly dedicated to our parents,

Mr. And Mrs. Doverte

Mr. And Mrs. Alburo

&

Mr. And Mrs. Labastida

who have been our constant source of inspiration and have given us the moral

and financial support to make this study possible;

to our sisters, brothers, friends, loved ones and instructors who have given

us full support and encouragement.

and most especially to our

God Almighty,

for bestowing us wisdom, guidance and strengths in our everyday life.

vi
 TABLE OF CONTENTS

Pages

TITLE PAGE . . . . . . . . i

APPROVAL SHEET . . . . . . . ii

ABSTRACT . . . . . . . . . iii

ACKNOWLEDGEMENT . . . . . . . iv

DEDICATION . . . . . . . . v

TABLE OF CONTENTS . . . . . . . vi

LIST OF FIGURES . . . . . . . . vii

LIST OF TABLES . . . . . . . . viii

LIST OF APPENDICES . . . . . . . ix

CHAPTER 1 INTRODUCTION

Background of the study . . . . . . 1

Theoretical Framework . . . . . . 3

Schematic Diagram . . . . . . 5

Statement of the Problem . . . . . . 6

Significance of the Study . . . . . . 6

Scope and Limitation . . . . . . 7

CHAPTER 2 REVIEW OF RELATED LITERATURE AND STUDIES

Review of Related Literature and Studies . . . 8

vii
CHAPTER 3 RESEARCH METHODOLOGY

Research Design . . . . . . . 20

Research Setting . . . . . . . 20

Research Respondents . . . . . . 21

Research Instrument . . . . . . 22

Instrument Validity . . . . . . . 22

Data Gathering Procedure . . . . . . 22

Data Analysis . . . . . . . 23

Ethical Consideration . . . . . . 24

Definition of Terms . . . . . . . 25

CHAPTER 4 PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

Presentation, Analysis and Interpretation of Data . . 27

CHAPTER 5 SUMMARY OF FINDINGS, CONCLUSION, AND

RECOMMENDATION

Findings . . . . . . . . 52

Conclusion . . . . . . . . 54

Recommendations . . . . . . . 55
 viii

Chapter 1

INTRODUCTION

Background of the Study

In the realm of education, students have their own unique learning

methods. e.g., some like to process information in a visual way (pictures,

diagrams, graphs), while others prefer the verbal way (reading or listening), etc.

These methods are known as preferred learning styles. It is not really concerned

with what learners learn but rather how they prefer to learn, and it is also an

important factor for students’ academic achievement. Students have different

strengths and preferences in the ways they take in and process information,

which is to say, they have different learning styles. It is a major component of

students’ lives. Hence, understanding the intricate relationship between learning

styles and academic performance can provide valuable insights into tailoring

instructional methods to meet students' individual needs. Effective teaching

strategies will help students easily understand the lesson while at the same time

enjoying the class, leading to better academic performance.

A study conducted in the state college of Kalinga-Apayao, Philippines

regarding the preferred learning styles of the students showed that 46%

percent of the students prefer learning through visual style, 36% percent prefer

auditory learning and only 18% of them prefer tactile style of learning (Carbonel,

2013). The researchers will take note of the result of the study as a possible
outcome of the preferred learning style of the researchers’ population.

According to İlçin, Tomruk, Yeşilyaprak, et al., 2018; Magulod Jr., (2019),

learning style is about how students learn rather than what they learn and

facilitating the learning process is the primary aim of teaching. The learning

process is different for each individual; even in the same educational

environment, learning does not occur in all students at the same level and quality

(Almoslamani, 2022). Moreover, as stated by Dalmolin et al. (2018) it was found

out that there was a positive connection between learning styles and academic

performance of students. In fact, Alavi and Toozandehjani (2017) concluded that

understanding students' learning styles can improve their learning by helping

students strengthen self-feedback.

Students learning style preference should be understood, as it is an

important factor that needs to be considered for the students to learn well in

school. The interplay of learning style preferences and the academic

achievement of senior high school students at Medina Science High School

prompted the researcher to investigate the relationship existing among these

variables. Considering that there is a general acceptance of the perception that

the manner in which an individual chooses a learning style has a direct impact on

their academic achievement, many research studies have proven this fact.

However, there have been no studies conducted at Medina College Science High

School determining the learning styles practiced by the senior high school

students and their impact on their academic performance. In order to face the

challenges of advancement, the development of proficient senior high school

students and skilled individuals in various fields will eventually prepare them for
their college journey and spur the advancement of Philippine society. To resolve

such a gap in students learning development, research into their individual

learning has to be done. Furthermore, the study highlighted the imperative for

additional research to address existing gaps in evidence related to this critical

aspect of students learning styles and academic performance.

In line with this, this study generally endeavored to determine the

preferred learning styles of senior high school students at Medina Science High

School. Thus, the study sought to address the following research objectives: first,

identify the level of practiced of the different learning styles of the students in

terms of converging, diverging, assimilating, and accommodating styles; second,

describe the level of academic performance of the respondents; and lastly,

determine the relationship between learning styles and academic performance of

the respondents. The findings of the study will contribute to a better

understanding of the relationship between learning styles and academic

performance.

Theoretical Framework

This study is anchored by Kolb’s Theory

Kolb's Experiential Learning Theory by David A. Kolb (1984) provides a

comprehensive framework for understanding the relationship between learning

styles and academic performance. According to Kolb (1984), individuals exhibit

distinct preferences in their learning processes, encompassing converging,

diverging, assimilating, and accommodating styles. The diverging style of

learning focuses on concrete experience and reflective observation, where

learners prefer to watch and reflect on what they’ve observed before jumping in.

In contrast the converging style of learning focuses on abstract conceptualization

and active experimentation, where learners prefer problem solving and enjoy

applying their learning to practical issues Moreover, the assimilating style of

learning emphasizes abstract conceptualization and reflective observation, where

learners like using analytical models to explore and prefer concepts and abstract

ideas. In contrast, the accommodating style of learning focuses on concrete

experience and active experimentation, where learners relish a challenge and

use intuition to solve problems. Notably, both converging and assimilating

learning styles have a higher score in abstract conceptualization (AC) and lower

score in concrete experience (CE). Abstract conceptualization which actualized

in adolescence is conceived to be a higher level ability rather than concrete

experience (CE). This theoretical model has been widely utilized in educational

research to explore how these learning styles impact academic success and

guide instructional strategies tailored to individual preferences. Moreover,

experiential learning is one such strategy in teacher education which provides

hands-on experience to put concepts and strategies into practice. It helps the

student teachers to develop their professional abilities by reflecting on their

efforts to create change within their own classroom and consequences of such

actions (ReshmaD'Sa & Vijayakumari, 2017). By acknowledging and applying

Kolb's model, educators can create more effective teaching methodologies that

address the diverse cognitive needs of students, potentially enhancing overall

engagement, comprehension, and academic performance (Kolb, 1984).

 Ernst (2013) conducted a study on 'Impact of Experiential Learning on

Cognitive Outcome in Technology and Engineering Teacher Preparation'.

Findings suggest that there was a statistically significant cognitive achievement

difference between the sample of pre-service technology educators who

engaged in experiential learning activity and the sample of pre-service

technology educators who were not engaged in experiential learning activity.

Williams (1990) conducted a study on 'Effects of experiential learning on

knowledge acquisition, skill mastery and student attitudes'. The findings indicated

that the Kolb Model of Experiential Learning had a significant effect on

knowledge acquisition, skill mastery, and attitudes toward learning experiences.

Jenkins and Healey, (2000) in their article 'Learning cycles and learning styles:

Kolb's Experiential Learning Theory and its application in Geography in Higher

Education' focused on the necessity for teachers to use a wide range of teaching

methods to meet the student's needs. The article also presents some case

studies of ways in which the theory can be applied in geography at university and

K-12 levels.

Arnold, Windy, and Osborne (2006) in their qualitative study on

Experiential Learning in Secondary Agricultural Education Classrooms'

recognized the multiple benefits of experiential learning, including increased

subject matter retention among students, active engagement, use of higher order

thinking skills, and academic success.

Cheriyan (2014) conducted a study on 'Effectiveness of Kolb's Model of

Experiential Learning on Achievement in Mathematics'. Findings of the study

revealed that the total achievement in mathematics of students taught using

Kolb's Experiential Learning Model is significantly higher than that of those taught

using Activity Oriented Method.

Kolb’s Theory

Learning Styles

 Converging style

 Diverging style Academic Performance

 Assimilating style

 Accommodating

style

Figure 1. Schematic Diagram

Statement of the Problem

This study will be conducted to determine the relationship between the

learning styles and the academic performance of Senior High School students of

Medina College Science High School for the school year 2023-2024.

1. What is the level of practiced of the different learning style of the students in

terms of:

1.1 Converging style

1.2 Diverging style

1.3 Assimilating style

1.4 Accommodating style

2. What is the academic performance of the students?

3. Is there a significant relationship between the learning styles and the academic

performance of the students?

H0: There is no significant relationship between the learning styles and the

academic performance of students

Significance of the Study

From the findings of this study, the following will benefit:

Students. This study will be a great help to students in gaining

awareness of their learning styles and how they affect their performance
 inside the school. This will also help them improve their learning skills and

academic styles, which they can use not just in the academic field but also

in other portions of their lives.

Teachers. This study will benefit the teachers in a way that they will

have a better understanding that their students vary in learning styles, and

this different learning style is one of the factors that can affect their

children's performance. Because of this, they could develop effective

methodologies for reaching their subject matter that their students could

clearly understand and that could fit the learning styles of their children.

School Administrators. This study would be a big help to the

school administrator so that they would get a hint on what action should

be taken to improve the teaching styles of the teachers in order to catch

the attention of their students.

Future Researchers. The result of this study will help future

researchers come up with additional ideas on how to find out the learning

styles of the students and why and how these learning styles affect the

students' performance. This study will serve as a guide in order for them to

have a clearer understanding of the learning styles of students and how

they differ.

Scope and Limitations

The focus of this study is to assess the level of practice of the different

learning styles of the students in terms of converging style, diverging style,

assimilating style, and accommodating style at Medina College located in

Maningcol, Highway Ozamiz City, Misamis Occidental, and discover a significant

relationship between students learning styles and their academic performance.

This research will utilize a quantitative research design, specifically descriptive-

correlation. The respondents of the study should be senior high school students

who are enrolled in this school year (2023-2024).

The study does not cover the external factors that influence the answers

of the population, such as motivation, study habits, attitude, personality, etc. The

researchers did not note gender, race, or ethnicity in gathering the population of

the study. They will answer the research-made questionnaire with: strongly

disagree, disagree, agree, and strongly agree. The questions that will be asked

will be understandable and accessible based on the level of comprehension of

the respondents. The survey questionnaires focus on the different learning styles

of students towards their lessons.

 Chapter 2

Review of Related Literature

This chapter states the different literature and studies that were conducted

for the research to gain familiarity that are relevant and similar to the present

study

According to Sirney (2019), learning is a dynamic process in which

humans interact with and to develop mental representations of the world, people

alter things, experiences, and conversations. Learners gain knowledge through

exploring the world around them, seeing and interacting with phenomena,

conversing and engaging with others, and connecting new concepts to existing

knowledge. Furthermore, learning is a relatively lasting change in behavior that is

the result of experience. It is the acquisition of information, knowledge, and skills

(Kendra Cherry, 2022). Learning affects our language, customs and traditions,

attitudes and beliefs, personalities and goals. In fact, it would not be wrong to say

that learning affects all aspects of our life. Learning is a key concept of

Psychology. Learning phenomenon is very important for the development of

human beings (Physicscatalyst, 2019)

Learning process has been one of the important aspects of human life and

student's learning styles are among the acquired factors. Based on their

individual differences, different students use different learning styles for their

learning (Rezaeinejad, Azizifar, & Gowhary, 2015).

 The learning process is significantly influenced by learning styles. Aboe

(2019) states that every student has different styles to learn. They have their way

of studying something which makes them comfortable to be able to absorb and

understand the material easily. Furthermore, he emphasizes that some students

prefer to read a book and memorize the material, while others require the

assistance of notes to comprehend the subject. Other students prefer viewing a

video tutorial to learn how to do something rather than reading a manual book.

Learners select the method that is most comfortable for them to learn and

comprehend the subject. Thus, there are considerable relationships between

learning style and student accomplishment (Yufrizal et al., 2015). Students'

preferred learning methods may influence how well they achieve academically.

Teachers can incorporate teaching patterns and tactics by considering students'

preferred learning styles.

The preferences of students' learning styles are crucial to understanding

and improving their level of comprehension, as well as understanding how they

learn. Without identifying and comprehending students' preferred learning styles,

teachers are unlikely to employ effective teaching techniques that correspond to

the various learning preferences of the students. The alignment between

students’ learning styles and teachers’ teaching styles lead to better

comprehension and understanding of complex lessons. The teaching-learning

process can benefit greatly from both students' and teachers' awareness of

different learning styles (Yasmin, Akbar, & Hussain, 2016).

 Vandewater (2020) defined learning style as recognizing that each student

learns in his or her own unique way. The preferred manner in which a learner

receives, processes, comprehends, and remembers knowledge is referred to as

their learning style in technical terms. Some students, for example, understand

how to make a clock by following verbal directions, whereas others must

physically move the clock. In educational 4 theory and classroom management,

individualized learning styles have become a generally acknowledged idea.

Individual learning styles are influenced by a variety of elements such as

cognition, emotion, and environment, as well as past experience. To put it in

other words, all of us are distinct. In order to incorporate best practices into

everyday activities, curriculum, and evaluations, educators must be aware of

their students' learning styles.

Different learning styles are preferred by different students. Some

students learn more quickly via images, while others prefer words and reading.

Some individuals learn more from theories, while others learn more from

experiments and examples. It gives a way to create and deliver therapies that are

tailored to each person's needs by learning about different ways of learning

(Truong, 2016; Chick, 2016).

Until today, different scales for learning styles have been developed by

many authors. Among these, the most widely used is Kolb’s learning style

inventory. Each learning style on the scale has a different learning pathway. The

results of these studies brought attention to the fact that different levels and

learning styles of students should be taken into consideration in educational

practices (Arıcı, Sarıkaya, & Yabacı, 2021). Moreover, Kolb learning styles

consist of four: diversifiers, assimilators, convergers, and accommodators

(Sudria, Redhana, Kirna, & Aini, 2018).

Convergent learning styles have been able to utilize information

from existing problems well. In addition, they have also been able to write what

they know about the problem and what is asked from the problem, and students

who have this type of convergent learning style have a good understanding of the

problems they face when working on mathematical literacy problems. Students

with convergent learning styles are very confident when solving mathematical

literacy problems. Therefore, they can solve problems up to the evaluation stage

(Dwiyanto, & Kurniasih, 2024; Tandiayuk, 2012).

On the other hand, learners of divergence learn through: imaginative

ability and awareness of meaning and value; viewing concrete situations from

many perspectives and then regulating many relationships into meaningful

gestalt; lateral thinking is productive or imaginative; allowing emotions and

intellect freedom to explore possibilities, awareness, meaning, and values;

beginning with a known, interactive educator (Dewi, & Tandyonomanu, 2018).

Divergent learners prefer to deal directly with information, observe, and

understand rather than be directly involved with the knowledge gained. A

divergent learning style when solving problems fails to reveal the problem-solving

steps when rechecking the answer (Riau & Junaedi, 2016). Students with

divergent learning styles also tend to become bored when they need help
understanding the problem. Hence, divergent learning styles are less imaginative

(Jalinus et al., 2020; Fuad, 2016).

Divergent thinking is a thought process used to generate diverse and

numerous ideas on some mental task, implying that not only one solution may be

correct. The term divergent thinking is used in the sciences of learning and

cognition to designate a psychological construct that accounts for a specific form

of human thinking. The goal of divergent thinking is to generate many different

ideas about a topic in a short period of time. It involves breaking a topic down

into its various component parts in order to gain insight about the various aspects

of the topic (Om, R., 2012).

According to the version of Cox (2019), the assimilation style’s dominant

learning abilities are abstract conceptualization (AC) and reflective observation

(RO). People with this learning style are best at understanding a wide range of

information and putting it into concise, logical form. Individuals with an

assimilation style are less focused on people and more interested in ideas and

abstract concepts. Generally, people with this style find it more important that a

theory have logical soundness than practical value. Assimilating learning style is

important for effectiveness in information and science careers. In formal learning

situations, people with this style prefer readings, lectures, exploring analytical

models, and having time to think things through.

Someone with an assimilation-type learning style can build various

theoretical models, reason inductively, and combine various pieces of information

they receive (Daimaturrohmatin & Rufiana, 2019; Sudria, Redhana, Kirna, & Aini,

2018).

The accommodator learning style combines an active experiment and a

concrete experience-based learning approach. Accommodator learning style is

able to connect learning with real-life, carry out plans in real situations, and

directly involve new experiences (Rohmanawati, Kusmayadi, & Fitriana, 2021).

According to Zulfiani et al. (2020), a combination of different tools can

develop skills in learning for each learning style. This is an accommodation-type

learning style. The characteristics of accommodation are that students have an

excellent ability to learn from real-life experiences and from their own

experiences, to plan and engage directly in a variety of new and more

challenging experiences, and to solve problems by considering more human

factors (participation and importance of information) than technical analysis.

As stated by Aventijado, Ignacio, and Tenerife (2020), learning styles are

an important factor to consider for students to learn well in school. Being able to

recognize their type of learning will motivate them and help them achieve their

goal of producing globally competitive students. Also, Lumanog (2016) showed in

his study that many of the students are auditory and visual learners and revealed

that the students perceived that the effective way of teaching is student-centered.

In fact, Alavi and Toozandehjani (2017) concluded that having a background on

the learning styles of students can enhance their learning, and at the same time

help students strengthen self-actualization.

 Education plays a pivotal role in producing qualified human power that

accelerates economic development and solves the real problems of a

community. Students are also expected to spend much of their time on their

education and need to graduate with good academic results

(Tadese, Yeshaneh & Mulu 2022).

The good academic performance of students at the Senior High School is

of paramount importance in every educational system. Students who are above

average academically and are positively exposed to these factors are likely to

perform better as compared to those who are less exposed to these factors. The

teachers should be regularly monitored and adjusted to meet students’ needs

and aspirations. This will go a long way to improve the academic performance of

students and hence allow them to achieve their aims in life. (Brew, Nketiah,

Koranteng, 2021).

Students' Academic Performance is vital for assessing a student's

standing within a university. It makes it possible for academic staff, educational

administrators, and decision-makers to precisely evaluate students taking various

courses throughout a semester. Additionally, it served as a cautionary tale for the

students to assess their performance level and make subsequent improvements.

According to several studies in predicting students' academic performance, they

have revealed that quizzes, tests, mid-term exams, and assignments are

significant factors that influence students' academic performance. Accordingly,

they have used those as attributes to predict the students' academic performance

(Al Husaini & Shukor, 2022).

 According to Howard (2018), indicated that academic performance

measures education outcome. They stressed that it shows and measures the

extent to which an educational institution, teachers and students have achieved

their educational goals. Academic performance is the knowledge gained which is

assessed by marks by a teacher and/or educational goals set by students and

teachers to be achieved over a specific period of time. (Narad, Abdullah 2018.)

Academic performance reflects a student's knowledge, skill level, and

areas of strength and weakness. It might serve as a useful indicator of how

successful they are in their academic setting (Cavilla, 2017).

Academic performance/ achievement is the extent to which a student,

teacher, or institution has attained their short or long-term educational goals and

is measured either by continuous assessment or cumulative grade point average

(CGPA). A correlational study among vocational high school students in

Indonesia found that students who had good academic achievements have

higher income, better employment benefits, and more advancement

opportunities. Besides, academically successful students have higher self-

esteem and self-confidence, low levels of anxiety and depression, are socially

inclined, and are less likely to engage in substance abuse, i.e. alcohol and khat

(Tadese, Yeshaneh & Mulu 2022).

Grade Point Average (GPA) is a common measure of students’ academic

achievement, which is considered as a reflection of academic success and

achieving the pedagogical goals. In a recent review of academic success,

approximately 55% of the selected articles from over 20 peer-reviewed journals

reported that the most frequently used indicator of academic success was

academic achievement, or more concretely, GPA (York, Gibson, & Rankin,

2015).

There is a considerable amount of research conducted on factors affecting

the academic performance of students at different study levels. Dhakal (2020)

explored the school-related factors, student-related factors, and parent-related

factors which affect the students’ performance. However, Atchia and Chinapah

(2019) have analysed socioeconomic factors, school leadership, student factor,

teacher factor and private tuition factor which affecting academic achievement of

secondary school students in Mauritius. Studies have been conducted to

understand and analyze factors that affect a student’s academic performance,

making the investigation process of factors a topic of exceptional interest in the

research of education (Al Kurdi, 2021; Turki, 2021).

Researchers have been conducting analysis and research on academic

achievement since the 1960s, and it has guided various educational policies

regarding the state of admissions and approaches concerning dropout prevention

(BAl Kurdi, 2020; Kassarnig et al., 2018). There is still a lack of sufficient studies

that have been conducted to analyze the factors that can affect the SAP and in

turn assist in improving the learners’ performance (Abaidoo, 2018; Akour, 2021).

As we know, students are at the center of the learning process, and so, a study

tailored to understanding their motivations and strategies, and about factors that

hinder their learning becomes imperative seeing as how students themselves

play a pivotal role in shifting their own learning and in acquiring enhanced

academic achievement (Al-Khayyal, 2017).

According to Maya, Luesia, & Pérez-Padilla (2021) academic performance

is the extent to which a student has acquired the planned knowledge in a

teaching-learning setting that students routinely demonstrate in curriculum-based

assessments. Collaborative group projects, individual assignments or tests are

some of the most commonly used modalities to measure student learning.

Academic achievement is a criterion for evaluating and comparing

students. Learning styles is one of the important variables in academic success.

It is critical to understand students' learning styles in order to improve the efficacy

of Internet-based education. Understanding students' learning styles is helpful in

creating online courses, as well as adjusting and structuring the teaching-

learning process (Kohan, et al., 2021).

Student’s academic performance in school is seemingly determined by his

or her learning styles or modes of learning (Dayon, 2018). In the global setting,

Felder and Brent (2005) discovered that the poor test performance of their

student respondents is affected by their learning styles which are, unfortunately,

incompatible with their teachers’ modes of teaching. Added to this consequence

is their shifting to other courses or dropping out of school.

In the Philippines, according to a study by Lapinig (2006 as cited in

Dayon, 2018), low satisfaction or poor academic performance of students is not

necessarily attributable to either the difficulty or uninteresting topics of the subject

or the students’ lack of knowledge or ability. She concluded that many

underachieving students fall behind because their learning styles are

mismatched with the approaches used by their teachers to teach them.

Related Studies

There are studies that support that learning styles significantly affect the

academic performance of learners. According to the study of Ramirez (2022),

learning styles significantly affect academic performance. The result of the study

shows that majority of the respondents are auditory learners. There are very few

kinesthetic learners. Most of the respondents got a satisfactory level on their

academic performance during the first quarter. While there was a noticeable

increase in their academic performance during the second quarter where majority

of the respondents got Very Satisfactory level. This suggests that learning style

and academic success are substantially correlated. This means that pupils'

learning preferences and academic success are related. Knowing this, educators

may design classes and activities that best fit the learning preferences of their

students. In doing so, they said their students in enhancing their abilities and

improving their academic achievement.

According to Yazici (2016), learning style choices have an impact on

learning and academic success. Thus, Magulod Jr. (2019) reveals that students

in applied science courses preferred visual, group, and kinesthetic learning

modes as major preferences, while they regarded tactile, auditory, and individual

learning modes as minor preferences. This information is based on an analysis of

the academic achievement levels, preferred learning styles, and study habits of

students taking applied science courses. Furthermore, he states that there are
strong correlations between students' academic success in applied science

courses and their learning preferences, study techniques, and routines.

In the study of Cabual (2021), learning is an ongoing process. A process

is an occurrence that leads to a particular result. If obstacles cause the learning

process to be slowed or halted, understanding will not be achieved. A good

learning plan will address these issues, resulting in learning that is tailored to the

requirements of the learner. The students were given 16 sets of questions to

complete for their learning styles using Fleming's VARK, which had been

modified and validated. The four learning styles were represented in each

question. It was tabulated, evaluated, and analyzed using frequency counts.

Google Forms was used to gather information on learning styles and preferred

learning modes. Purposive sampling was employed since the pandemic is still

going on. There was 199 second-Year College students divided into seven

groups. At the end, the survey was able to identify, the majority of students are

“visual learners,” with the other three learning types being equally divided.

Aventijado et al. (2020) found out that students enjoy learning when their

preferred types of activities are performed, hence having the attributes of an

active learner. Learning styles are an important factor to consider for students to

learn well in school. Being able to recognize their type of learning will motivate

them and help them achieve their goal of producing globally competitive

students.

A study conducted by Maya et al. (2021): The Relationship between

Learning Styles and Academic Performance: Consistency among Multiple

Assessment Methods in Psychology and Education Students. The results reveal

psychology students to be more assimilative (theoretical and abstract), while

early childhood and primary education students were evenly distributed among

styles and were more divergent and convergent (practical) in absolute terms. In

addition, high scores in perception (abstract conceptualization) were associated

with a high level of performance on the multiple-choice tests and the elaboration

question on the relationship between theory and practice. Abstract

conceptualization was also associated with medium-high performance in all

assessment methods, and this variable predicted consistent high performance,

independent of the assessment method. Moreover, this study highlights the

importance of promoting abstract conceptualization.

Sara J. Renzulli (2015) conducted a study to see whether learning

strategies improve the academic performance of university students on academic

probation. The findings of his study suggest that some students enter higher

education unprepared for the rigors of postsecondary study. The qualitative

findings strongly suggest that study participants placed on academic probation

did not know how to study or undertake basic academics-related tasks, such as

attending class regularly, communicating with their professors, and completing

required reading. Furthermore, they used minimal study, self-regulation, and time

management skills. Findings also highlight the negative impact of high school

and family experiences that fail to prepare students to succeed independently in

college.
 In the study of Zarei, N., and Vijayan, K. (2020), The Impact of Learning

Styles on Students' Academic Performance. The findings of the study revealed

that assimilating learning styles makes the students more self-dependent

because they can improve their learning through note-taking. In addition, the

results of the study proved that a visual-assimilating learning style helps the

students easily recall information via scanning pictures and watching videos. In

contrast, the students experienced difficulties in terms of learning by referring to

text-based learning materials.

 Chapter 3

RESEARCH METHODOLOGY

This chapter presents the operational framework of the study. It includes

the following: research design, research setting, population and sample, research

instrument, data gathering procedure, statistical treatment, ethical

considerations, and definition of terms.

Research Design

The study will use a correlational research design. The correlational

design looked at the association between variables without the researchers

influencing or modifying any of them. The degree and direction of the connection

between two (or more) variables are shown in this indicator (Bhandari, 2021).

The correlation evaluated the two variables in this study, which allowed the

researchers to understand and examine the association between the

independent variable (students' learning styles) and the dependent variable

(students' grades or academic performance).

Research setting

The study will be conducted at Medina College, formerly Medina School of

Midwifery, a private, non-sectarian college in Ozamiz City, Philippines, under

Medina College Inc., which is deemed to be the first private midwifery school in

Ozamiz City. This school comprises a senior high school and offers two tracks,

which are academic and technical vocational tracks. Under the Academic Track
are Science, Technology, Engineering, and Mathematics (STEM) and

Humanities and Social Sciences (HUMSS). It is located at Maningcol Highway,

Ozamiz City, Misamis Occidental. This locale-focused investigation enables a

nuanced understanding of how learning styles impact academic outcomes within

the unique framework of Medina Science High School, facilitating the

development of targeted interventions to enhance student learning and success.

Figure 2. Map of Medina College, Ozamis City Misamis Occidental

Research Respondents

The respondents to this study are the Grade 11 and Grade 12 senior high

school students of Medina College. They are chosen through complete

enumeration. Using the complete enumeration method, we get the correct value

of the parameter, provided all the y-values of the population obtained are correct.

This would mean that there is no nonresponse, i.e., a response from each unit is

obtained, and there is no measurement error in measuring y-values (Raghunath

Arnab, 2017). The researchers set inclusion criteria for the participants. The

participants must be Grade 11 and Grade 12 senior high school students and

have already finished the academic year 2022-2023.

Table 1: Distribution of Respondents

SHS Strand Grade 11 Grade 12

STEM Students 12 5

HUMSS Students 14 6

TOTAL 26 11

Research Instruments

The researcher will use a modified questionnaire containing 10 items for

each different learning style with a total of 40 items to determine the level of

practice of the different learning styles of the students in terms of converging,

diverging, assimilating, and accommodating styles. The questionnaire utilized a

4-point Likert scale ranging from 1 = Strongly Disagree, 2 = Disagree, 3 = Agree,

and 4 = Strongly Agree. The questionnaire was divided into two parts. Part A

provides demographic questions in order to obtain a demographic profile, while

Section B provides research variable questions, of which the 40 questions were

configured to gather information on the effect of learning styles on the academic

performance of the students.

Instrument Validity

To determine the validity and reliability of the research instrument, the

researcher will conduct pilot testing. The questionnaire will be distributed to

Senior High School students that are not enrolled at Medina College Science

High School. If the value of r is 0.70 and above the questionnaire is now ready

for gathering the necessary data and information.

Data Gathering Procedure

Prior to the distribution of the questionnaire, the researchers will ask

permission from the office of the school’s Vice President for Academic Affairs as

well as the Dean of the College of Teacher Education, Arts and Sciences

provided with a letter allowing the researchers to conduct the study and obtain

copies of the grades of the senior high school students in both semesters of the

academic year 2023-2024. Moreover, since this study involved minor

respondents, written consent from their parents or guardians will also be

obtained before the respondents will participate in the study. Upon approval, the
researcher will seek permission from the students provided with a letter of

consent. After granting permission, the researcher will float the instrument and

explain the directions of the questionnaire. After floating the questionnaire, the

questionnaire will be gathered and tabulated.

Data Analysis

After the collection of the questionnaires, the gathered data will be

analyzed using descriptive statistics:

Arithmetic mean: The mean will be used to determine the level of

practiced of the different learning style of the students in terms of converging,

diverging, assimilating, and accommodating style.

Pearson’s r: The Pearson correlation coefficient will be used to quantify

or determine the strength and direction of the linear relationship between the

different learning styles and academic performance.

Table 2: Level of Practiced on the Different Learning Styles

Range Response Interpretation

1.0 – 1.75 Strongly Disagree Very Low

1.76 – 2.50 Disagree Low

2.51 – 3.25 Agree High

3.26 – 4.0 Strongly Agree Very High

Table 3: Academic Performance of Students (Adapted from DepEd Order No.

36, s. 2016)

Scale Descriptors

90 - 100 Outstanding

85 - 89 Very Satisfactory

80 - 84 Satisfactory

75 - 79 Fairly Satisfactory

Below 75 Did Not Meet Expectations

Ethical Consideration

Ethical considerations are scrupulously respected in this study. The ten

principles of ethical considerations were complied with in this study. First, the

research respondents would not be subjected to harm in any way. Respect for

the respondents’ dignity would be prioritized. Full consent would be obtained

from the respondents before conducting the study. Protection of the privacy of

research respondents, the adequate level of confidentiality of the research data,

and the anonymity of individuals participating in the research would be ensured.

Moreover, deception and exaggeration about the aims and objectives of the

study would be avoided. Affiliations in any forms, sources of funding, as well as

any possible conflicts of interest, would be declared. Lastly, any type of

communication in relation to the research would be done with honesty and

transparency and any misleading information, as well as representation of

primary data findings in a biased way, would be avoided (Bell and Bryman,

2007).

Definition of Terms

To ensure a better understanding of this study, the following terms were

hereby defined conceptually and operationally.

Academic Performance. Refers to the level of achievement and

success demonstrated by senior school students in their educational

pursuits. In this study, it is utilized as the cumulative GPA (Grade Point

Average) obtained by senior school students, which serves as a

quantitative measure of their academic achievement and progress.

Accommodating style. Refers to a learning preference exhibited

by senior school students, characterized by a strong inclination towards

active experimentation, hands-on learning, and immediate application of

knowledge. In this study, it is utilized by assessing senior school students'

self-reported preferences for activities that involve concrete experiences,

hands-on experimentation, and immediate practical application of

knowledge.

Assimilating style. Refers to a learning preference exhibited by

senior school students, characterized by a strong emphasis on logical and

systematic understanding. In this study, it is utilized by assessing senior

school students' self-reported preferences for activities that involve logical

reasoning, data analysis, and the creation of conceptual frameworks.

 Converging style. Refers to a learning preference exhibited by

senior school students, characterized by a strong inclination towards

practical application, problem-solving, and experimentation. In this study, it

is utilized by assessing senior school students' self-reported preferences

for hands-on activities, practical experimentation, and the application of

theoretical knowledge in solving complex problems.

Diverging style. Refers to a learning preference exhibited by

senior school students, characterized by a strong inclination towards

imaginative thinking, observation, and reflection. In this study, it is utilized

by assessing senior school students' self-reported preferences for

activities that involve brainstorming, creative thinking, and collaborative

group work.

Learning Style. Refers to the way individuals prefer to approach

and process information during the learning process. It encompasses

converging, diverging, assimilating, and accommodating styles that

influence how students perceive, comprehend, and engage with learning

materials. In this study, it is utilized using Kolb's theory.

Senior High School. Refers to the educational level that follows

junior high school and precedes higher education. In the context of this

study conducted at Medina College Science High School, Senior High

School refers to the specific educational program offered by the school.

 Chapter 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the analysis and interpretation of the data gathered

and collected. The data were presented in textual and tabular forms

Table 4

Level of Practiced of Learning Style of the Students in terms of Converging Style

Converging Style SD Mean

1. I prefer structured and organized learning 0.78 3.43
materials.
2. I am comfortable with clear instructions and step- 0.68 3.69
by-step processes.
3. I enjoy problem-solving activities that have a 0.72 2.89
single correct answer.
4. I prefer lectures and presentations that follow a 0.64 2.94
logical sequence.
5. I find group discussion and collaboration helpful 0.64 3.66
in understanding new concepts.
6. I prefer to focus on one task at a time rather than 0.57 3.29
multitasking.
7. I am more confident when I have specific goals 0.56 3.51
and objectives to achieve.
8. I tend to rely on proven methods and traditional 0.48 3.06
approaches to learning.
9. I prefer hands-on activities and practical 0.53 3.31
applications of knowledge.
10. I am comfortable with concrete examples rather 0.61 2.91
than abstract theories.

Grand Mean 3.27(Very

High)
Scale: 3.26 - 4.00 = Very High; 2.51 – 3.25 = High; 1.76 – 2.50 = Low; 1.00 – 1.75 = Very Low

Learning styles in education are crucial for catering to the diverse needs of

students and optimizing learning outcomes. In regards to that, the result of the

survey in converging style showed that the overall grand mean of the survey was
3.27, which means highly practiced. This implies that there is a high practiced of

converging styles among the senior high school students. They prefer hands-on

activities, practical experimentation, and the application of theoretical knowledge

in solving complex problems.

Moreover, it was also shown that the second indicator, “I am comfortable

with clear instructions and step-by-step processes,” has the highest mean of

3.69, which is interpreted as very high. This implies that students could follow

and accomplish certain tasks if the instructions were clear. Surprisingly, while the

fifth indicator, “I find group discussion and collaboration helpful in understanding

new concepts,” is highly valued at 3.66, the third indicator, “I enjoy problem-

solving activities that have a single correct answer,” scored lower at 2.89. This

implies a nuanced approach to learning, where a balance between collaborative

learning and individual problem-solving is essential.

Felder and Brent (2005) highlight the importance of understanding student

differences, including learning styles, to improve educational outcomes. Their

study emphasizes that students with a converging learning style benefit

significantly from structured learning environments. They found that providing

clear instructions and step-by-step processes helps these students navigate

complex problems more effectively. The authors suggest that such structured

approaches align well with the analytical and problem-solving nature of

converging learners.

In table 5 of diverging styles, the results showed that the overall average

mean of the survey was 3.13, which means moderately practiced. This implies

that there is an average practice of diverging styles among senior high school
Table 5

Level of Practiced of Learning Style of the Students in terms of Diverging Style

Diverging Style SD Mean

1. I enjoy exploring new ideas and possibilities. 0.55 3.37
2. I prefer learning through creative activities such 0.67 3.29
as brainstorming or role-playing.
3. I often find myself looking at situations from 0.64 3.06
multiple perspectives.
4. I enjoy learning through visual aids such as 0.83 3.20
diagrams, charts, or videos.
5. I prefer open-ended assignments that allow for 0.64 2.94
personal interpretation.
6. I enjoy collaborating with others to generate new 0.60 3.40
ideas or solutions.
7. I find it easy to understand complex concepts 0.60 2.63
through analogies or metaphors.
8. I often come up with innovative solutions to 0.57 3.03
problems.
9. I enjoy exploring topics outside of the curriculum 0.68 3.11
out of personal interest.
10. I prefer flexible learning environments that allow 0.72 3.31
for experimentation and exploration.

Grand Mean 3.13(High)

Scale: 3.26 - 4.00 = Very High; 2.51 – 3.25 = High; 1.76 – 2.50 = Low; 1.00 – 1.75 = Very Low

students. Students show a significant inclination towards exploring new ideas,

engaging in creative activities, and embracing diverse perspectives.

The first indicator: “I enjoy exploring new ideas and possibilities,” has a

high mean score of 3.37 with a descriptive interpretation of very high. This

implies the student's strong inclination towards curiosity and a willingness to

explore beyond the boundaries of traditional learning. On the other hand, the

seventh indicator: "I find it easy to understand complex concepts through

analogies or metaphors: has the lowest mean score of 2.63. This implies that
individuals with a diverging style may find it relatively more challenging to grasp

complex concepts through abstract or metaphorical representations.

This finding also relates with the study of Bhat, M. A. (2019) which stated

that the students who have diverging learning styles learn through feeling and

watching. Divergent knowledge is more about creativity. It is about the generation

of a number of accounts of experience. According to Kolb (1984) the learners

who desire to learn through diverging learning style possess strong imaginative

ability, awareness of meaning and values.

Table 6

Level of Practiced of Learning Style of the Students in terms of Assimilating Style

Assimilating Style SD Mean

1. I learn more through reading and research. 0.94 3.23
2. I enjoy understanding complex ideas through 0.79 3.03
logical reasoning.
3. I excel at organizing and categorizing 0.76 2.94
information.
4. I prefer learning through lectures and 0.52 3.29
presentations that provide in-depth explanations.
5. I am comfortable with abstract concepts and 0.77 2.77
theories.
6. I like analysing first the information before 0.75 3.03
applying it to solve problems.
7. I enjoy learning through self-paced study and 0.78 3.26
reflection.
8. I rely on textbooks and academic resources to 0.76 3.11
deepen my understanding.
9. I prefer to understand the underlying principles 0.59 3.06
before applying them in practical situations.
10. I find it satisfying to synthesize information from 0.59 3.00
different sources to create a comprehensive
understanding of a topic.

Grand Mean 3.07(High)

Scale: 3.26 - 4.00 = Very High; 2.51 – 3.25 = High; 1.76 – 2.50 = Very Low; 1.00 – 1.75 = Low
 In table 6, the result of the survey on assimilating style showed that the

overall average mean of the survey was 3.07, which is interpreted as high. This

implies that there is an average practiced of assimilating styles among senior

high school students. In addition, these results suggest that the student is likely

to thrive in environments that encourage independent exploration, critical

thinking, and a deep understanding of underlying principles.

Moreover, it was also shown that the fourth indicator, “I prefer learning

through lectures and presentations that provide in-depth explanations,” has the

highest mean of 3.29 which interpreted as high. This implies that students valued

comprehensive understanding. On the other hand, the third indicator, “I am

comfortable with abstract concepts and theories,” has the lowest mean of 2.77.

This implies that students find abstract concepts and theoretical material less

comfortable, and they might struggle with or avoid these concepts.

This finding relates with the study of Biggs and Tang (2011), in which

focuses on teaching for quality learning at the university level, which aligns with

the findings of the survey on assimilating learning styles. The research

emphasizes the importance of creating structured learning environments that

promote independent exploration, critical thinking, and deep understanding of

underlying principles. It provides insights into effective teaching strategies that

cater to students with assimilating learning preferences, encouraging

comprehensive understanding and analytical thinking.

In table 7, the accommodating style survey result revealed that the

average mean score was 3.30, which is interpreted as very high. This implies
that senior high school students have a strong practice of accommodating styles.

Furthermore, this finding implies that students who exhibit an accommodating

Table 7

Level of Practiced of Learning Style of the Students in terms of Converging Style

Accommodating Style SD Mean

1. I enjoy learning through hands-on experiences 0.70 3.26
and experimentation.
2. I prefer learning by doing rather than listening or 0.74 3.40
reading.
3. I find it easy to adapt to new situations or 0.69 3.23
environments.
4. I enjoy working on projects that require 0.66 3.03
immediate application of knowledge.
5. I like trial-and-error approaches to learning. 0.59 3.34
6. I thrive in dynamic and interactive learning 0.54 3.06
environments.
7. I often seek out new challenges to expand my 0..71 3.29
skills.
8. I learn from mistakes and use them as 0.69 3.60
opportunities for growth.
9. I prefer practical tasks over theoretical 0.49 3.14
discussions.
10. I find it rewarding to learn through real-life 0.64 3.66
experiences and examples.

Grand Mean 3.30(Very

High)
Scale: 3.26 – 4.00 = Very High; 2.51 – 3.25 = High; 1.76 – 2.50 = Low; 1.00 – 1.75 = Very Low

style of learning have a strong preference for experiential learning, are open to

trying new things, and actively look for chances to grow.

The last indicator with the highest mean of 3.66, the inclination towards

the rewarding nature of learning through real-life experiences, highlights their

dedication to practical, hands-on learning methodologies that promote holistic

growth and skill development. On the other hand, the fourth indicator, “I enjoy

working on projects that require immediate application of knowledge,” has the

lowest mean of 3.03. This implies that students are less inclined to enjoy or

engage in activities that necessitate the quick application of newly acquired

knowledge.

This finding relates with the study of Christie, A., Joyce, P., & Moeller, J.

(2017), about Teaching and learning styles among social work students: A North

American case study. Research shows that social work students often adopt a

Diverging learning style, which includes an interest in people, emotional

awareness, and imagination. Additionally, a study by Luesia and Pérez-Padilla

(2021) found that Diverging learners, who prefer concrete experiences and

reflective observation, showed consistent high performance across various

assessment methods in psychology and education courses. The study

underscores the importance of aligning teaching strategies with learning styles to

enhance academic outcomes.

Table 8: Summary of the learning styles of the senior high school students

Learning styles Mean Interpretation

Converging Styles 3.27 Very High

Diverging Styles 3.13 High

Assimilating Styles 3.07 High

Accommodating Styles 3.30 Very High

Grand Mean 3.19 High

Scale: 3.26 – 4.00 = Very High; 2.51 – 3.25 = High; 1.76 – 2.50 = Low; 1.00 – 1.75 = Very Low

Table 8 shows the level of practiced of the different learning styles of the

students in terms of converging, diverging, assimilating, and accommodating

styles. The data reveals very high level of practiced in terms of accommodating

styles, implying student’s strong preference for concrete experience, hands-on

experiment, and the practical application of knowledge. Similarly, students’

exhibit very high practiced in terms of converging styles, this suggests that

students are particularly inclined towards hands-on activities, practical

experimentation, and the application of theoretical knowledge in solving complex

problems. Meanwhile, the diverging styles are practiced to a high level, implying

that students also engage significantly in reflective observation and idea

generation. Lastly, the data also reveals high level of practice of assimilating

styles, implying that some students significantly engage towards creativity,

observation, reflection, and collaboration among individuals. Overall, the grand

mean of the level of practice of the different learning styles is 3.19, which is

interpreted as high. This implies that students, in general, practice various

learning styles to a high level, showcasing a well-rounded approach to learning

that incorporates multiple methods and strategies.

In a particular study done by Bhagat et al., (2015), emphasizes the

importance of students' awareness of their learning styles and the use of mixed

methods for learning. It supports the idea that students who are aware of their

learning preferences tend to adapt various strategies, including hands-on

experiences, structured learning materials, reflective observation, and

collaboration, showcasing a well-rounded approach to learning. Moreover, a

study conducted by Hu et al. (2021) supports the idea that students exhibit

varying learning styles, emphasizing the importance of considering individual

preferences and approaches to learning across different academic disciplines.

Another study reviews learning styles theory and its application in education,

emphasizing the importance of considering student learning styles in the design

and delivery of course content. It discusses the potential utility and limitations of

assessing learning styles, offering insights into how instructors can tailor

pedagogy to coincide with students' learning styles. (Romanelli et al., 2009)

Table 9: Academic Performance of Students

Scale f % Descriptors

90 – 100 8 22.86% Outstanding

85 – 89 12 34.29% Very Satisfactory

80 – 84 10 28.57% Satisfactory

75 – 79 3 8.57% Fairly Satisfactory

Below 75 2 5.71% Did Not Meet Expectations

Table 9 shows the grade 11 and 12 senior high school students' academic

performance. It is clear that a significant number of students have achieved

commendable results in their academic performance. The data reveals that

22.86% of students are classified as "Outstanding," indicating exceptional

performance on a scale of 90-100. Furthermore, a significant 34.29% of students

received a "Very Satisfactory" rating, with scores ranging from 85-89, indicating a

high level of academic proficiency. Moreover, 28.57% of students are rated as

"Satisfactory," indicating a strong performance in the 80-84 range. However, it is

worth noting that 8.57% of students received a "Fairly Satisfactory" rating,

scoring between 75 and 79, whereas 5.71% did not meet expectations, scoring

less than 75.

There are a total of thirty-five (35) senior high school students who

responded to this study. Out of thirty-five (35) students, eight (8) of them had 90–

100 grades, twelve (12) students had 85–90 grades, ten (10) students had 80–

84, three (3) students had 75–79 grades, and only two (2) students had below 75

grades.

According to Martha (2009), academic performance was the assessment

of a student's ability in a variety of academic subjects or student’s performance in

an examination, tests, and course work. Moreover, according to Aventijado, K.,

Ignacio, A. N., Ramos, T. A., & Syguia, J. N. (2020), students derive enjoyment

from learning when engaged in activities aligned with their preferred learning

styles, indicating attributes of active learners. The failure of a teacher to design

interactive activities and teaching methods, on the other hand, had an impact on

students' academic performance (Bawaneh, 2011). In addition, Whitehead (2016)

added that teachers were in charge of giving the finest possible services to their

students. Students’ learning styles affects towards students ability in absorbing

information (Widodo, 2020). This suggests that students are more motivated and

receptive to learning when instructional methods cater to their individual

preferences.

The data in Table 10 reveals that the two variables, which are learning

styles and academic performance, have a moderate relationship. This implies

that learning styles only have a moderate effect on achieving good academic
performance. In addition, this moderate relationship implies that while learning

styles such as converging, diverging, assimilating, and accommodating style are

important factors, they are not the only ones influencing academic performance.

Moreover, this data also reveals a significant relationship between learning styles

and the academic performance of students. This implies that learning styles are

Table 10

Significant Relationship between Learning Style and Academic Performance of

Students

Variables “r value” Interpretation “p value” Interpretation

Learning Style 0.626 Positive MC 0.000 With

and Academic significance
Performance relationship

Scale: 0 - ± 0.29 = Neligible Correlation (NC)

± 0.30 - ±0.49 = Low Correlation (LC)
± 0.50 - ± 0.69 = Moderate Correlation (MC)
± 0.70- ± 0.89 = High Correlation (HC)
± 0.9 - ± 1 = Very High Correlation (VHC)

associated with academic performance, and it is one of the numerous aspects to

consider when it comes to improving students' academic success.

These findings are consistent with the earlier study by Jawad (2018),

which found a significant correlation between students’ learning styles and

academic achievement, showing that these two variables are related in some

way. In addition, Ganesen et al. (2020) discovered the same result,

demonstrating a positive correlation between students' learning styles and

academic achievement, which is consistent with previous research. Moreover, a

study conducted by Qui Brar et al. (2024) found that there is a significant

correlation between learning style, teaching style, and academic performance.

The study also revealed that senior high school students have a high level of

learning styles, including auditory, kinesthetic, and visual modalities. In another

study, Lizote, Alves, Teston, and Olm (2019) analyze the relationship between

learning styles and academic performance in accounting students. The study

found that the lowest performance styles were divergent and accommodative,

suggesting that learning styles can have an impact on academic performance.

 Chapter 5

SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATION

This chapter presents the summary of findings, conclusion, and

recommendations of the study.

This study was conducted to determine the relationship between the

learning styles and the academic performance of Senior High School students of

Medina College Science High School. The study used a correlational research

design with the target respondent of all the senior high school students in Medina

College Science High School. The researcher used a modified questionnaire and

had retrieved all thirty-six (36) questionnaires from thirty six (36) senior high

school students. The result was interpreted using the Arithmetic mean.

Findings

1. The level of practice of the different learning styles of the students

has a grand mean of 3.19, which is interpreted as high. The

accommodating style has the highest average mean of 3.30, which

is interpreted as very high. Similarly, the converging styles are

highly practiced, with an average mean of 3.27. Meanwhile, the

diverging style has an average mean of 3.13, which is interpreted

as high. Lastly, assimilating style has the lowest average mean of

3.07, which is interpreted as high.

 2. The academic performance of senior high school students at

Medina College Science High School in the school year 2023-2024

varies by category. Approximately 22.86% of students achieved an

"Outstanding" rating, with grades ranging from 90 to 100. Moreover,

34.29% achieved a "Very Satisfactory" rating, with grades ranging

from 85 to 89. Furthermore, 28.57% of students received a

"satisfactory" rating, with grades ranging from 80–84. However,

only 8.57% were classified as "Fairly Satisfactory," with grades

ranging from 75 to 79. Only 5.71% of students performed below

expectations, receiving a rating of less than 75.

3. The test of the significant relationship between learning styles and

the academic performance of the senior high school students

yielded a p-value of 0.000. This means that there is a significant

relationship between the learning styles and academic performance

of the students.

Conclusion

Based on the findings, the researchers conclude that there is a moderate

correlation and significant relationship between learning styles and the academic

performance of the senior high school students at Medina College Science High

School. This finding underscores the importance of recognizing and addressing

individual learning preferences to enhance academic outcomes. Educational

strategies that incorporate a variety of teaching methods can better

accommodate different learning styles, potentially leading to improved student

performance. Teachers and administrators should prioritize understanding these

styles to create a more inclusive and effective learning environment. By doing so,

the school can support students in achieving their full academic potential.

Recommendations

Based on the results, findings, and conclusions, researchers suggest the

following recommendations:

Students. The students’ should continue engaging themselves in

different learning styles to achieve high academic grades. Moreover,

students should explore different study methods and activities that align

with their preferred learning style to optimize their learning experience and

academic outcomes.

Teachers. The teachers should continue to support their students

in developing their learning styles by incorporating a variety of teaching

methods and activities that cater to different learning preferences. Also,

teachers should provide regular feedback to students on their progress

and encourage self-assessment to help students understand their learning

preferences better.

School Administrators. The school administrators should also

continue to support or strengthen initiatives that promote diverse learning

styles among students. This includes implementing various teaching

strategies that cater to different learning preferences.

 Future Researchers. Future researchers should conduct a similar

study exploring other salient features of the research. Moreover, future

researchers should the sample size or widen the target population to see if

the moderate correlation between learning styles and academic

performance observed in this study holds true across different contexts

and larger groups.

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Appendix A1

Letter of Permission
Appendix A2
Appendix A3
Appendix A4
Appendix A5
 APPENDIX B

LEARNING STYLES QUESTIONNAIRE

NAME (OPTIONAL): DATE:

AGE: SEX:

Directions: Please read each statement carefully. Indicate your level of

agreement or disagreement with each of these statements regarding the
learning style you’ve practiced. Place a “✓” mark in the box that corresponds
to your practiced.

Converging Style SCALE

1 2 3 4
Strongly Disagree Agree Strongly
Disagre Agree
e

1. I prefer structured and organized

learning materials.

2. I am comfortable with clear

instructions and step-by-step
processes.

3. I enjoy problem-solving activities

that have a single correct answer.

4. I prefer lectures and presentations

that follow a logical sequence.

5. I find group discussion and

collaboration helpful in understanding
new concepts.

6. I prefer to focus on one task at a

time rather than multitasking.
7. I am more confident when I have
specific goals and objectives to
achieve.

8. I tend to rely on proven methods

and traditional approaches to learning.

9. I prefer hands-on activities and

practical applications of knowledge.

10. I am comfortable with concrete

examples rather than abstract
theories.

Diverging Style

1. I enjoy exploring new ideas and

possibilities.

2. I prefer learning through creative

activities such as brainstorming or
role-playing.

3. I often find myself looking at

situations from multiple perspectives.

4. I enjoy learning through visual aids

such as diagrams, charts, or videos.

5. I prefer open-ended assignments

that allow for personal interpretation.

6. I enjoy collaborating with others to

generate new ideas or solutions.

7. I find it easy to understand complex

concepts through analogies or
metaphors.

8. I often come up with innovative

solutions to problems.

9. I enjoy exploring topics outside of

the curriculum out of personal interest.
10. I prefer flexible learning
environments that allow for
experimentation and exploration.

Assimilating Style

1. I learn more through reading and

research.

2. I enjoy understanding complex

ideas through logical reasoning.

3. I excel at organizing and

categorizing information.

4. I prefer learning through lectures

and presentations that provide in-
depth explanations.

5. I am comfortable with abstract

concepts and theories.

6. I like analysing first the information

before applying it to solve problems.

7. I enjoy learning through self-paced

study and reflection.

8. I rely on textbooks and academic

resources to deepen my
understanding.

9. I prefer to understand the

underlying principles before applying
them in practical situations.

10. I find it satisfying to synthesize

information from different sources to
create a comprehensive
understanding of a topic.

Accommodating style

1. I enjoy learning through hands-on

experiences and experimentation.

2. I prefer learning by doing rather

than listening or reading.

3. I find it easy to adapt to new

situations or environments.

4. I enjoy working on projects that

require immediate application of
knowledge.

5. I like trial-and-error approaches to

learning.

6. I thrive in dynamic and interactive

learning environments.

7. I often seek out new challenges to

expand my skills.

8. I learn from mistakes and use them

as opportunities for growth.

9. I prefer practical tasks over

theoretical discussions.

10. I find it rewarding to learn through

real-life experiences and examples.
 APPENDIX C

Result

C1 C2 C3 C4 C5 C6 C7 C8
R1 4 4 2 3 3 3 4 3
R2 3 3 2 3 1 3 3 3
R3 4 4 2 2 4 4 4 3
R4 3 4 3 3 4 4 4 3
R5 4 3 3 3 4 3 3 2
R6 4 4 3 3 4 3 4 4
R7 1 1 1 3 3 4 3 3
R8 3 4 4 3 4 3 4 4
R9 4 4 3 4 3 3 4 3
R10 4 4 2 2 4 4 4 3
R11 3 3 2 3 4 3 3 3
R12 4 4 4 4 4 3 4 4
R13 3 4 3 3 4 2 3 4
R14 3 4 3 2 4 3 3 3
R15 4 4 3 3 4 3 3 3
R16 3 4 3 3 4 4 4 3
R17 3 4 2 3 3 3 4 3
R18 3 3 2 3 4 4 4 3
R19 1 2 3 3 3 3 2 3
R20 3 4 3 3 3 4 3 3
R21 3 4 3 2 4 3 3 3
R22 3 3 2 3 3 3 4 3
R23 4 4 3 3 3 3 4 2
R24 3 4 3 3 4 3 4 3
R25 4 3 4 3 4 4 3 3
R26 4 4 3 3 4 3 4 3
R27 4 4 3 2 4 2 3 3
R28 4 4 4 4 4 4 4 4
R29 4 4 4 4 4 4 4 3
R30 4 4 3 3 4 3 3 3
R31 4 4 3 4 4 4 3 2
R32 4 4 3 3 3 4 3 3
R33 4 4 3 1 4 3 3 3
R34 4 4 4 3 4 3 4 3
R35 3 4 3 3 4 3 4 3
3.43 3.69 2.89 2.94 3.66 3.29 3.51 3.06

Acad
C9 C10 AVERAGE Grades

3 3 3.2 91.09
R1
3 3 2.7 94.67
R2
3 3 3.3 89.72
R3
3 2 3.3 89.92
R4
3 2 3 85
R5
3 3 3.5 87.55
R6
3 3 2.5 87.5
R7
4 3 3.6 87.2
R8
3 4 3.5 90.55
R9
3 3 3.3 90.78
R10
4 3 3.1 81.89
R11
4 3 3.8 80.45
R12
3 3 3.2 72.4
R13
2 2 2.9 76.1
R14
4 3 3.4 91
R15
4 3 3.5 86.26
R16
3 3 3.1 82.75
R17
3 3 3.2 92.65
R18
3 1 2.4 79.65
R19
3 4 3.3 85.33
R20
3 2 3 80.11
R21
3 3 3 82.5
R22
R23 3 3 3.2 92.55
 3 3 3.3 83.95
R24
4 3 3.5 73.65
R25
3 3 3.4 89.84
R26
3 3 3.1 88.17
R27
4 3 3.9 84.95
R28
4 2 3.7 85.99
R29
4 4 3.5 86.88
R30
4 3 3.5 90.61
R31
4 4 3.5 81.39
R32
3 3 3.1 79.78
R33
4 3 3.6 84.95
R34
3 3 3.3 80.5
R35
3.31 2.91

D11 D12 D13 D14 D15 D16 D17 D18

3 4 3 4 2 3 3 3
R1
3 3 3 1 3 3 2 3
R2
3 3 2 3 4 3 2 2
R3
3 3 3 3 3 3 2 2
R4
4 4 3 3 2 4 3 3
R5
4 3 3 4 3 3 3 3
R6
3 2 3 3 4 4 3 2
R7
4 4 4 4 3 4 3 4
R8
4 3 3 4 3 3 3 3
R9
R10 4 4 4 3 3 4 3 4
 3 4 2 2 2 3 2 3
R11
4 4 4 4 4 4 4 4
R12
3 4 3 4 3 3 2 3
R13
3 3 3 4 3 4 2 3
R14
3 4 4 3 3 4 3 3
R15
4 3 3 4 3 2 2 3
R16
4 4 3 2 2 3 3 3
R17
3 4 2 4 3 4 2 3
R18
3 3 3 2 3 3 3 3
R19
3 4 2 3 4 3 2 2
R20
3 3 3 4 3 3 2 3
R21
2 2 2 3 2 3 2 3
R22
3 3 3 3 2 3 2 3
R23
3 3 3 4 3 4 2 3
R24
3 4 4 3 3 4 3 3
R25
4 3 3 4 3 4 3 3
R26
4 4 2 2 3 4 3 3
R27
4 3 4 4 3 3 3 3
R28
4 3 3 2 2 4 2 3
R29
4 3 3 3 4 4 3 4
R30
4 4 4 4 4 4 4 4
R31
3 3 4 4 3 3 3 4
R32
3 2 3 3 2 4 2 3
R33
3 2 3 2 3 3 3 3
R34
3 3 3 3 3 2 3 2
R35
3.37 3.29 3.06 3.20 2.94 3.40 2.63 3.03
 Acad
D19 D20 AVERAGE Grades

4 4 3.3 91.09
R1
1 1 2.3 94.67
R2
3 3 2.8 89.72
R3
3 3 2.8 89.92
R4
3 4 3.3 85
R5
4 4 3.4 87.55
R6
3 4 3.1 87.5
R7
3 4 3.7 87.2
R8
4 3 3.3 90.55
R9
3 4 3.6 90.78
R10
2 3 2.6 81.89
R11
3 4 3.9 80.45
R12
3 3 3.1 72.4
R13
3 3 3.1 76.1
R14
4 4 3.5 91
R15
4 4 3.2 86.26
R16
3 3 3 82.75
R17
3 4 3.2 92.65
R18
3 3 2.9 79.65
R19
3 4 3 85.33
R20
3 3 3 80.11
R21
R22 2 3 2.4 82.5
 2 3 2.7 92.55
R23
3 3 3.1 83.95
R24
4 4 3.5 73.65
R25
3 4 3.4 89.84
R26
3 3 3.1 88.17
R27
3 3 3.3 84.95
R28
4 2 2.9 85.99
R29
3 4 3.5 86.88
R30
4 4 4 90.61
R31
4 3 3.4 81.39
R32
3 3 2.8 79.78
R33
3 2 2.7 84.95
R34
3 3 2.8 80.5
R35
3.11 3.31

AS21 AS22 AS23 AS24 AS25 AS26 AS27 AS28

3 3 2 3 3 4 4 4
R1
1 3 3 3 3 3 3 1
R2
2 2 2 3 3 4 3 3
R3
3 3 3 3 3 3 2 3
R4
4 3 3 3 4 3 2 3
R5
4 3 4 4 3 3 3 3
R6
R7 4 3 3 3 3 4 4 4
 4 3 4 4 3 4 4 4
R8
3 3 3 3 3 4 3 4
R9
4 4 4 3 2 2 2 4
R10
4 3 2 3 2 3 2 2
R11
4 4 4 4 4 4 4 4
R12
4 4 3 3 2 3 4 4
R13
4 2 3 3 3 3 4 3
R14
3 4 3 3 4 3 3 2
R15
3 3 3 4 3 2 4 3
R16
4 3 3 3 2 3 2 4
R17
4 4 1 3 3 2 4 2
R18
3 3 1 3 3 2 3 3
R19
1 2 3 3 2 2 4 2
R20
4 2 3 3 2 3 4 3
R21
1 1 2 3 1 3 2 2
R22
2 2 2 3 1 3 2 3
R23
4 2 3 3 2 3 4 3
R24
3 4 3 4 4 3 4 3
R25
3 3 4 4 3 4 4 3
R26
3 3 3 4 3 2 3 3
R27
4 4 4 4 3 3 3 3
R28
4 4 3 4 3 2 3 3
R29
4 4 3 2 3 4 4 4
R30
3 4 4 4 4 4 4 4
R31
3 3 3 4 3 4 4 3
R32
R33 4 2 3 3 2 3 3 3
 2 3 3 3 3 2 3 4
R34
3 3 3 3 2 2 3 3
R35
3.23 3.03 2.94 3.29 2.77 3.03 3.26 3.11

Acad
AS29 AS30 AVERAGE Grades

3 3 3.2 91.09
R1
1 3 2.4 94.67
R2
3 2 2.7 89.72
R3
3 3 2.9 89.92
R4
3 3 3.1 85
R5
3 3 3.3 87.55
R6
3 4 3.5 87.5
R7
4 3 3.7 87.2
R8
4 3 3.3 90.55
R9
4 3 3.2 90.78
R10
2 2 2.5 81.89
R11
4 4 4 80.45
R12
3 3 3.3 72.4
R13
3 3 3.1 76.1
R14
3 3 3.1 91
R15
3 3 3.1 86.26
R16
3 4 3.1 82.75
R17
3 3 2.9 92.65
R18
3 2 2.6 79.65
R19
R20 3 3 2.5 85.33
 3 3 3 80.11
R21
3 3 2.1 82.5
R22
2 3 2.3 92.55
R23
3 3 3 83.95
R24
3 3 3.4 73.65
R25
4 4 3.6 89.84
R26
3 3 3 88.17
R27
3 3 3.4 84.95
R28
3 2 3.1 85.99
R29
3 3 3.4 86.88
R30
4 4 3.9 90.61
R31
3 4 3.4 81.39
R32
3 3 2.9 79.78
R33
3 2 2.8 84.95
R34
3 2 2.7 80.5
R35
3.06 3.00

AC31 AC32 AC33 AC34 AC35 AC36 AC37 AC38

3 3 4 3 3 3 4 4
R1
1 2 3 3 3 3 3 1
R2
2 2 3 4 3 3 3 3
R3
3 3 3 3 3 3 2 3
R4
3 3 2 3 3 3 3 4
R5
4 3 3 2 4 3 4 4
R6
 4 4 2 3 4 4 4 4
R7
3 2 4 4 4 3 4 4
R8
3 4 3 3 3 3 4 4
R9
4 2 3 3 3 3 4 4
R10
3 2 3 4 4 2 3 3
R11
4 4 4 4 4 4 4 4
R12
3 4 4 3 4 3 3 4
R13
3 4 3 2 4 3 3 4
R14
4 3 4 3 3 4 3 3
R15
4 4 3 3 3 2 2 4
R16
4 4 4 2 2 2 4 4
R17
4 3 3 4 4 4 4 4
R18
3 3 2 3 3 3 3 2
R19
4 4 2 2 4 3 2 3
R20
3 4 3 2 4 3 3 4
R21
3 3 3 2 3 3 2 3
R22
3 4 3 2 3 3 2 3
R23
3 4 4 3 4 3 3 4
R24
3 4 3 3 4 3 4 4
R25
3 4 4 4 3 3 3 4
R26
3 4 4 3 3 3 4 4
R27
4 4 3 3 3 4 4 4
R28
4 4 4 3 2 3 3 4
R29
4 4 3 3 3 3 4 4
R30
4 4 4 4 4 4 4 4
R31
3 3 4 4 3 3 4 3
R32
R33 3 4 3 3 4 3 3 4
 2 3 4 3 3 3 3 4
R34
3 3 2 3 3 2 3 3
R35
3.26 3.40 3.23 3.03 3.34 3.06 3.29 3.60

Acad
AC39 AC40 AVERAGE Grades

3 4 3.4 91.09
R1
3 1 2.3 94.67
R2
4 3 3 89.72
R3
3 3 2.9 89.92
R4
3 4 3.1 85
R5
3 4 3.4 87.55
R6
4 4 3.7 87.5
R7
3 4 3.5 87.2
R8
3 4 3.4 90.55
R9
4 4 3.4 90.78
R10
2 3 2.9 81.89
R11
4 4 4 80.45
R12
3 4 3.5 72.4
R13
3 4 3.3 76.1
R14
4 4 3.5 91
R15
3 4 3.2 86.26
R16
2 3 3.1 82.75
R17
3 4 3.7 92.65
R18
 3 3 2.8 79.65
R19
4 4 3.2 85.33
R20
3 4 3.3 80.11
R21
3 3 2.8 82.5
R22
3 3 2.9 92.55
R23
3 4 3.5 83.95
R24
3 4 3.5 73.65
R25
3 4 3.5 89.84
R26
3 4 3.5 88.17
R27
3 4 3.6 84.95
R28
3 4 3.4 85.99
R29
3 3 3.4 86.88
R30
4 4 4 90.61
R31
3 4 3.4 81.39
R32
3 4 3.4 79.78
R33
3 4 3.2 84.95
R34
3 3 2.8 80.5
R35
3.14 3.66

APPENDIX D

Curriculum Vitae

Personal Data
Name : Aiverson T. Doverte

Date of Birth : May 1, 2003

 Place of Birth : City of Caloocan, NCR

Address : Brgy San Antonio, Ozamiz City

Mobile Number : 09534327015

Email : [email protected]

Sex : Male

Civil Status : Single

Religion : Roman Catholic

Height : 5’5

Language Spoken : Cebuano, Filipino, English

Educational Attainment

Tertiary : Bachelor in Secondary Education Major in Science

Medina College
Maningcol National Highway, Ozamiz City
July 2024

Senior High : Science, Technology, Engineering and Mathematics

Medina College Science High School
Maningcol National Highway, Ozamiz City
March 2019

Junior High : San Antonio National High School

San Antonio, Ozamiz City
March 2017

Elementary : San Antonio Elementary School

San Antonio, Ozamiz City
March 2013

Personal Data
Name : Brendilyn L. Alburo

Date of Birth : October 4, 2002

Place of Birth : Ozamis City

Address : Purok 2, San Antonio, Ozamis City

Mobile Number : 09511970646

Email : [email protected]
 Sex : Female

Civil Status : Single

Religion : Roman Catholic

Height : 5’3

Language Spoken : Cebuano, Filipino, English

Educational Attainment

Tertiary : Bachelor in Secondary Education Major in Science

Medina College
Maningcol National Highway, Ozamiz City
July 2024

Senior High : Science, Technology, Engineering and Mathematics

Medina College Science High School
Maningcol National Highway, Ozamiz City
March 2019

Junior High : San Antonio National High School

San Antonio, Ozamiz City
March 2017

Elementary : San Antonio Elementary School

San Antonio, Ozamiz City
March 2013

Personal Data
Name : Arlyn B. Labastida

Date of Birth : January 19 1991

Place of Birth : Ozamiz City

Address : Pob lll, Clarin, Misamis Occidental

Mobile Number : 09486526543

Email : [email protected]
 Sex : Female

Civil Status : Married

Religion : Roman Catholic

Height : 5’3

Language Spoken : Cebuano, Filipino, English

Educational Attainment

Tertiary : Bachelor of Elementary Education

Medina College
Maningcol National Highway, Ozamiz City
July 2024

Senior High : Community Learning Center ALS

Banadero Ozamis City
January 2014

Junior High : Community Learning Center ALS

Banadero Ozamis City
January 2014

Elementary : Sto Nino Elementary School

Pagadian City
March 2004