Learning Style and Teaching Style as Determining Factors in Academic Performance of Senior High School

Rd Quibrar, Angelou Abbas, John Paul Alviola, Nelfie Jane Balate, Arven Kyle Balicog, Ana Damasin, John Carlo Jopia, Archie Labawan, Jonah Mae Lico, Reymond Quibol, Ana. Sigue, Krystal Joy M. Clamares and Anna Marie O. Pelandas
Additional contact information
Rd Quibrar: Department of Education, Senior High School Students, Philippines
Angelou Abbas: Department of Education, Senior High School Students, Philippines
John Paul Alviola: Department of Education, Senior High School Students, Philippines
Nelfie Jane Balate: Department of Education, Senior High School Students, Philippines
Arven Kyle Balicog: Department of Education, Senior High School Students, Philippines
Ana Damasin: Department of Education, Senior High School Students, Philippines
John Carlo Jopia: Department of Education, Senior High School Students, Philippines
Archie Labawan: Department of Education, Senior High School Students, Philippines
Jonah Mae Lico: Department of Education, Senior High School Students, Philippines
Reymond Quibol: Department of Education, Senior High School Students, Philippines
Ana. Sigue: Department of Education, Senior High School Students, Philippines
Krystal Joy M. Clamares: Department of Education, Senior High School Teachers, Division of Davao de Oro, Philippines
Anna Marie O. Pelandas: Department of Education, Senior High School Teachers, Division of Davao de Oro, Philippines

International Journal of Research and Innovation in Social Science, 2024, vol. 8, issue 4, 2107-2115

Abstract: This study aimed to investigate the impact of learning styles and teaching styles on the academic performance of senior high school students at Lorenzo S. Sarmiento Sr. National High School. The study involved 273 respondents from the senior high school student population and employed a quantitative-correlational design. The statistical tools used were average weighted mean, Pearson R, and multiple regression analysis. The study revealed that senior high school students have a high level of learning styles, including auditory, kinesthetic, and visual modalities. The research also found that students adopt different teaching styles, including authority, delegator, demonstrator, and facilitator styles. The academic performance of students was found to be high, considering school-related, student-related, and teacher-related factors. Furthermore, the study showed a significant correlation and relationship between learning style, teaching style, and academic performance. The null hypothesis was rejected, except for three indicators where the null hypothesis is not rejected, which are visual learning style for learning style and demonstrator style and facilitator style for teaching style. The study provides valuable insights into the interconnected dynamics of learning styles, teaching styles, and academic performance among senior high school students and offers a comprehensive understanding of the factors influencing educational outcomes in this particular context.

Date: 2024
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