Asian Journal of Education and Social Studies

This study examined the impact of Cognitive Styles on the academic performance of Grade 12 senior high school students across Northern Samar, Philippines, during the school year 2023-2024. A detailed correlation analyses were performed to determine the relations between multiple facets of cognitive styles and academic performance in this study. This study used a quantitative method by gathering and analyzing data on academic performance by incorporating surveys and general weighted average (GWA) to collect and analyze data pertaining to academic performance. Results from the study showed that different cognitive styles—like the Systematic (r = 0.309, p = 0.00444) and Integrated (r = 0.501, p = 0.001) styles, which support holistic learning—had a significant impact on academic performance. This highlights the importance of instructional strategies that accommodate a range of learning preferences. Furthermore, this provides a comprehensive analysis of the academic cognitive styles exhibited by Grade 12 senior high school students in the Division of Northern Samar. On the other hand, the Undifferentiated (r = 0.111, p = 0.542), Intuitive (r = 0.189, p = 0.724), and Split (r = -0.151, p = 0.724) cognitive styles showed no significant correlation with academic performance, suggesting that these preferences may not directly affect academic success. These insights underscore the importance of implementing tailored instructional strategies in senior high school contexts to address individual cognitive differences and foster more educational practices. To help students reach their full potential, the study's findings contribute to the growing body of research that supports the use of individualized learning.