Learning Styles and Academic Performance of Elementary Pupils
Mirasol P. Canonigo
Institute of Teacher Education and Information Technology, BEED, Southern Philippines Agri-business and Marine and Aquatic School of Technology (SPAMAST), Malita, Davao Occidental, Philippines.
Jenny T. Toado
Institute of Teacher Education and Information Technology, BEED, Southern Philippines Agri-business and Marine and Aquatic School of Technology (SPAMAST), Malita, Davao Occidental, Philippines.
Glenford C. Franca *
Institute of Teacher Education and Information Technology, BEED, Southern Philippines Agri-business and Marine and Aquatic School of Technology (SPAMAST), Malita, Davao Occidental, Philippines.
*Author to whom correspondence should be addressed.
Abstract
This descriptive-comparative study investigated the relationship between learning style preferences and academic performance among 109 intermediate pupils at William Joyce Sr. Elementary School, selected through stratified random sampling. Data were gathered using an adapted questionnaire from Lapinig (2006) and the DepEd Order No. 31, s. 2012 performance scale. Statistical tools such as mean, percentage, and ANOVA were used for analysis. Results showed that the visual learning style was the most preferred among pupils. The average academic performance had a grand mean of 80.95, falling within the "approaching proficiency" level. However, no statistically significant relationship was found between learning style preferences and academic performance, suggesting that learning style alone may not be a determining factor in pupils’ academic achievement. These findings may inform educators to consider other variables when designing instruction tailored to diverse learners.
Keywords: Learning styles, academic performance, elementary pupils, visual learning style, academic achievement