Correlationbetween Perceptual Learning Style Preferences and Academic Performance in Earth and Life Science of G-11 Students of Pantay Integrated High School

Abstract

INTRODUCTION

The current study investigated the learning style preferences of 50 Grade-11 students studying Earth and Life Science at Pantay National High School in response to a need for improving the learning of science among Senior High School students. This paper applied Reid's (1995) taxonomy of six learning style preferences (visual, auditory, kinaesthetic, tactile, individual and group) to classify the learning styles of the students of this study and determine how it relates to the academic performance of students.

METHODS

A mixed method approach has been employed in this study. This approach consists of a concurrent methodology in which quantitative methods represented by questionnaires are combined with a quantitative instrument, represented by semi-structured interviews to verify the results. A 4-point Likert Scale Perceptual Learning Style Preference Questionnaire (PLSPQ) developed by Reid (1998) was adopted in this study. For the analysis and interpretation of the data gathered, frequency count and percentage, ranking, weighted mean, chi-square test, and Pearson Moment of Correlation were used.

RESULTS

Resultsshow that most of the students belong to the age group of 16; most of them are female, on gender more participants is male and most of the respondents are enrolled in the strand of CSS. The Individual learning style is the most preferred learning style preference of the respondents. There is a significant relationship between the students' profiles and their preferred learning style as shown in the Chi-square computations. All the chi-square computed values are greater than the critical value at the 0.05 level of probability thus the null hypothesis was rejected. There is a significant relationship between students' learning style preferences and their Performance Level in Earth and Life Science subject.

DISCUSSIONS

As emphasized by the National Science Teachers Association in United State(2004), Science teachers should develop classroom activities that focus more kinaesthetic and tactile styles that will encourage students in hands-on activities in order to increase retention of facts, findings, and concepts. Teachers should adopt multiple or varied teaching strategies, approaches, and techniques in order to accommodate the different and multiple learning styles of their students. There should be a continuing program (e.g. seminars, workshops, and conferences) on teaching strategies that would update and boost the competencies of the teachers.