South East-Asia Institute: of Trade and Technology

SOUTH EAST-ASIA INSTITUTE
OF TRADE AND TECHNOLOGY

Learning Style Preferences Towards Academic Performance
of Grade 12 STEM Students in SEA-ITT FAIRVIEW
A. Y. 2023-2024
A Quantitative Research Paper Presented

To the
Faculty of Senior High School
South East-Asia Institute of Trade and Technology

Fairview, Quezon City
In Partial Fulfillment
of the Requirements for the Subject
PRACTICAL RESEARCH II
Researchers:
ABILA, CHESCKA JAIMER T.
ANCHO, KRIZIA PAULINE E.
CABUANG, DAVID OWEN D.
CALDEA, PRECIOUS ERIKA L.
CORNELIO, BEVIELYN L.
ESPERA, DIVINE JOYCE E.
FROFUNGA, HELARY MILES B.
HEDRIANA, ALIAH DAWN O.
JERMICE, BRAIDEN JULES G.
JOSE, JAMIE ZYE LEI A.
LATONERO, FELISITTI ANNE I.
MANGAYAN, JENNY D.
ORBINO, CHRISTIAN JAMES S
PEREZ, FRANZ DANIEL B.
PORILLO, JURIS ANDY V.
PROTACIO, ALDRIN B.
RIOS, KRISHIA-NEL B.
ROLDAN, JOHN EMMANUEL M.
SUMALBAG, RAIN ASHLIE A.
VISCAYA, BEATRICE JESSA T.
School Year 2023-2024
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APPROVAL SHEET
This research entitled “Learning Style Preferences Towards

Academic Performance of Grade 12 STEM Students in SEA-ITT
FAIRVIEW A. Y. 2023-2024" prepared and submitted by ABILA,
CHESCKA JAIMER T., ANCHO, KRIZIA PAULINE E., CABUANG,
DAVID OWEN D., CALDEA, PRECIOUS ERIKA L., CORNELIO,
BEVIELYN L., ESPERA, DIVINE JOYCE E., FROFUNGA, HELARY
MILES B., HEDRIANA, ALIAH DAWN O., JERMICE, BRAIDEN
JULES G., JOSE, JAMIE ZYE LEI A., LATONERO, FELISITTI ANNE
I., MANGAYAN, JENNY D., ORBINO, CHRISTIAN JAMES S,
PEREZ, FRANZ DANIEL B., PORILLO, JURIS ANDY V., PROTACIO,
ALDRIN B., RIOS, KRISHIA-NEL B., ROLDAN, JOHN EMMANUEL
M., SUMALBAG, RAIN ASHLIE A., and VISCAYA, BEATRICE
JESSA T. has been approved and accepted in partial fulfillment of the
requirements for the PRACTICAL RESEARCH II of
STEMGR12_01AM_BOSEC4 is hereby accepted.
MARGARETTE PEARL G. SIBAYAN

Research Adviser/Subject Teacher
PANEL OF EXAMINERS
Approved and accepted by the Panel of Examinees/committee on oral
examination.
NAME
NAME
NAME
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ACKNOWLEDGMENT
The researcher would like to express her gratitude to the following

persons involved, who helped her and gave their overwhelming support to
make all these things possible:
MRS. MA. EDNA C. GETUABAN, President, South East-Asia

Institute of Trade and Technology, for devoting her services to quality
education in the institution.
MRS. RIZALYN O. SANTELICES, Principal, Basic Education

department for the encouragement, support throughout the process of the
study.
MS. MARY ROSE F. PANGANIBAN, subject teacher, for the

instructional guidance, the vital comments and suggestions she has provided
throughout the writing of the manuscript.
PANELISTS, for their constructive feedback throughout this process.
We are grateful for your contribution, your constructive criticism helped us
navigate this study from beginning to end.
RESPONDENTS, for the cooperation and time that they have given to
complete the data needed.
Lastly, to the ALMIGHTY GOD, who gave the researcher heavenly

wisdom, strength, peace of mind, unity and hope that this paper will be
successful. Thank You Lord for all these blessings.
The Researchers
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DEDICATION
This study is solemnly dedicated to our beloved parents, who never get
tired of supporting us from the moment we enter school until we return home.
Particularly in our studies, no matter how difficult life is today, for giving us
strength, intelligence, and inspiration daily. Their financial, emotional, and
physical support inspired us to conduct this research.
A special thanks to our subject teacher, Ms. Mary Rose F. Panganiban,

who allowed her soul to share knowledge with us during our Practical Research 2
journey. Who also did nothing but support us when we were tired of our studies
and who encouraged us to work hard because it was also for our benefit.
This research is dedicated to students like us who continue to study and

explore their knowledge not only in school but also in their communities through
research. Our goal for you is to use this study to make more people aware of their
preferred learning styles.
Last but not the least, to Almighty God, who provides us with spiritual
support so that we can fulfill each of our roles in this study. Especially for taking
care of us, on the daily walk to school to finish this research. He provided the
protection, skills, and all the help to accompany us in this study starting from
chapter 1. We offer all this to you.
The Researchers
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ABSTRACT
This research study focuses on the Learning Style Preferences Towards
Academic Performance of the students in science, technology, engineering and
mathematics (STEM) Students of South East-Asia Institute of Trade and
Technology on their academic achievement. The students' ways of managing their
academic performance, despite their Different learning preferences, were also
determined in the study. The researchers looked into relationships between
variables using a correlational study approach. The researchers used a simple
random sampling technique, respondents are a randomly selected subset from a
population of STEM students. 90 STEM students in grade 12 who participated in
a Quantitative research methodology provided the necessary data and information
for the study via an online survey created using a Google Form. The findings
pinpointed a specific group of students whose academic performance was shaped
by the interplay of various learning styles. Visual learners demonstrated higher
performance in courses emphasizing visual aids. These individuals often find it
easier to understand and remember concepts when presented in a visual format.
In conclusion, This research provides significance of acknowledging and adapting

to diverse learning styles in educational settings. Customizing teaching
approaches based on individual preferences not only has the potential to enhance
academic achievement but also fosters a more inclusive and enriching learning
environment
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TABLE OF CONTENTS
Fly Page
Title Page
Approval Sheet. .......................................................................................... i
Acknowledgment.................................................................................……..ii
Dedication.....................................................................................................iii
Abstract.........................................................................................................iv
Table of Contents...........................................................
……………………………..v
CHAPTER 1: THE PROBLEM AND ITS BACKGROUND

Introduction……………………………………………………………….1
Background of the Study……………………………………………….....3
Statement of the Problem…………………………………………………4
Significance of the Study………………….………………………..…….5
Scope and Delimitation of the Study……………………………….…….6
Hypothesis .................…………………………………………………….7
Definition of terms………………………………………………………..7
CHAPTER 2: REVIEW OF RELATED LITERATURE AND STUDIES

Local Literature………………………………………………………….8
Foreign Literature………………………………………………………15
Local Studies……………………………………………………………19
Foreign Studies…………………………………………………………20
Conceptual Framework ……………………………………………...…22
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Synthesis of Related Literature and Studies……………………………24
CHAPTER 3: METHOD OF RESEARCH

Research Design……………………………………..………… ..46
Population and Sampling…...………………………………… …..46
Respondents of the Study …………………………………………46
Research Instruments….........……………………………………...45
Data Gathering Procedure/Techniques …………………..................47
Statistical Treatment of Data …………………………………….48
CHAPTER 4: ANALYSIS, INTERPRETATION AND PRESENTATION

OF DATA
Profile of the
Respondents……………………………………………………..............…….31
Tables of Effects of reading Wattpad in English Proficiency …….......………39
CHAPTER 5: SUMMARY OF FINDINGS, CONCLUSION, AND

RECOMMENDATION
Summary of Findings…………………………………………………….42
Conclusion…...…….…………………….………………………………44
Recommendations………………………………………………...……..45
REFERENCES……………………………………………………………100
BIBLIOGRAPHY….........................………………………………………179
APPENDICES..............................................................…………………….182
CURRICULUM VITAE.............................................……………………
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CHAPTER 1
THE PROBLEM AND ITS BACKGROUND
This chapter concisely discussed the problem and its background. It also includes
the Statement of the Problem, Assumptions of the Study, Significance of the Study,
Scope and Delimitations of the Study, and the Definition of terms which pertinent to and
essential to the completion of this study.
Introduction
The world we see is ever-changing and continuously developing,
including the people, things, and the environment. We are all aware that our
society is constantly changing, and the education system is also in a state of
change. As we strive to enhance a better learning style, we need to consider the
needs of all students, specifically, the way they learn. VARK learning or visual,
auditory, read and write and kinesthetic learning is the easiest and most common
way of determining a person's capability to learn. A person's preferred method of
taking in, processing, interpreting, and storing information is referred to as their
learning style, and it can help make the most of the efforts when seeking to learn
new concepts, ideas, and abilities.
In terms of learning, we can say that different people have different

learning styles. Students' background and experience, their efforts toward
learning, their cognitive abilities, their meta-cognitive skills (such as motivation
and self-efficacy), the quality of curriculum and education, and so on can all
influence their learning style [1-5]. Also, each individual has distinctive innate
abilities. As a result, they do not perceive and learn each topic in the same way.
Some students learn best by listening, while others learn best by reading or doing
hands-on activities. It is important to understand and adapt to these diverse
learning styles in order to improve the academic performance of students.
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As students' interests matter, some students tend to lose focus when their
instructors begin to discuss the subject they hate or find hard to learn. Considering
this, it is impossible for people to learn everything, which is why developing an
alternative way is necessary for the students to learn and understand the lessons
easily. According to Bustamin, Triwati, and Fadhil (2023), to overcome these
obstacles, there are numerous ways to get over these challenges. This includes
implementing training and skill development for educators, understanding
students' needs and learning styles, and encouraging students to be creative in
their learning. Students learn best when they are engaged and interested in a topic.
We can personalize learning by giving students more choices about what they
learn and how they learn it at their own pace.
In addition, according to various research studies, it is possible to know

the learning methods that may be appropriate to different students by testing,
comparing, and applying various learning methods to them and finding out what
suits them the most. On the other hand, using different learning methods and
finding what suits them can increase their active participation and engagement in
the class so that students can perform at a high level and earn excellent grades for
themselves. Student's progress through each academic year, grade levels ascend,
consequently presenting us with increasingly challenging academic content and
demanding coursework, all while we continue to learn. Thus, knowing their
preferred learning styles may help student’s ace exams, especially entrance exams
at various big universities, which can help them construct their future and achieve
their dreams.
This study shows how various learning styles have on students' academic
progress. Identifying the preferred learning style can possibly benefit students,
especially those studying in the fields of Science, Technology, Engineering, and
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Mathematics (STEM), by enhancing their critical thinking, and problem-solving
skills and actively engaging with synthesizing complex ideas improving their
capability to understand something related to educational concepts.
Background of the Study

Researchers and other scholarly personnel have been looking into
different methods and preferred approaches for the learning system in order to
ensure the effects it has on STEM education. We will look at numerous studies
that demonstrate the connection of various teaching strategies towards academic
achievements and as the study progresses, students will have a better
understanding of their own preferences that they can use to improve their
academic success.
Learning designs should be modified to every group of students with

same comprehension prowess thus allowing them to remember information longer
and higher subject understanding leading to positive academic achievement
results. Personalized methods for remote learning, when compared to
conventional methods, strategies like the use of customized learning systems have
been demonstrated to increase academic achievement as knowing their preferred
method of learning will not limit them; rather, it will enable them to become a
more effective learner. In addition, this will give everyone positive results
mentally, physically and socially resulting in a much more improved environment
and capability to study.
Hence, the goal of this quantitative study is to establish the influence of

students' preferred learning styles on their academic performance. The researchers
will fill in the gaps in order to give a comprehensive investigation. Finally, this
study will serve as a foundation for future research into the public's opinions on
learning styles and their learning journey.
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Statement of the Problem
This study aimed to explore the preferred learning styles and its
relationship to the senior high school students' academic performance in South
East Asia Institute of Trade and technology.
1. What is the Socio-demographic profile of the students? In terms of:

1.1. Age
1.2. Sex
2. What is the preferred learning style of the respondents in terms of;

2.1. Visual Learning
2.2. Auditory Learning
2.3. Read and Write Learning
2.4. Kinesthetic Learning
3. Which of the learning styles do they find challenging to apply in their

studies?
3.1. Visual Learning
3.2. Auditory Learning
3.3. Read and Write Learning
3.4. Kinesthetic Learning
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Significance of the Study
Students. The most to benefit from this study, especially to those who are
having a difficult time studying or taking broader subjects. The purpose of this
research is to provide a particular technique, the subjects covered, learning
environment and the evaluation standard. Having the most preferred learning
style, the students can have an improvement in education leading to better
academic performances.
Parents. By knowing which learning style is preferred, parents can support

their children's education more efficiently ensuring they receive the best possible
learning experience and academic support. This knowledge can be a guide in
making decisions about the student's education, ultimately contributing to their
overall academic success and future prospects.
Teachers. Gaining immense value from this study can significantly

empower them in their pivotal role of guiding students toward a more
comprehensive understanding of the subject matter. This study could offer
educators a deeper insight into refining their pedagogical approaches, ultimately
fostering an environment conducive to enhanced learning and student academic
performance.
Future Researchers. The findings of this study will provide future researchers
fresh knowledge on different types of learning methods and serve as a convenient
and helpful source for future research.
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Society. These different types of learning styles will provide a well-rounded
education in a society that is constantly evolving. It seems to be extremely helpful
for enhancing abilities in several fields pertaining to professional and academic
well-being. Thus, society will find it easier to advance on a daily basis,
particularly as it grows more self-aware of its surroundings.
Scope and Delimitation of the Study
This study aims to establish how different learning styles are based on skills,
personal preferences and individual aptness while the primary objective of this
research study is to determine which of the numerous methods (VARK) of
learning is preferred by the Grade 12 STEM students in SEA-ITT Fairview
Branch year 2023-2024. Researchers will primarily investigate various learning
styles and will assess its relationship with academic performances.
The main objective of this research is to discover and deepen our

understanding between students' learning methods and their academic
performances using one platform; (90) respondents are needed via online Google
forms providing the most to least productive educational way graduating students
has either grown accustomed to or is planned to follow. This study will no longer
include students in lower or higher levels of education, nor will it include any
other tracks or strands; it will only collect information through surveys provided
to STEM Students in Grade 12 only. Each of the respondents are asked the same
set of questions.
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Hypothesis
The study leads to the following hypothesis:
Questionnaire: Do different learning styles directly affect students' academic

performance?
Null Hypothesis(HO): Different learning styles does not affect students' academic
performances
Alternative Hypothesis(H1): Different learning styles affect students' academic

performances
Definition of Terms
The following represents an initial definition of some terms and concepts:
Academic Performance- The measurement of student achievement across various

academic subjects
Auditory Learning- A type of learning method which prefers to learn via

listening. By interacting with the material through listening to lectures,
discussions, or even simply talking aloud to themselves, these learners retain
information more easily.
A.Y.- Academic Year
Conducive- Tending to cause or produce something.
Kinesthetic Learning- A type of learning method that links the process of learning
to physical activity. It is a learning style during which the learner has to feel or
move in order to learn more effectively. Also referred to as ‘tactile’, ‘hands-on’,
or ‘physical’ learning.
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Learning Style- Different methods of learning or understanding new information,
the way a person takes in, understands, expresses and remembers information.
Pedagogical- Concerning the methods and theory of teaching.
Pivotal- A pivotal role, point, or figure in something is one that is very important
and affects the success of that thing.
Read And Write Learning- A type of method that emphasizes text‐based input and
output. A learner that interacts with the material through reading and writing,
whether presented as manuals, reports, essays, or assignments.
SEA-ITT- South East Asia Institute of Trade and Technology
STEM- Science, Technology, Engineering, and Mathematic
VARK- Visual, Auditory, Read, Kinesthetic
Visual Learning- A type of learning method that uses the individual’s visual
sensory modes to help them perceive better the environment and material
presented to them. This learning style uses various visual stimuli, such as pictures,
maps, images, slides, graphs, etc., to make the process of noting and retaining
information more straightforward.
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CHAPTER 2
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter concisely discussed the review of related literature and studies from
both local and foreign sources. It also includes Conceptual framework, Synthesis and
Relevant of the Reviewed Literature and Studies which pertinent to and essential to the
completion of this study.
Local Literature
In an article written by Mejia, R., Queroda, P., and Mangrobang, S.
(2018), titled "Learning Style Preferences of Hospitality Management (HM)
Students of Pangasinan State University, Philippines: Basis for Enriched
Pedagogical Strategies," discussed the effect of learning styles on the learning
process of individuals, from how the students can learn to how teachers deliver or
execute their strategies and activities depending on their style or method. This
may also affect the interaction between the teacher and the students. Every child
has a unique personality in many ways and with particular styles. However, these
various traits and characteristics are influenced by different factors such as
gender, culture, religion, distinct experiences, maturity level, and family
orientation. In general, there are three primary learning styles: visual, auditory,
and kinesthetic, which are commonly referred to as VARK. There are also
different variations of the learning style, but they all have similar characteristics,
such as sensing-thinking, sensing feeling, intuitive thinking, and intuitive feeling.
Another article from the International Journal of Recent Technology and

Engineering (IJRTE) written by Maaliw III (2020) entitled "Adaptive Virtual
Learning Environment Based on Learning Styles for Personalizing E-Learning
Systems: Design and Implementation" shows that an innovative online learning
platform automatically identifies each student's unique preferences and tailors the
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course materials to match their individual learning styles. This platform uses a
variety of techniques, including questionnaires, behavioral data analysis, and
machine learning algorithms, to identify each student's preferred learning style.
As students have different learning preferences and styles, these platforms help
offer personalized learning experiences that adapt to each student's unique needs.
However, based on the article written by Cabual, R.A. (2021) Nueva Ecija
University of Science and Technology, Cabanatuan, Philippines Learning's a
perpetual process, and processes are events that lead to specific results. If
challenges prevent the learning process from being completed or stopped,
understanding will not be achieved. These challenges can be overcome with the
successful implementation of a learning plan, which, in turn, ensures that learners
are trained according to their individual needs. The ineffective application of
approaches, methods, and strategies to learners will lead to an increased degree of
mismatch. The identification of the learners' patterns and preferences for learning
methods can be used to successfully teach and train students. Each student's
learning style and preferences are his or her own. The dominant style of learning
can be found by some people, while others use a variety of ways of learning
according to their circumstances.
Different individuals refer to different kinds of styles. Some learners are

diverse in their learning preferences, including how they like to sit, what kind of
lighting they prefer, and what weather conditions they like to study in. They can
work independently or with supervision, and they are able to study effectively
without an adult's assistance. They use a variety of tools to help them learn, such
as reading, writing, debating, watching videos, touching things, and listening to
music as stated by Gacusan, J. C., Dangis, S. J., & Afalla, B. T. (2023), written in
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their article titled “Tailoring education for alpha learners: Harnessing learning
styles for maximum learning outcomes.”
While it is important to know one's strength in learning, it is still not the

basis of success in terms of preparedness. According to the article written by
Maria T. Mamba (2023) entitled "Learning Styles and College Readiness of
Philippine K–12 Graduates," learning styles are pivotal in determining scholars'
increased academic achievement. Nonetheless, despite the vast quantum of
empirical exploration that has examined how literacy styles relate to academic
medication and success, studies still need to be accepted on how literacy styles are
linked to the preparedness of Philippine K–12 graduates for college life.
Foreign Literature
Learning Preferences of PG and UG students: Application of VARK
Ganesh, Anjali; Ratnakar, U P. (2014). In psychology, learning style is a
recognized notion. Knowing one's own learning style helps one learn more
effectively. The idea of learning styles is still quite prevalent as education is
meant to determine an individual's preferred method of learning. The current
study applies Neil Fleming's VARK program in an attempt to better understand
the learning preferences of PG and UG students. An attempt has been made to
comprehend the relationship between the evaluated VARK style and the gender in
addition to the VARK mode. Gender, preferred learning method, and performance
do not correlate with each other in the VARK mode. This likely demonstrates that
there is no better learning style—learning in the favored manner only facilitates
learning. Learning is never a burden if the new information to be grasped is
presented in a style that is advantageous to students. The performance in
examinations will also subsequently improve.
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The application of VARK learning styles in introductory level economics

units by Sarah Wright and Anthony Stokes (2015). This article argues that for the
satisfactory development of business skills, it is important to recognize
differences in students' learning style preferences and for students to apply
different learning styles and opportunities to learn and develop their skills. One
way to measure learning styles is VARK. This approach takes into account visual
(V), auditory (A), reading (R), and kinesthetic (K) learning preferences. This
method determines how students prefer to receive, process, and output
information. Students' learning styles differ not only from one another but also
from the disciplines that they choose to study. Like STEM students who are
academically inclined, mandatory STEM students are more likely to have a higher
proportion of V and R, visual, read, and write students than the others, but this
does not mean that they will stick to their references as they study different
courses that will change their approach to study and likely fall under other VARK
preferences.
Determination of Methods and Effectiveness of Using Various Learning

Methods (2021). International journal of education, social sciences and
linguistics. Learning has many purposes, one of which is to build scientific ideas
after the students' interaction with the environment, events, and information
around them. The teacher has a very important task, to choose what specific
learning methods will help the students become more active, innovative, creative,
effective and fun so that learning must have certain principles. To evaluate the
specific learning method, the teacher needs to observe the behavior / environment
of the class or students so the learners will be able to make their academic dreams
come true. There are various kinds of learning including quizzes, activities,
performance tasks, periodical test, quarterly test and graded recitation. From this
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journal, it is hoped that teachers and lectures will be credited in carrying out
learning.
University of the West Scotland (2023) According to UWS London,

everyone learns and absorbs knowledge differently. Some people understand the
topic or lesson right away. Others feel that spoken words, videos, or anything
more tangible aid with their memory. Knowing which learning method works best
for you will assist you in identifying your skills, which will increase your chances
of success. As a result, mastering a new learning style will enable us to study
more effectively and comprehend the new information we gain.
According to Muhammad A Al-Roomy (2023) The Relationship Among

Students' Learning Styles, Health Sciences Colleges, and Grade Point Average
(GPA). A growing field of study in education, learning styles have an impact on
many facets of the learning environment. Even when students are participating in
the same learning activities, they are able to anticipate how they might process
information and approach problems differently. As a result, it showed that the
students had a variety of preferred learning styles. The auditory learning style was
most often chosen, followed by the kinaesthetic and individual learning styles.
Group learning was the least popular approach. Significant variations were also
observed in the students' learning styles amongst the colleges, with a preference
for auditory, individual, and group learning styles, and negligible differences for
visual, kinaesthetic, and tactile learning styles.
Local Studies
According to Ashley Ali Bangcola's (2016) study titled "Learning Styles

as Predictors of Academic Performance in the Nursing Department of an Asian
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University and Colleges," many attempts have been made to explore the various
elements that are key to academic success.students' learning performance is
measured by their learning style, and how it changes academic success was
considered an insignificant part of academic success. The purpose of this
quantitative descriptive-correlational study was to determine the correlation
between learning styles and researchers. 304 nurses were randomly selected from
eight nursing schools in Marawi City. Perceptual learning. A style questionnaire
was used to conduct the justification of the study. The results showed that
students generally did quite well in nursing and usually presented a tight balance
between all learning styles. Four learning styles (visual, auditory, feeling, and
kinesthetic) were found to be used simultaneously by students as core learning
styles, most of which expressed a preference for a kinesthetic learning style
(78%), showing a low and negligible preference for the group learning style. The
study revealed a significant relationship between learning styles and performance.
The results of this study emphasize the importance of recognizing students'
different learning styles.
In the study composed by Marjon M. (2019), titled "Differentiating

instruction is salient as learners absorb information at their own pace," The
findings of the study show that learners or students have different ways to absorb
knowledge. According to this study, the majority of the respondents are primary
learners, who are primarily male and composed of Indigenous people. Their
hobby is drawing, and their main source is radio. Most of them are auditory
learners who do really well academically. Surprisingly, the study did not note any
significant differences between demographic characteristics and learning styles.
Additionally, there's no correlation between demographic characteristics and
learning styles. The results indicate that kinesthetic learners excel or benefit from
hands-on audio-visual presentations. In the end, the study indicates that learning
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styles are self-contained, unrestricted by demographic characteristics, and not
influenced by academic achievement.
A study by Moneva, Arnado, and Buot (2020) titled “Students’ Learning

Styles and Self-Motivation" The purpose of this study is to determine how the
self-motivation and learning methods of students at Jagobiao National High
School relate to one another. Based on this study, students’ learning styles vary
depending on which they are most comfortable with. Most of the students'
preferred verbal learning styles or something that includes noises It is also crucial
that students’ acquire diverse types of learning styles, as it will help them and
benefit them to achieve more academically.
This study was conducted by Pineda (2021) on the students’ preferred

learning styles and how they affect their academic performance at Plaridel
Elementary School, Bulacan. states that the findings revealed that students’
academic performance is affected by all of the learning styles in English, Filipino,
mathematics, and science. However, the visual learning style is the only one that
has a substantial impact on students' academic performance in Filipino. As a
result, it presents a challenge for the teachers of science, mathematics, and
English to adopt and use learning methods that fit and align with the learning
styles of their students for the purpose of improving their academic performance.
Based on the study of Roni P. Sapad and Dennis G. Caballes (2022),

learning is the process by which practice or other experiences lead to a change in
a person's response style. It is also a method by which information is acquired.
Learning happens when someone gains knowledge about something they did not
previously know. When the components of a learning environment are provided
in a responsible manner, learning is considerably enhanced. According to
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educational theory, students who actively participate in their education are more
likely to succeed. Students who are actively involved in their own education start
to feel more powerful, and their degree of self-direction and personal
accomplishment increases. The purpose of this experimental study was to
ascertain the impact of differentiated instruction based on learning styles on the
academic performance of fifth-grade students in Science and Health V at Timoteo
Paez Elementary School in the Pasay City, Philippines Division of City Schools,
around the academic year 2014–2015. The randomized pretest-posttest control
group design was used in this investigation. The validated teacher-made test and
the VARK Learning Style Inventory were the instruments used to collect the data.
The weighted mean, standard deviation, one-way analysis of variance, and
independent t-test were used to record, analyze, and interpret the data produced by
the research instruments. The study's findings were taken into consideration when
drawing the following conclusions and implications: Students can acquire
knowledge in a visual, auditory, kinesthetic, or read/write manner. The
experiment and the control groups' mean assessments did not differ significantly.
It was discovered that in the posttest, the academic performance of the students
who received individualized instruction based on learning styles in Science and
Health V was considerable. Similarly, learning style-based, tailored instruction
works well to help students advance their scientific literacy. This suggests that
individualized education based on learning styles is beneficial for raising students'
academic status. Additionally, it works well to raise students' academic status. A
few kinds of recommendations were made in light of the study's results.
Foreign Studies
H Awang1, N Abd Samad1, N S Mohd Faiz1, R Roddin1 and J D Kankia1
(2017) Individual learning differences, which have been extensively studied,
pertain to variations in learning styles, learning strategies, and learning conceptual
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frameworks. This article examines the learning style profiles that Malaysian
Polytechnic students demonstrate in relation to their academic performance. The
Visual, Auditory, Reading and Kinesthetic learning styles model explains the
correlation between Polytechnic students' learning styles and their academic
performance. Students studying international business at Malaysian Polytechnic
were the target audience. A random sampling technique was used to choose 103
students to serve as the research sample. The necessary data were gathered using a
questionnaire modified from the VARK Learning Style Index and the descriptive-
survey research method. The findings show that there is no discernible
relationship between students' academic success and their learning style. The
academic performance of the students and their unique learning preferences were
fairly similar. These data show that every learning style has advantages and
disadvantages of its own.
Nursen ilcin, Murat Tomruk, Sevgi Sevi Yeşilyaprak, Didem Karadibak,

Seme Savci (2018). ''The relationship between learning styles and academic
performance in TURKISH physiotherapy students '' The aim of this article is to
identify the various different learning styles of Turkish physiotherapy students
and to monitor what specific learning style they will excel in. The Grasha-
Riechmann Student Learning Style Scales were used to assess the learning styles
of 184 physiotherapy students. The cumulative grade point average was accepted
as a measure of academic performance. The Kruskal-Wallis test was used to
compare academic performance among the six learning style groups (independent,
dependent, competitive, collaborative, avoidant, and participative). As a result,
the most common learning style was collaborative (34.8%). Each individual has a
unique learning style. Although almost all of the Turkish physiotherapy students
use a collaborative learning style, the participant learning style was modified with
significant higher academic performance. Teaching other strategies to encourage
17
more participant-style using other learning styles may lead to a successful
effectiveness in academic performances among Turkish physiotherapy students.
Mary L. (2019) “Using VARK learning styles to predict instructional

preferences” This study assessed the potential utility of Visual, Aural,
Read/Write, and Kinesthetic (VARK) learning styles in predicting college
students' preferred learning paths. Statistically significant differences in VARK
learning styles revealed a strong alignment between expected and self-reported
preferences for instructional methods (Lehman, 2019). Individuals who favor a
visual (V) learning style excel when presented with information through graphs,
diagrams, pictures, and various visual aids. Aural (A) learners, on the other hand,
prefer auditory input and thrive in environments where information is presented
through lectures and discussions. The read/write (R) style is characterized by a
preference for printed text, with optimal learning occurring through reading and
writing activities. Kinesthetic (K) learners engage their senses and learn best
through hands-on experiences and active participation. The study supports using
VARK learning styles to align with preferences for educational activities,
particularly as education shifts towards student-centered instruction.
According to Hassan S.(2021) conducted a study on "adaptive e-learning

environment based on learning styles and its impact on development students’
engagement". t.Writers and readers alike prefer written textual resources for
education, such as glossaries, handouts, textbooks, and lecture notes. Conversely,
auditory learners prefer to learn through spoken materials, dialogue, lectures, and
discussions. Kinesthetic learners prefer physical activities and learning by
performing. The effectiveness of the learning method can also be attributed to its
ability to engage learners and improve learning outcomes. Incorporating different
18
learning strategies may help students better understand and retain information, as
well as enhance their problem-solving skills.
Ha, N. T. T. (2021). Effects of learning style on students' achievement:

experimental research. Linguistics and Culture Review, 5(S3), 329-339. The
purpose of this study is to look into the connection between high school students
in Thai Nguyen City, Vietnam, and their learning styles and academic
achievement in Physics. Students enrolled in Thai Nguyen city's high schools
(Luong Ngoc Quyen High School, Iron Steel High School, Thai Nguyen High
School, Duong Tu Minh High School, Ngo Quyen High School, Luong the Vinh
High School, and Dao Duy Tu High School) in the academic years 2019–2020
and 2020–2021 comprised the simple random sample used in this study. The
sample size for this study, which was determined using Watson's (2001) formula,
is 307 students. This study utilizes Zalo and Google forms to administer an online
questionnaire survey. The survey was carried out between April 2019 and May
2021. The findings suggested that a variety of learning environments and learning
styles can have a significant impact on students' academic success.
Conceptual Framework
19
(INDEPENDENT (DEPENDENT
VARIABLE) VARIABLE)
LEARNING
STYLES:
VISUAL
LEARNING
AUDITORY ACADEMIC
LEARNING PERFORMANCE
READ AND WRITE
LEARNING
KINESTHETIC
LEARNING
Figure 1: Schematic Diagram Showing the Relationship between the Learning

Style Preferences of GRADE 12 Students and their Academic Performance
Figure 1 illustrates the conceptual framework of the study. It

shows the relationship of the Independent variable and dependent variable. The
Independent variable is the learning style, and the dependent variable is the
academic performance.
The Independent variable is the learning style. These learning styles

include the varied facets of a learners’ preference such as: Visual, Auditory, Read
and Write, and Kinesthetic. This variable has a direct impact on the dependent
variable since the researchers believe that it is a significant factor influencing a
student's academic success. However, because people think and respond in
different ways, there are other options that may indirectly affect the dependent
variable, which is why it is a variable that may or may not have an influence on
the dependent variable.
20
The dependent variable is the Academic Performance of grade 12
STEM students in South East Asia Institute of Trade and Technology Academic
Year 2023-2024.
Synthesis of Related Literature and Studies
Students' varied preferences and methods of approach influences how they

take in and retain knowledge. These learning skills of engagement highlight the
importance of having a nuanced understanding of their skills. According to
Gacusan, J. C., Dangis, S. J., & Afalla, B. T. (2023) They use a variety of tools to
help them learn, such as reading, writing, debating, watching videos, touching
things, and listening to music. Mejia, R., Queroda, P., and Mangrobang, S. (2018)
discussed the effects it has on students in their study, "Learning Style Preferences
of Hospitality Management (HM) Students of Pangasinan State University,
Philippines: Basis for Enriched Pedagogical Strategies." According to it, learning
styles influence how individuals absorb information and engage in the learning
process. When the learning process is interrupted or halted, it jeopardizes the
attainment of a comprehensive understanding thus reflecting the importance of
preferred styles. According to Roni P. Sapad and Dennis G. Caballes (2022), This
suggests that individualized education based on learning styles is beneficial for
raising students' academic status. Additionally, Cabual, R.A. (2021) stated that
learning's a perpetual process, and processes are events that lead to specific
results. If challenges prevent the learning process from being completed or
stopped, understanding will not be achieved.
In a study of Mary L. (2019) entitled “Using VARK learning styles to

predict instructional preferences” there are different methods in which a student
can learn more efficiently. VARK model was provided in order to know if an
21
individual prefers visual(V) mode of learning where they can gain informations
through their eyes, such as diagrams, pictures or visual aids while aural (A)
learners prefers listening, reading and writing for for read/write ( R) learners and
lastly is is kinesthetic (K) where they best learn using hands-on experiences and
active participation. Much alike to other studies conducted by Hassan S. (2021)
and H Awang1, N Abd Samad1, N S Mohd Faiz1, R Roddin1 and J D Kankia1 in
2017 from Malaysia. These three studies are connected to an article made by
Sarah Wright and Anthony Stokes (2015) discussing that in order to develop
business skills, it is important for students to know their preferred learning style.
In addition, other factors that may or may not affect a student's

performance was explored Ratnakar, U P. (2014), similarly to the International
Journal of Education, Social Sciences and Linguistics. An example is that gender
do not correlate with learning methods and academic performance, on the other
hand, teachers are part of the environment in which a student learn best discussing
that they have a very important task in building the specific learning methods for
their student using different approaches by observing the behavior of the class
and/or students themselves. This includes quizzes, activities, performance tasks,
periodical test, quarterly test and graded recitation. This likely demonstrates that
learning in the favored manner only facilitates learning. It would be interesting
and easier to understand if the new information to be grasped is presented in a
style that is advantageous to students' individual styles.
22
CHAPTER 3
RESEARCH METHODOLOGY
This chapter concentrates on the discussion of the research methods and
procedures adhered to by the researcher in order to answer systematically the specific
problems posed for this study. Specifically, the research design, Participants, research
instrument, data gathering procedures, data analysis and ethical consideration used for the
accurate data analysis and interpretation were explained in this chapter.
Research Design
Correlational research design was used in conducting the study with the idea
that there might be a relationship between the two variables namely; learning style
and academic performance of the students. A type of non-experimental research
design that measures the relationship of two variables without manipulating any
of the data acquired.
23
Population and Sampling
The total population consists of 860 individuals from Grade 12 students
who are enrolled in South East Asia Institute of Technology (SEA-ITT). The
population includes students from various sections, from AM to PM class, who
are in the strand of STEM (Science, Technology, Engineering, and Mathematics).
To ensure an equal representation of students from each section, simple random
sampling was applied in this study. The method is used to gather the respondents
due to its objectiveness, ensuring that each student in the population has an equal
chance of being drawn to the total population of Grade 12 STEM students.
Respondents of the Study
The Participants of this study consisted of 90 out of 860 students from

STEM strand grade 12, aged 16 and above who were currently studying at SEA-
ITT, Fairview Branch in the A.Y. of 2023- 2024. The participants of this study are
either Male/Female or any gender and are not forced in answering the online
survey that the researchers conducted, taking into account the respondents'
consent about their personal information's privacy while securing the
confidentiality of their answers. The participants were given an online survey
questionnaire regarding the Topic Entitled: " Learning Style Preferences Towards
Academic Performance of Grade 12 STEM Students in SEA-ITT FAIRVIEW
A.Y 2023-2024.
Research Instruments
In this study, the researchers used questionnaires that served as an online
survey for SEA-ITT Students in Fairview Branch S.Y 2023-2024. The
questionnaire consisted of ten (10) items. The first part consists of demographic
24
survey questions to understand certain background characteristics of the student
such as their age and sex followed by a two (2) mixed question about the students'
learning style. The second part is a Likert scale with eight (8) questions using the
following choices: Extremely Agree, Agree, neutral, disagree, and extremely
disagree to specify the level of agreement of the respondents to the statement.
Data Gathering Procedures

The researchers selected random respondents from the given population
while the questionnaires were given with the approval of the subject teacher.
Techniques used for data gathering were simple random sampling to ensure that
the data collected from a representative sample of the population was
fundamentally easy to understand and use.
The questionnaire was distributed via Google forms sent through private
messages allowing only students from Grade 12 STEM in SEA-ITT. Follow-up
visits were conducted until all necessary data were collected.
Statistical Treatment of Data

After collecting the data needed, the researchers tabulated and analyzed the
gathered data with the help of statistical tools.
The following are the statistical treatment that researchers used to gathered
the data:
Slovin’s formula
Slovin’s formula is used to calculate the sample size (n.) given the
population size (N.) and a margin of error (e). -It is computed as:
n=N/(1+Ne²)
25
Where:
n = represent the sample size
N = represent the total population
e = represent the margin of error
Average Weighted Mean
Average Weighted Mean used to calculate the outcome of a survey that was
conducted to determine the views of respondents
The formula is used to calculation
1. p = f/n x 100
2. AWM-TWM/n
Where:
P = is the percentage
F = statistical measurement
n = is the number of respondents
AWM is the average weighted mean
Likert scale
With a Likert scale, respondents can choose responses from a range of
options to obtain a more in-depth understanding.
The following Likert scale serves as a guide for interpreting the data
26
gathered.
VERBAL
POINT SCALE INTERPRETATION
5 STRONGLY AGREE 4.21 - 5.00
4 AGREE 3.41 - 4.20
3 NEUTRAL 2.61 - 3.40
2 DISAGREE 1.81 - 2.60
1 STRONGLY 1.00 - 1.80

DISAGREE
CHAPTER 4
ANALYSIS, INTERPRETATION AND PRESENTATION OF DATA
This chapter presents the analysis and interpretation of data gathered from
the foregoing study which aimed to study the Learning Style Preferences Towards
Academic Performance of Grade 12 STEM Students in SEA-ITT FAIRVIEW A.
Y. 2023-2024. The data found in this chapter were arranged according to the
problems treated in this study.
SECTION A: DEMOGRAPHIC PROFILE OF THE RESPONDENTS
TABLE 1
AGE
AGE FREQUENCY PERCENTAGE RANKING
16 2 2.2% 5
17 41 45.6% 1
18 36 40.0% 2
19 6 6.7% 3
27
20 4 4.4% 4
21 1 1.1% 6
90 100% TOTAL
After conducting a survey with the total of 90 respondents, data are

gathered and labeled it based on their age. 2.2% of the respondents are 16 years
old, 45.6% of the respondents are 17 years old, 40.0% of the respondents are 18
years old,6.7% of the respondents are 19 years old. 4.4% of the respondents are
20 years old, lastly 1.1% of the respondents are 21 years old, total of 90
respondents.
TABLE 2
SEX
SEX FREQUENCY PERCENTAGE RANKING
FEMALE 51 56.7% 1
MALE 39 43.3% 2
90 100% TOTAL
The graph depicts the overall percentage of male and female respondents
who participated in this survey. As seen in the graph, the majority of the survey's
respondents are female, with 56.7% of the total percentage, compared to male
respondents, who account for just 43.3% of the study.
SECTION B: INTERPRETATION OF THE GATHERED DATA
TABLE 3
1. VISUAL LEARNING
28
5 4 3 2 1 WM V.I
1. Using flashcards 36 28 23 3 0 4.08 AGREE

helps me
remember/retain
things/study
materials better.
2. I understand the 35 30 21 4 0 4.07 AGREE

lessons better with
the help of
diagrams, graphs,
or visual directions.
TOTAL 4.08
In Table 3 question 1, students were questioned regarding particular

instances of visual learning methods. A total of 36 participants strongly agreed, 28
agreed, 23 remained neutral, 3 disagreed, and 0 strongly disagreed. The weighted
mean (wm) for question 1 on visual learning style was calculated as 4.08.
Regarding question 2, the table indicates that 35 participants strongly
agreed, 30 agreed, 21 stayed neutral, 4 disagreed, and none strongly disagreed.
The weighted mean (wm) for question 2 on visual learning style was determined
to be 4.07.
In summary, question 1 obtained a weighted mean of 4.08, question 2
received a weighted mean of 4.07, resulting in an overall total of 4.08 average
weighted mean.
TABLE 4
2. AUDITORY
29
5 4 3 2 1 WM V.I
1.I understand better 34 29 22 3 2 4.00 AGREE

when someone tells me
how to do something,
rather than to read the
same thing to myself.
2. I rather listen to a 25 37 22 5 1 3.89 AGREE

lecture discussion or
speeches than to read
the study material
myself.
TOTAL 3.95

instances of Auditory learning methods. A total of 34 participants strongly agreed,
29 agreed, 22 remained neutral, 3 disagreed, and 2 strongly disagreed. The
weighted mean (wm) for question 1 on auditory learning style was calculated as
4.00.
In table 4 question 2, the table indicates that 25 strongly agreed, 37

participants agreed, 22 stayed neutral, 5 disagreed, and 1 strongly disagreed. The
weighted mean (wm) for question 2 on Auditory learning style was determined to
be 3.89.
In conclusion, question 1 obtained a weighted mean of 4.00, question 2

weighted mean.
TABLE 5
3. READ AND WRITE
30
5 4 3 2 1 WM V.I
1.I prefer reading 33 21 30 3 3 3.87 AGREE

textbooks or other
written materials to
better understand
academics.
2.I take notes during 23 32 24 8 3 3.71 AGREE

discussions to help me
retain the lessons more
efficiently.
TOTAL 3.79

instances of Read and write learning methods. A total of 33 participants strongly
agreed, 21 agreed, 30 answered neutral, 3 disagreed, and 3 strongly disagreed.
The weighted mean (wm) for question 1 on read and write learning style was
calculated as 3.87.

instances of read and write learning methods. A total of 23 strongly agreed, 32
participants agreed, 24 answered neutral, 8 disagreed and 3 strongly disagreed.
The weighted mean (wm) for question 1 on read and write learning style was
calculated as 3.71.

weighted mean.
TABLE 6
4. KINESTHETIC
31
5 4 3 2 1 WM V.I
1. I learn best when I can 30 26 29 4 1 3.88 AGREE

physically interact with
objects or materials.
2. I prefer hands-on 38 29 21 2 0 4.14 AGREE

activities or experiments
when learning new
concepts.
TOTAL 4.01

instances of Kinesthetic learning methods. A total of 30 participants strongly
agreed, 26 agreed, 29 answered neutral, 4 disagreed, and 1 strongly disagreed.
The weighted mean (wm) for question 1 on kinesthetic learning style was
calculated as 3.88.
In Table 6 question 2, the table indicates that 38 participants strongly
agreed, 29 agreed, 21 stayed neutral, 2 disagreed, and 0 strongly disagreed. The
weighted mean (wm) for question 2 on kinesthetic learning style was determined
to be 4.14.
received a weighted mean of 4.14 , resulting in an overall total of 4.01 average
weighted mean.
TABLE 7
SUMMARY:
LEARNING AWM V.I RANK

STYLE
VISUAL 4.08 AGREE 1

LEARNING
AUDITORY AGREE 3
32
LEARNING 3.95
KINESTHETIC 4.01 AGREE 2

LEARNING
READ AND 3.79 AGREE 4

WRITE
LEARNING
The table 7 shows the summary of gathered data where visual

learning ranks 1st with an average weighted mean of 4.08 followed by kinesthetic
learning in 2nd with an average weighted mean of 4.01. Auditory learning is
ranked 3rd with an average weighted mean of 3.95 and read and write learning is
the least I 4th place with an average weighted mean of 3.79. It shows that
learning through visualization information helps students learn better, attaining
higher value of knowledge and having a wider capacity to learn.
CHAPTER 5
SUMMARY, CONCLUSION AND RECOMMENDATION
This chapter presents the summary of findings, conclusions and
recommendations derived in the conduct of the study which aimed to study Learning
Style Preferences Towards Academic Performance of Grade 12 STEM Students
in SEA-ITT FAIRVIEW A. Y. 2023-2024. The findings were based on the gathered
data drawn from it. The result of the data collected, analyzed and interpreted
systematically have resulted in plausible, conceivable and reasonable conclusion and
recommendation.
Summary of Findings
The findings consist of two(2) different parts- demographic profile and
likert scale- fixating on the preferred and most challenging learning style of the
respondents with the problems that occur while discovering their personal
33
learning styles and the best to use in terms of focus and motivation. Personal
information shows that a vast number of the participants are mostly female
making up 56.7% of the total respondents. The findings revealed that the age of
the respondents’ participated in the study is ranging around 16 - 21 years old, 17
years old having the highest number of participants, showing that the respondents
were grade 12 students and are fitted for this topic.
Four primary learning styles—visual, auditory, read-and-write, and

kinesthetic—were explored through specific examples provided by the
researchers. Key findings revealed that visual learning is most employed, with a
total of 4.08 weighted mean and an "AGREE" for verbal interpretation. Knowing
that many people learn by seeing things emphasizes how important it is for
teachers to use pictures and visual materials to help students get more interested
and understand better. While a 3.95 weighted mean with a verbal interpretation of
"AGREE" for students that find auditory learning effective, emphasizing its
significance in study routines. Understanding that many people like learning by
listening suggests that it's beneficial for teachers to use sounds and have
interesting discussions to meet different learning preferences. Read-and-write
learning is a strong preference for a total weighted mean of 3.79 and a verbal
interpretation of "AGREE." Read-and-write learning approaches emphasize the
importance for educators to include writing tasks, reading resources, and note-
taking techniques in their instructional methods. Additionally, kinesthetic
learning, with a total of 4.01 weighted mean and a verbal interpretation of
"AGREE," shows that doing things with your hands and getting involved in
activities while learning is effective. It shows that it's important to include
physical actions in how we teach and learn.
34
Based on the results, the visual learning style is the most popular, with
a total weighted mean of 4.08 with a verbal interpretation of "AGREE," while the
read-and-write learning style gained the lowest weighted mean with a total
weighted mean of 3.79 with a verbal interpretation of "AGREE," making it the
least favored learning style. This shows that learning through observation or
visualization activities enhances the students’ capability to memorize, acquire
knowledge, and retain information and involves individual participation, which is
much preferred compared to other available learning styles in the study. On the
other hand, the most difficult learning style, contrary to the previous question, is
reading and writing, gaining a 3.79 weighted mean with verbal interpretations of
"AGREE" respondents stating that learning through reading and writing is harder
compared to other preferences like sounds, observation, and experience.
Conclusion
The majority of the respondents from the gathered data preferred visual
learning over other given types of learning such as kinesthetic ranking second,
auditory ranking third while the least and most challenging learning style for the
respondents is read and write style. The relationship between academic
performances when aligned with the most compatible learning style is evident
stating that students do learn easier and faster using their comfortable learning
style.
Recommendations
The researchers' suggestions for how to improve through this research are
35
listed below. This is supplied to assist upcoming researchers in producing better
and higher-quality research.
STUDENTS
Students should have their own learning styles to study more effectively,
particularly in more general courses. Students who are struggling with a particular
subject approach their learning style in the easiest or most efficient way possible.
Understanding your learning style will help future scholars and is best to use a
multimodal approach to improve the quality of the learning process. This way it
can improve your skills especially in academics potentially leading in a more
varied way of learning.
PARENTS
Analyze and kinds of learning styles. Parents must understand what

learning style they should arrange for their children given that they understand or
cope with the subjects. In that way, they can comprehend and can support their
children's education more efficiently as well as surely receive the best learning
experience. Through the conducted research, they will have an idea on the best
possible way they will know their child's personal learning style.
TEACHERS
Convenient way of teaching. Teachers should consider incorporating

different teaching techniques and strategies to accommodate the diverse learning
styles of their students. It is recommended that teachers familiarize themselves
36
with the various learning styles and adapt their teaching methods accordingly.
Furthermore, teachers should constantly assess the academic performance of their
students and make necessary adjustments to their teaching styles in order to
maximize learning outcomes.
FUTURE RESEARCHERS
Seek feedback and collaboration. Consult other academics in your field

for critique and suggestions, and consider working on research projects together.
Collaboration can give rise to new ideas, perspectives, and research opportunities.
This association can contribute to successful existing research and future
collaboration. Additionally, it can provide a platform for sharing resources,
exchanging knowledge, and enhancing overall research outcomes. By fostering a
sense of collaboration among academics, can enhance research outcomes and
make significant contributions to the field of education.
SOCIETY
Comprehends different abilities. Society should prioritize understanding

and addressing the learning style preferences of students in order to enhance their
academic performance. Society should invest in research and resources that
support tailored learning strategies, provide training for educators on effective
teaching methods, and promote a learning environment that accommodates
diverse learning styles.
37
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Instruction as Tool towards Academic Achievement of Grade Five Pupils. . .
ResearchGate.
https://www.researchgate.net/publication/361071021_Learning_Styles-
Based_Differentiated_Instruction_as_Tool_towards_Academic_Achievement_of_
Grade_Five_Pupils_in_Science_and_Health_V
Wright, S., & Stokes, A. (2015). The application of VARK learning styles in
introductory level Economics Units. Issues in Educational Research, 25(1), 62–
79. http://www.iier.org.au/iier25/wright.pdf
40
Yusuf, M. (2022). Determination of methods and effectiveness of using various

learning methods. INTERNATIONAL JOURNAL OF EDUCATION, SOCIAL
SCIENCES AND LINGUISTICS -.
http://internationaljournal.unigha.ac.id/index.php/IJESLi/article/view/113
Yotta E. G. (June 2023) Accommodating students' learning styles differences in

English language classroom.
https://www.sciencedirect.com/science/article/pii/S2405844023047059
APPENDICES
RESEARCH PROJECT WEEKS

PLAN
1 2 3 4 5 6 7 8 9 10 11 12
CHOOSE A TOPIC OF
RESEARCH
THE PROBLEM AND ITS
BACKGROUND
REVIEW OF
RELATED LITERATURE
AND STUDIES
41
RESEARCH
METHODOLOGY
ANALYSIS,
INTERPRETATION AND
PRESENTATION OF
DATA
SUMMARY,
CONCLUSION AND
RECOMMENDATION
DOCUMENTATION
CHAPTER 1
Chapter 1 includes introduction, background of the Study, statement of

the Problem, scope and Delimitation, significance of the study and definition of
terms.The researchers were divided in groups for each part ensuring that every
member takes part in the entirety of the chapter. The tasks was distributed through
online communication using mainly messenger app and Google document app
(gdocs).
CHAPTER 2
The same group was used in Chapter 2 where each has to give profound
citations of their given topics. Each member is expected to contribute one study
and a literature, and once the data is gathered, the leaders of the research group
sorted out the information given by other members to fit the criteria for related
studies and literature. After that, revisions were made resulting for the final
chapter 2.
CHAPTER 3, 4 AND 5
20 members were divided for chapter 3,4 and 5 altogether unlike the
42
previous chapters wherein there are a lot of members per part. 6 members were in
chapter 3 making it's parts individually while in chapter 4, 5 members were tasked
to get the results of the survey and compile all the data gathered. Lastly, 9
members were in chapter 5; 4 members in summary of findings, 3 members in
conclusion and 2 members made recommendations. This plan was executed to
limit the number of clashing ideas making the information more precise to
understand.
QUESTIONNAIRE
In order to ensure that the respondents fully understand our survey

without making a mistake with the questions provided, the teacher reviews the
questionnaire first before we made any final edits.
Consent Letter
DATE: _____________________
Dearest Respondents,
Good day!
Our group is conducting a survey in line with our research study entitled:
“Learning Style Preferences Towards Academic Performance of Grade 12
STEM Students in SEA-ITT FAIRVIEW A. Y. 2023-2024” This study aims to
explore the impact of the learning style preferences towards academic
performance of Grade 12 STEM students.
We would appreciate it if you could help us by responding to the survey honestly
and completely. Any information you provide will be greatly appreciated, and we
guarantee that all information will
be kept strictly confidential given the greatest respect.
Thank you for your attention and time!
43
Respectfully yours.
The Researchers;
GROUP1 STEMGR12_01AM_BOSEC4
Title of the Project: “Learning Style Preferences Towards Academic

Performance of Grade 12 STEM Students in SEA-ITT FAIRVIEW A. Y.
2023-2024”
Dearest Respondents,
Kindly answer the following options given below.

1. I understand that my participation is voluntary.
2. I have had the purpose and nature of the study
explained to me and writing and I have had the
opportunity to ask questions about the study.
3. I gave permission for these individuals or

access my records that are relevant to this research.
4. I understand that all information I provide

for this will be treated confidentially.
5. I agree to take part in the study.
_________________________
__________________
NAME AND
SIGNATURE OF
DATE
THE RESPONDENT
44
Quantitative Survey Questionnaire
Learning Style Preferences Towards Academic Performance of Grade 12

STEM Students in SEA-ITT FAIRVIEW A. Y. 2023-2024
(Optional)Name:_________________________
Age:_____
Grade & Section:_________________________
Sex:______
Definition of Terms
The following represents an initial definition of some terms and concepts:
VISUAL LEARNING- This learning style uses various visual stimuli, such as
pictures, maps, images, slides, graphs, etc., to make the process of noting and
retaining information more straightforward.
AUDITORY LEARNING- A type of learning method which prefers to learn via
45
listening. By interacting with the material through listening to lectures,
discussions, or even simply talking aloud to themselves, these learners retain
information more easily.
READ AND WRITE LEARNING- A type of method that emphasizes text‐

based input and output. A learner that interacts with the material through reading
and writing, whether presented as manuals, reports, essays, or assignments.
KINESTHETIC LEARNING- A type of learning method that links the process

of learning to physical activity. It is a learning style during which the learner has
to feel or move in order to learn more effectively. Also referred to as ‘tactile’,
‘hands-on’, or ‘physical’ learning.
Part Ⅰ Questions
Directions: Please mark ✓, or X for the desired answer.
Q1. What type of learning style fits you best to meet your objectives?
A. Visual learning style
B. Auditory learning style
C. Read and write learning style
D. Kinesthetic learning style
Q2. In what learning style do you find it more difficult to use and apply to
yourself?
A. Visual learning style
B. Auditory learning style
C. Read and write learning style
D. Kinesthetic learning style
PART II
1. VISUAL LEARNING
46
STRONGL AGREE NEUTRAL DIS STRONGLY
Y AGREE AGREE DISAGREE
1. Using flashcards
helps me
remember/retain
things/study
materials better.
2. I understand the
lessons better with
the help of
diagrams, graphs,
or visual directions.
2. AUDITORY LEARNING
STRONGLY AGREE NEUTRAL DIS STRONGLY

AGREE AGREE DISAGREE
3. Using
flashcards helps
me
remember/retain
things/study
materials better.
4. I rather listen
to a lecture
discussion or
speeches than to
read the study
material myself.
3. READ AND WRITE
47
STRONGLY AGREE NEUTRAL DIS STRONGLY

AGREE AGREE DISAGREE
5.I prefer reading
textbooks or other
written materials to
better understand
academics.
6.I take notes
during discussions
to help me retain
the lessons more
efficiently.
4. KINESTHETIC LEARNING
STRONGL AGREE NEUTRAL DIS STRONGLY

Y AGREE AGREE DISAGREE
5. I learn best
when I can
physically
interact with
objects or
materials.
6.I prefer hands-
on activities or
experiments
when learning
new concepts.
48
CURRICULUM VITAE
PERSONAL INFORMATION
NAME: CHESCKA JAIMER T. ABILA

ADDRESS: #Lower Jasmin St. Barangay Payatas A. Quezon City
EMAIL: chescka.abila03@gmail.com
CELL #: 0905-323-6089
EDUCATIONAL BACKGROUND
SENIOR HIGH SCHOOL: SOUTH EAST-ASIA INSTITUTE OF TRADE

AND TECHNOLOGY
BDI Center, Regalado Ave, Greater Lagro, Quezon City
Science, Technology, Engineering, and Mathematics (STEM)
49
2022-2023
JUNIOR HIGH SCHOOL: Prince Nikki School Inc. Pinagka-Isa Brgy. Payatas
A. Quezon City 2017-2021
Commonwealth High School Ecol St, Quezon City, Metro Manila 2021-2022
PRIMARY: Caloocan Central Elementary School A.Mabini St. Caloocan City
2009-2014
Lakandula Elementary School Gagalangin Tondo, Manila City 2014-2017
ACHIEVEMENTS:
2ND PLACE FOLK DANCE COMPETITION

TOP 2 DURING MY 9TH GRADE
Best in Slogan during grade 7
COMPETENCE AND SKILLS
Sing
Guitar
Ukulele
Communication Skills
50
Name: Krizia Ancho
Address: #88 Lily Street Pingkian Village III Pasong Tamo, Quezon City
Email: kriziaancho266@gmail.com
Cell#: 0967-315-8223
Senior High School: SEA-IIT BDI Center, Regalado Ave, Greater Lagro,
Quezon City
Science, Technology, Engineering, and Mathematics (STEM) 2022-2023
51
Junior High School: West Fairview High School Austin Street, West Fairview,
Quezon City 2018-2022
Primary Elementary: Jone Paul Christian School Inc.
313 Republic Avenue, Quezon City
ACHIEVEMENTS
1st Place Slogan Contest
1st Place Essay Writing
2nd Place Singing Contest
Graduated Salutatorian on 6th Grade
With Honors since 7th Grade to 11th Grade
2nd Place Folk Dance Competition During 11th Grade
COMPETENCIES AND SKILLS
Social Skills
52
Name: David Owen D. Cabuang
Address: #3180 Niñada st. Brgy COMMONWEALTH QC
Email: davidowencabuang30@gmail.com
Cell#: 0956-845-2811
Senior High School: South East Asia Institute of Technology (SEA-ITT)

Fairview, Quezon
Science Technology Engineering and Mathematics (STEM)
53
2022 - 2023
Junior High School: Batasan Hills National High School IBP Road, Batasan
Hills, Quezon City
2018 - 2022
Primary: Mines Elementary School Mines st. Brgy. Varsa, Quezon City /
Benigno S. Aquino Jr. Elementary School Commonwealth QC
2012 - 2018
ACHIEVEMENTS
- Top 7 during my 1st grade.
- Top 1 during my 2nd grade.
- Top 8 during my 3rd grade.
- Top 2 during my 5th grade.
- With honor 1st sem during my 11th grade.
- 2nd placer in folk dance during 9th year intramurals of SEA-ITT.
- finished grade 11 in SEA-ITT with honor.
- Social skills
54
- Communication skills
NAME: PRECIOUS ERIKA L. CALDEA
ADDRESS: #6 Doña Pilar St. Villa Beatriz Old Balara Q.C
EMAIL: preciouserikacaldea@gmail.com
CELL #: 0992-434-9330
SENIOR HIGH SCHOOL: Senior High School: South East Asia Institute of
Technology (SEA-ITT) Fairview, Quezon
Science Technology Engineering and Mathematics (STEM) 2022 - 2023
JUNIOR HIGH SCHOOL: Immaculate conception knowledge school (ICKS)

#19 Talisay St. Feria Road, Diliman Quezon City 2017 - 2020
55
PRIMARY: Old Balara Elementary School Dona Felicidad Street,Matandang
Balara
2013-2018
ACHIEVEMENTS
Best in Filipino
Best in Penmanship
Dance participant during 4th grade
2nd Place in folk dance during 11th grade
Writing skills
Good listener
Communication skills
56
Name: Bevielyn Cornelio

Address: #13 B Sta. Catalina St. Brgy. Holy Spirit Quezon City
Email: cbevielyn@gmail.com
Cell#: 0927-497-3260
Senior High School: SEAITT

Science, Technology, Engineering, and Mathematics
(STEM) 2022-2023
Junior High School: Holy Spirit National High School
Sto. Ireneo St., Doña Juaña Ext. Holy Spirit , Quezon City,
Philippines, 1127. 2018-2022
57
Primary: Telesforo Gargantiel Memorial Elementary School
Bayawan, Negros Oriental
2012-2017
Doña Juaña Elementary School
Saint Peter ST. HOLY SPIRIT, Quezon City, Philippines
2017-2018
ACHIEVEMENTS
2nd place. Radio Broadcasting, Division Level (Grade 5-6)

Top 1 during my 6th grade
With honors since 7th grade to 10th grade
Finished grade 11 in SEA-ITT with high honor
2nd Place. Folk Dance Competition During 11th Grade
Social skills
Active listening skills
58
Name: Divine Joyce E. Espera

Address: #114 Saint Hermine Street, Brookside Bagong Silangan, Quezon City
Email: Vinejoceiespera@gmail.com
Cell#: 0905-385-6847
Senior High School: South East-Asia Institute Of Trade and Technology

3rd Flr. Crownlink 1 Bldg., Regalado Avenue, Brgy, Greater Lagro, Quezon City
Science, Technology, Engineering, Mathematics (STEM) (2022- Present)
Junior High School: Bagong Silangan High School
J.P Rizal St., Brgy. Bagong Silangan, Quezon City (2018-2021)
Primary: Bagong Silangan Elementary School
Gen. Villamor St., Brgy. Bagong Silangan, Quezon City (2014-2015, 2016-2018)
Evangelista Elementary School
59
Brgy. Evangelista, Naujan Oriental Mindoro (2015-2016)
Stella Maris School
Brookside, Brgy. Bagong Silangan, Quezon City (2012-2014)
ACHIEVEMENTS
Consistent Honor Student from Elementary to High School

First Place in Feature Writing Division Contest in Fourth Grade
First Place in Science and Technology Writing Division Contest in Fourth Grade
Araling Panlipunan Quiz Bee District Contestant in Third Grade
Journalism Feature Writer and Contestant in Sixth Grade
(Team) Game Ka Na Ba Math Contest, First Place in Sixth Grade
Top 1 in English in Seventh Grade
With Honors in Science in Seventh Grade
The Replika Flash Fiction National Contest 10th Placer in Ninth Grade
The Replika Feature Writing National Contest 12th Placer in Ninth Grade
Contestant in Journalism District Schools Press Conference in Tenth Grade
Third Place in Earth Science Slogan Contest in Eleventh Grade
(Team) Second Place in Folk Dance School Competition in Eleventh Grade
Art Skills
Singing and Instrumental Skills
Schedule Management
60
Calm and Collected in Times of Adversaries
Great Leadership
Cooking Skills
Reading and Writing Skills
Observation and Intuition Skills
Planning Skills
Name: Helary Miles B. Frofunga

Address: Phase 9 Pkg 3-a Block 29 Lot Excess, Kaunlaran, Bagong Silang
Caloocan City
Email: frofungahelarymiles@gmail.com
Cell#: 0951-189-1017
Senior High School: SEA-ITT

Junior High School: Kalayaan National High School
Phase 10-A, Bagong Silang Langit Rd, 176, Caloocan Phase 1, Bagong Silang ,
Caloocan, Metro Manila (2018-2022)
Primary: Gabriela Silang Elementary School Phase 1, Bagong Silang Caloocan
City (2013-2018)
61
ACHIEVEMENTS
3rd Place MTAP CHALLENGE, District Level (Grade 2-3).

Contestant of MTAP CHALLENGE, District Level (Grade 5-6)
Contestant of Science Quiz Bee (Grade 5-6)
Contestant of Spelling Quiz Bee (Grade 6)
2nd Place in Sabayang Pagbigkas (Grade 6)
5th Place in Pagsulat ng Pangulong Tudling (Grade 5-6)
Rank 2 overall during my 10th grade.
With Honors during 7th grade
With High Honors during 8th – 10th grade
2nd Place in Folk Dance Competition (Grade 11)
1st Place Matherific Group Category (Grade 11)
With High Honors (Grade 11)
Problem Solving
Strategic Planning
Leadership
Adaptability
Active Listening
62
NAME: Aliah Dawn Hedriana

ADDRESS: #14J Basilio st. Republic Avenue Fairview Quezon City
EMAIL: aliahhedriana@gmail.com
CELL #: 0961-784-0939
SENIOR HIGH SCHOOL: SEA-ITT

JUNIOR HIGH SCHOOL: North Fairview High School Auburn St. Brgy North
Fairview Quezon City 2018 - 2022
PRIMARY: Fairview Elementary School 2018-2022
Brain Integrated School 2012-2017
ACHIEVEMENTS
63
2ND PLACE FOLK DANCE COMPETITION
Honor student in highschool
With honor in grade 11
Received golden heart award during grade 6
Yellow pen award during 3rd grade
Interpersonal skills
Active Listening
64
Name: Braiden Jules G. Jermice

Address: #618 Jasmin Street. Barangay, Holy Spirit Quezon City
Email: braidenjermice18@gmail.com
Cell#: 0961-876-1539
Senior High School: SEA-ITT BDI Center, Regalado Ave, Greater Lagro,
Quezon City
(STEM) 2023-2024
Sto. Ireneo St., Doña Juaña Ext. Holy Spirit , Quezon
City, Philippines, 1127
2018-2022
Primary: Doña Juaña Elementary School
Saint Peter ST. HOLY SPIRIT, Quezon City, Philippines
2012-2018
ACHIEVEMENTS
65
With Honor Since 9th Grade to Grade 11th

Arts
Time management
Good Listener
66
Name: Felisitti Anne I. Latonero

Address: 34Q Chestnut St. West Fairview Quezon City
Email: felisittianne09@gmail.com
Cell#: 0956-530-7605

(STEM)
2022-2023
Junior High School: West Fairview High School

Austin St. West Fairview Quezon City
2018-2022
Primary: Quirino Elementary School

Quirino elementary School Anonas, Project 2, Quezon City,
Metro Manila
2012-2018
ACHIEVEMENTS
• Top 2 during my 9th grade.

• With honors during 10th grade
67
• 2nd place. Folk dance competition during 11th grade
• Consistent top student during gradeschool
Creative thinking
Adaptability
Punctuality
Teamwork
68
NAME: Jenny D. Mangayan

ADDRESS: 1274 Everlasting Street Riverside,
Barangay Commonwealth, Quezon City
EMAIL: mangayanjenny17@gmail.com
CELL #: 0999-953-0246
SENIOR HIGH SCHOOL: SEAITT

JUNIOR HIGH SCHOOL:
Holy Spirit National High School
Sto. Ireneo St., Doña Juaña Ext. Holy Spirit, Quezon City, Philippines, 1127
2018-2022
PRIMARY: Commonwealth Elementary School
1121 Commonwealth Ave, Quezon City, Metro Manila
2012-2018
ACHIEVEMENTS
Honor Students in Grades 1, 2, 3, 4 and 6

Top 5 in overall classes of Math during my 3rd Grade
Top 1 during my 6th Grade
With high honors during 9th and 10th Grade
69
2nd placer in 7th Grade, Math Quiz Bee
Top 3 during my 7th Grade
City competition 1st runner up in chorale during Grade 4
finished grade 11 in SEAITT with high honor
Active listening skills

Journalist student (Lathalain)
70
Name: Christian James S. Orbino

Address: Blk.2 Lot8 Matang Araw st. Golden Shower Payatas, Quezon City
Email: christianjamesorbino@gmail.com
Cell#: 0916-641-1041

(STEM)
2022-2023
Junior High School: Justice Cecilia Muñoz Palma High School.

Molave St. Payatas B, Quezon City
2018-2022
Primary: Blessed Exodus Christian Academy

P492+P9P, Payatas Rd, Quezon City
2012-2018
71
ACHIEVEMENTS
Best in math
Loyalty award
Top 2 during 2nd grade
Top 2 during 3rd grade
2nd place in folk dance during 11th grade
Teamwork
Creativity
Cooking
72
Name: Franz Daniel B. Perez

Address: 7 Sto. domingo st. Brgy Holy spirit QC.
Email:perezfranzdaniel@gmail.com
Cell#: 0932-779-3483
Senior High School: South East Asia Institute of Technology (SEA-ITT)

Fairview, Quezon
Science Technology Engineering and Mathematics (STEM)
2022 - 2023
Junior High School: Holy Spirit National High School Sto. Ireneo St
Primary: Dona juana Elementary School Saint Peter Street, Brgy. Holy Spirit,
Quezon City
ACHIEVEMENTS
Honor student in highschool grade 9-11

Top 1 in 4th grade.
Writing
Social skills
Time Management
73
communication skills
Name: Aldrin Protacio

Address: Blk 6 lot 9 Adarna Street Purok 8 Unit 5 Brgy. Commonwealth Quezon
City
Email: aldrinprotacio09@gmail.com
Cell#: 0969-068-0471

(STEM)
2022-2023
Sto. Ireneo St., Doña Juaña Ext. Holy Spirit , Quezon City,
Philippines, 1127
2018-2022
Primary: Cordis Mariae School
Commonwealth, Quezon City
(2013-2015)
Dona Juana Elementary School
Saint Peter Street, Barangay Holy Spirit, Quezon City
(2015-2018)
74
ACHIEVEMENTS
With honors throughout primary

Top 2 during 7th grade
1st runner up Mr. and Ms. UN during primary
Finished grade 11 in SEAITT with high honor
Public speaking
Time Management
Social Skills
75
NAME: JurisAndy Porillo
ADDRESS: #17 kalinisan st. Brgy. Commonwealth Manggahan Quezon City
EMAIL: Porillojurisandy@gmail.com
CELL#: 0998-320-8394
Tertiary : Commonwealth High School 2021-

2022
Ecol St, Quezon City, Metro Manila
Senior High School : South East- Asia Institute of Trade

and Technology
Junior High School: Commonwealth High School 2018-

2022
76
Primary: Brnigno S. Aquino Jr. Elementary
School
Commonwealth Elementary School
ACHIEVEMENTS
With High Honor Grade 8, 9 and 10
Social Skills
Time Management
Cycling
Communication
Social media
Microsoft word and powerpoint
77
NAME: Krishia-nel B. Rios

ADDRESS: #0003 LT Regalado Ave Greater Lagro,
Quezon city
EMAIL: riosshanel1205@gmail.com
CELL #: 0961-849-7265
SENIOR HIGH SCHOOL: SEAITT

JUNIOR HIGH SCHOOL: North Fairview High School Auburn St. Brgy North
Fairview Quezon City 2018 - 2022
PRIMARY: North Fairview Elementary School Auburn St. Brgy North Fairview
Quezon City 2014-2018
ACHIEVEMENTS
78
Reached 3.5 million ratings in the game DRAGON RAJA
Painting
Creativity
Good Listener
NAME: John Emmanuel M. Roldan

ADDRESS: 28 A BF Road, Brgy Holy Spirit, Quezon City
EMAIL: johnemmanuelroldan@gmail.com
CELL #: 0970-781-0970
SENIOR HIGHSCHOOL:
SOUTH EAST-ASIA INSTITUTE OF TRADE AND TECHNOLOGY
(2022-2023)
JUNIOR HIGH SCHOOL:
Holy Spirit National High School
Sto. Irene St.,Brgy. Holy Spirit, Quezon City (2018-2022)
PRIMARY:
79
Doña Juana Elementary School
Saint Peter St. Brgy Holy Spirit, Quezon City
(2012-2018)
ACHIVEMENTS
- With Honors in my 9th and 10th Grade

- finished grade 11 in SEAITT with honor
- Edukasyon sa Pagpapakatao (E.S.P) School Representative
- Good Listener
- Communication Skill
Name: Viscaya, Beatrice Jessa T.

Address: 17# kalinisan street Brgt. Commonwealth Manggahan Quezon City
Email: beatricejessaviscaya857@gmail.com
Cell#: 0920-819-0751
Senior High School: SEA-ITT

(STEM) 2023-2024
80
Junior High School: Commonwealth High School
Primary: 7th day adventist preparatory school
Commonwealth Elementary School
ACHIEVEMENTS
- Champion in Pdlai music championship

- With Honors 11th grade
-With Honors during Elementary
Arts
Microsoft word and Powerpoint
Social media
81
Name: Rain Ashlie A. Sumalbag
Address: 177 Rosal St. Pingkian Pasong Tamo Quezon City
Email: rainashliesumalbag@gmail.com
Cell#: 0926-163-1703
82
2022-2023
Junior High School: West Fairview High School
2018-2022
Primary: Mary and Child Academy
2012-2014
North Fairview Elementary School
Auburn, Novaliches, Quezon City
2014-2016
West Fairview Elementary School
2016-2018
ACHIEVEMENTS
83
• Consistent top student during gradeschool
• Best in Exhibit Output during grade 8
• With honors during 7th to 10th grade
• 2nd place. Folk dance competition during 11th grade
Critical Thinking
Management Skills
Empathy
Teamwork
84

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SOUTH EAST-ASIA INSTITUTE

OF TRADE AND TECHNOLOGY

A Quantitative Research Paper Presented

South East-Asia Institute of Trade and Technology

This research entitled “Learning Style Preferences Towards

MARGARETTE PEARL G. SIBAYAN

The researcher would like to express her gratitude to the following

MRS. MA. EDNA C. GETUABAN, President, South East-Asia

MRS. RIZALYN O. SANTELICES, Principal, Basic Education

MS. MARY ROSE F. PANGANIBAN, subject teacher, for the

Lastly, to the ALMIGHTY GOD, who gave the researcher heavenly

A special thanks to our subject teacher, Ms. Mary Rose F. Panganiban,

This research is dedicated to students like us who continue to study and

In conclusion, This research provides significance of acknowledging and adapting

CHAPTER 1: THE PROBLEM AND ITS BACKGROUND

CHAPTER 2: REVIEW OF RELATED LITERATURE AND STUDIES

CHAPTER 3: METHOD OF RESEARCH

CHAPTER 4: ANALYSIS, INTERPRETATION AND PRESENTATION

CHAPTER 5: SUMMARY OF FINDINGS, CONCLUSION, AND

In terms of learning, we can say that different people have different

In addition, according to various research studies, it is possible to know

Background of the Study

Learning designs should be modified to every group of students with

Hence, the goal of this quantitative study is to establish the influence of

1. What is the Socio-demographic profile of the students? In terms of:

2. What is the preferred learning style of the respondents in terms of;

3. Which of the learning styles do they find challenging to apply in their

Parents. By knowing which learning style is preferred, parents can support

Teachers. Gaining immense value from this study can significantly

Scope and Delimitation of the Study

The main objective of this research is to discover and deepen our

Questionnaire: Do different learning styles directly affect students' academic

Alternative Hypothesis(H1): Different learning styles affect students' academic

Academic Performance- The measurement of student achievement across various

Auditory Learning- A type of learning method which prefers to learn via

A.Y.- Academic Year

Conducive- Tending to cause or produce something.

Pedagogical- Concerning the methods and theory of teaching.

SEA-ITT- South East Asia Institute of Trade and Technology

STEM- Science, Technology, Engineering, and Mathematic

VARK- Visual, Auditory, Read, Kinesthetic

Another article from the International Journal of Recent Technology and

Different individuals refer to different kinds of styles. Some learners are

While it is important to know one's strength in learning, it is still not the

The application of VARK learning styles in introductory level economics

Determination of Methods and Effectiveness of Using Various Learning

University of the West Scotland (2023) According to UWS London,

According to Muhammad A Al-Roomy (2023) The Relationship Among

According to Ashley Ali Bangcola's (2016) study titled "Learning Styles

In the study composed by Marjon M. (2019), titled "Differentiating

A study by Moneva, Arnado, and Buot (2020) titled “Students’ Learning

This study was conducted by Pineda (2021) on the students’ preferred

Based on the study of Roni P. Sapad and Dennis G. Caballes (2022),

Nursen ilcin, Murat Tomruk, Sevgi Sevi Yeşilyaprak, Didem Karadibak,

Mary L. (2019) “Using VARK learning styles to predict instructional

According to Hassan S.(2021) conducted a study on "adaptive e-learning

Ha, N. T. T. (2021). Effects of learning style on students' achievement:

Figure 1: Schematic Diagram Showing the Relationship between the Learning

Figure 1 illustrates the conceptual framework of the study. It