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

Abstract

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