Independence of Learning Style, Teaching Style and Learners’ Academic Performance in Science of Dela Paz National High School

Learning is the ultimate goal of man’s survival and the main reason why teachers exist is to direct learners achieve it appropriately. Being unique is commonly observed to human’s capacity to think, learn and behave. Many experts have thoroughly performed studies about the brain, it’s activity and capacity proposing so many theories and recommendations up to this date, all pointing to obtaining knowledge and applying them accordingly for continued existence. Even though researches and science breakthroughs offer lots of information about the brain and learning, a mismatch on learning delivery often end up to frustrating unattained learning goals.

The main objective of this study was to assess the association of learning style, teaching style of teachers in Science and learner’s academic performance in Science of Junior High School students of Dela Paz National High School in Antipolo City, Philippines. Twelve teachers were randomly selected out of nineteen regular teachers in Science. Also, two hundred thirty eight learners were selected across the different grade levels using stratified random sampling. The study utilized a research design including descriptive methods of research, survey using a validated VARK questionnaire/checklist and documentary analysis of pertinent documents to gather the needed data.

The study revealed that visual type of learner dominated the Junior High School students of Dela Paz National High School followed by auditory learners with a minimal gap, while most of the teachers in Science exhibit auditory teaching style and seconded by visual teachers. Although there were few reading/writing and kinesthetic learners and teachers, their presence in the population still were recognizable and should be addressed accordingly by the educational institution.

Using the first quarter grade in Science of learners as basis of comparison, the study stressed that learning style of learners and teaching styles of teachers influence the academic performance of learners.