The Relationship Between Learning Style and Academic Performance of Bachelor of Secondary Education Major in Filipino Students

Jeddah  B. Quiño-Justol,; Jiezel  M. Yanson,; Precious  G. Labiano,; Cristhel  S. Balaod,; John Mer  B. Arazo,

The Relationship Between Learning Style and Academic Performance of Bachelor of Secondary Education Major in Filipino Students

Jiezel M. Yanson | Precious G. Labiano | Cristhel S. Balaod | John Mer B. Arazo | Jeddah B. Quiño-Justol

Discipline: Education

Abstract:

This study investigated the relationship between learning styles and academic performance of students enrolled in the Bachelor of Secondary Education (BSED) major in Filipino at Tagoloan Community College during the Academic Year 2024–2025. A descriptive–correlational research design was employed, involving 175 students selected through stratified random sampling from a total population of 318 students. Data were collected using a validated researcher-made questionnaire that measured students’ learning styles across visual, auditory, and kinesthetic modalities, while academic performance was assessed using students’ General Weighted Average (GWA). Results revealed that students exhibited a very high level of learning style preference across all three modalities, with kinesthetic learning style obtaining the highest mean (M = 3.32, SD = 0.57), followed by visual (M = 3.31, SD = 0.49) and auditory (M = 3.25, SD = 0.49). In terms of academic performance, the respondents demonstrated very high to high academic performance, with 45% obtaining a GWA between 1.00–1.49 and 53% falling within 1.50–1.99. Correlation analysis revealed a significant negative relationship between overall learning styles and GWA (ρ = −0.275, p = 0.008), indicating that stronger alignment with preferred learning styles is associated with better academic performance. Among the modalities, the kinesthetic learning style showed the strongest relationship with GWA (ρ = −0.298, p = 0.004), followed by the visual learning style (ρ = −0.241, p = 0.015), while the auditory learning style showed no significant relationship (ρ = −0.121, p = 0.108). The findings highlight the importance of integrating kinesthetic and visual instructional strategies to enhance students’ academic performance and to support effective teaching practices in Filipino teacher education programs.

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