HomePhilippine Journal of Psychologyvol. 40 no. 1 (2007)

Student-Teacher Thinking Styles Congruence and Academic Achievement of Filipino High School Students

Marshall N. Valencia

Discipline: Education, Psychology



The study assessed the relationship between student-teacher thinking styles congruence and academic achievement in a sample of 253 Filipino high school students. Absolute score differences (between students and their teachers in Science, Mathematics, and Social Studies) in the Thinking Styles Inventory (Sternberg & Wagner, 1992) and average quarterly final grades were subjected to partial correlation analysis controlling the effect of scores in a standardized mental ability test. Results showed that student-teacher thinking styles congruence on some scales of the TSI were significantly related to grades in Science, Mathematics, and Social Studies. Findings were discussed in the context of cultural and economic realities in the public education system of the Philippines and how they possibly affect manifestations of thinking styles in the classroom. The role of teachers as mediating variables to the impact of student thinking styles and academic performance was highlighted.