7th Article | Volume 01 | Issue 03
Pupils’ Learning Styles and Academic Performance in Modular Learning
June Albert V. Cavite
junealbertcavite25@gmail.com
Elementary School Teacher
Mabagon Elementary School
Mabagon, Hindang, Leyte
Maria Victoria A. Gonzaga
mavictoriagonzaga@fcic.edu.ph
Franciscan College of the Immaculate Conception
Baybay City, Leyte
Abstract
This study assesses the student learning styles and academic performance in modular learning among Grade IV, V, and VI learners of Hindang Central School. This considered the learning styles and academic performance of the respondents in modular learning. A total of 252 learners from Hindang Central School participated as respondents in the evaluative method of research that consists of two parts questionnaires. This study used a modified survey questionnaire from the University of California at Merced, Student Advising and Learning Center to gather the data of the respondents. As to the significance of learning styles and academic performances of the respondents in modular learning, Analysis of Variance (ANOVA) was used to analyze the significant differences. The study's findings indicated that auditory learning was the respondents' preferred method of learning. This learning style is best through speaking or listening. Moreover, auditory learners prevail dominantly amidst the health crisis faced. The respondents' academic achievement in the academic year 2020–2021 was also revealed to be Very Satisfactory. According to the Analysis of Variance (ANOVA), there was no apparent connection between learning preferences and academic achievement in the new typical education. Therefore, there was no relation or correlation between the two variables.
Keywords: Learning Styles, Visual Learners, Auditory Learners, Tactile Learners, Academic Performance, Modular Learning
How to cite:
Cavite, J. A. & Gonzaga, M. V. (2023) Pupils’ Learning Styles and Academic Performance in Modular Learning. International Journal of Multidisciplinary Educational Research and Innovation. 1(3), 72-88. https://doi.org/10.5281/zenodo.8325677.
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