Chapter 1: Introduction

Background of the Study

Learning styles refer to the different ways in which individuals acquire, process, and retain information.
While different learning styles have been identified, the most commonly recognized are visual, auditory,
kinesthetic, and reading/writing. Understanding and catering to students' preferred learning styles can
help improve their academic performance and engagement in the learning process.

In Moreh Academy, a private school in the Philippines, Grade 11 students in the Humanities and Social
Sciences (HUMSS) strand are enrolled in a rigorous academic program that requires critical thinking,
effective communication, and analytical skills. Given the importance of these skills, it is essential to
identify the prepared learning styles of HUMSS students in Moreh Academy to ensure that teaching
strategies align with their preferred learning styles.

Purpose of Study
The primary purpose of this research study is to identify the prepared learning styles of selected Grade
11 HUMSS students in Moreh Academy for the school year 2022-2023. The study aims to determine the
students' preferred learning styles, the extent to which their preferred learning styles are being catered
to, and the impact of the alignment between teaching strategies and preferred learning styles on their
academic performance.

Research Questions:
This study seeks to answer the following research questions:

What are the preferred learning styles of selected Grade 11 HUMSS students in Moreh Academy for the
school year 2022-2023?

To what extent are the preferred learning styles of the selected Grade 11 HUMSS students in Moreh
Academy being catered to?

What is the impact of the alignment between teaching strategies and preferred learning styles on the
academic performance of selected Grade 11 HUMSS students in Moreh Academy?

Significance of the Study

The findings of this study may have several implications for educational practice. By identifying the
prepared learning styles of Grade 11 HUMSS students in Moreh Academy, teachers and school
administrators can improve the alignment between teaching strategies and students' preferred learning
styles, which can enhance student engagement and academic performance. Additionally, the study's
findings can provide insights into the effectiveness of current teaching strategies in catering to diverse
learning styles and guide the development of more effective teaching strategies.

Scope and Limitations of the Study

This study will focus on selected Grade 11 HUMSS students in Moreh Academy for the school year 2022-
2023. The study will employ a mixed-methods approach, consisting of a learning style assessment
questionnaire and semi-structured interviews with selected students and teachers. The study's
limitations include the small sample size, limited geographic and demographic scope, and the potential
for self-report bias in the learning style assessment questionnaire.

Chapter 1 Summary
This chapter introduced the background, purpose, research questions, significance, and scope of the
study. The study aims to identify the prepared learning styles of selected Grade 11 HUMSS students in
Moreh Academy and their alignment with teaching strategies and academic performance. The following
chapter will review the literature related to learning styles and their impact on academic performance