RESULTS AND DISCUSSION

. The analyses and interpretation of the data are presented in this chapter using the

techniques and processes outlined in the preceding chapter for data collection. It also

presents the study's findings and results and provides solutions to all of the issues raised.

Learning Style

Table 1. Learning Style preference of grade 12 HUMSS students

Learning Styles Frequency Percentage

Auditory 63 35
Visual 63 35
Tactile 16 9
Combination 38 21
Total 180 100

Table 1 presents the learning style preference of the grade 12 HUMSS students. It

shows that the most common learning styles in students were auditory 63 (35%) and

visual 63 (35%), 16 (8.89%) answered that the type of learning style they prefer was

tactile, while 38 (21.11%) responded as having two or more preferred learning styles.

This implies that the students often visualized and kept important notes of the discussion.

It indicates that the Grade 12 HUMSS students of Trece Martires City Senior High

School like to visualize and take down important notes of the discussion.

Cabual’s (2021) study, including second-year college students, concluded visual

as/is the vast majority, meaning visual is the chosen learning modality of second-year

college students. However, the study by Kayalar et. al (2017), stated that auditory is the
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preferred learning style of the students in the city of Tekirdag and Erzincan because it

helps them to build more comprehensive sentences, memorize fast and easily, and

participate in the discussion. On the other hand, the study of Bangcola (2016) and Zhu

(2018) showed that the preferred learning style of virtual nursing students was tactile.

Magulod (2018) his/her study, revealed that the students preferred learning style was

virtual and tactile.

The target population was the students under Humanities and Social Sciences

students of Trece Martires City Senior High School. To come up with the sample size,

the researchers used Slovin’s formula which resulted in 180 sample sizes. Stratified with

systematic sampling was used in the study, to ensure that the different groups of the

population be presented in the sample.

The descriptive-correlational method and a questionnaire adapted from Learning

Style Questionnaire developed by Calvin are used in the study, to gather data. According

to the results, there is no significant relationship between learning style and academic

achievement of students. Students’ academic achievement was quite similar to their

individual learning styles. These facts reveal that each learning style has its own strengths

and weaknesses.
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Academic Performance

Table 2. Distribution of respondents in terms of their academic performance.

Academic Performance Frequency Percentage
Outstanding 78 43
Very Satisfactory 85 47
Satisfactory 12 7
Fairly Satisfactory 5 3
Total 180 100
Legend: Academic Performance Interpretation
90-100 Outstanding
85-89 Very Satisfactory
80-84 Satisfactory
75-79 Fairly Satisfactory
74 and below Did Not Meet Expectations

The student's academic achievement for the first quarter of the 2022–2023

academic year is displayed in Table 2. 180 students were involved, and the results show

that 85 (47.22%) of them received very satisfactory grades, 78 (43.33%) received

outstanding grades, 12 (6.67%) received satisfactory grades, and 5 (2.78%) received very

satisfactory grades. it appears that they got a very satisfactory grade if they like to

visualize and take down important notes of the discussion.

Villajuan (2019) study confirmed that the Grade 8 students of Palayan City

National High School in Nueva Ecija during S.Y. 2018-2019 preferred their different

learning styles to achieve good academic performance. The result of the study showed

that the students' average academic achievement was 87.4, interpreted as Approaching

Proficiency (Very Satisfactory).

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As determined by Garcia (2019), the findings demonstrated that the student’s

academic performance was fairly satisfactory, and their motivational orientations were

interpreted as "true of me," which means that the respondents' motivational orientation

was in affordance in terms of the variables as to intrinsic goal orientation, extrinsic goal

orientation, task value, control of learning beliefs, self-efficacy for learning and

performance, and test anxiety about other variables.

Learning Style and Academic Performance

Table 3. Association between learning style and academic performance.

Chi-square value p-value Remark

Learning Style 0.222
55.164 Not Significant
Academic Performance

Table 3 shows the relationship between learning style and academic performance.

The computed chi-square value of 55.164 with a p-value of 0.222 is not significant. Thus,

the relationship between learning style and academic performance is not significant. The

null hypothesis, of no significant relationship between Trece Martires Senior High School

HUMSS students’ learning style and academic performance, is accepted. And it proves

that learning styles have nothing to do with academic performance.

The result is supported by Nargis et. al (2018), Noushin et. al (2021), Jafari

(2021), and Awang et. al (2017). Nargis et. al (2018) aimed to identify students who

study in a variety of ways that best suit the individual learning modalities that help them
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succeed in their academic careers. The result showed no significance, with the mean

scores of male and female students being roughly the same.

The study by Noushin et. al (2021), demonstrated that professors' failure to pay

attention to students' learning patterns might lead to academic failure. Conforming to the

chi-square test results, there is no discernible connection between the learning style of

strong and weak students and their academic achievement. Jafari (2021), showed that

there was no relationship between learning style and academic performance, nursing

professors need to adapt their teaching methods to the student's learning styles. Likewise,

Awang et. al (2017) studied the learning style of international business students at

Malaysian Polytechnic and found no connection between their learning style and the

academic performance of students. However, Subia (2018) contradicts the results above.

Subia (2018) aimed to investigate the effectiveness of one of the new methods in the

assessment of students' learning which was introduced by the researcher. A total of 115

students of Assessment for learning during the academic year 2016-2017. Results showed

that learning preferences help students become more motivated to learn.