Learning Style-Based Differentiated Instruction for an Improved Student's Life and Career Skills in Technology and Livelihood Education
DOI:
https://doi.org/10.65339/ijsair.V2.I2.517Keywords:
Academic Achievement, Career Skills, Differentiated Instruction, Kinesthetic Learning, Learning Styles, Life Skills, Technology and Livelihood EducationAbstract
This study examined the effectiveness of learning style-based differentiated instruction in improving the life skills, career skills, and academic performance of Grade 8 students in Technology and Livelihood Education at Leonarda D. Vera Cruz National High School. The study was anchored on Multiple Intelligences Theory, Experiential Learning Theory, the VAK Learning Styles Model, Dual Coding Theory, and Bloom’s Taxonomy, which supported the use of varied instructional strategies for visual, auditory, and kinesthetic learners. A quasi-experimental research design using a single-group pretest–posttest approach was employed. Thirty Grade 8 students were selected through purposive sampling. The study used a learning style inventory, weekly assessment tools, life skills and career skills assessments, and pretest and posttest instruments. Data were analyzed using descriptive statistics and a paired samples t-test. Findings revealed that kinesthetic learning was the most preferred learning style, while visual and auditory learning styles were also evident. Students demonstrated high levels of life skills in problem-solving, critical thinking, and decision-making, as well as high levels of career skills in technical skills proficiency, entrepreneurial skills, and practical application in real-world scenarios. Pretest results indicated a moderate level of performance, whereas posttest results showed a high level of performance. The paired samples t-test showed a significant increase from the pretest mean of 6.20 to the posttest mean of 11.23, with a significant difference at p = 0.000, leading to the rejection of the null hypothesis. The study concluded that learning style-based differentiated instruction positively affects students’ academic performance and skill development in TLE. It recommended the integration of differentiated instruction, hands-on and experiential activities, varied teaching strategies, career-oriented activities, teacher workshops, curriculum support, and further research. The study supports SDG 4 – Quality Education and SDG 8 – Decent Work and Economic Growth by promoting inclusive instruction and strengthening students’ readiness for future employment and self-sufficiency. Its sustainability impact lies in improving educational practice, supporting workforce preparation, and strengthening institutional approaches to learner-centered TLE instruction.
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