Regression Analysis of Learning Styles and Academic & Skills among in Students in San Julian District
DOI:
https://doi.org/10.65339/ijsair.V2.I2.586Keywords:
Academic Performance, Auditory Learning, Kinesthetic Learning, Learning Styles, Regression Analysis, Technical-Vocational Education, Visual LearningAbstract
This study examined the predictive relationship between learning styles and academic performance of Grade 8 students enrolled in Technical and Vocational Education (TVE) programs in the San Julian District. Anchored on the VAK (Visual, Auditory, Kinesthetic) learning style framework, the research employed a descriptive-correlation design using regression analysis to determine how students’ preferred learning modalities influence their performance. The study involved 100 Grade 8 students randomly selected from two public high schools offering TVE programs. Data were collected through a 30-item Learning Style Inventory and the students’ first-quarter grades in TVE subjects. Descriptive statistics characterized the predominant learning styles, while linear regression evaluated the predictive relationship between visual, auditory, and kinesthetic learning styles and academic performance. Results revealed that the students predominantly exhibited a visual learning style, with auditory tendencies moderately present, and kinesthetic tendencies seldom observed. The majority of students achieved a “very satisfactory” level in TVE subjects, with 54% rated “outstanding.” Regression analysis indicated that visual, auditory, and kinesthetic learning styles collectively did not significantly predict academic performance (R² = 0.172, p > .001), suggesting that other factors may influence student achievement in TVE. The study concluded that while recognizing students’ learning preferences is valuable, teaching strategies should incorporate multiple modalities to enhance learning outcomes. Recommendations include reinforcing visual strategies, exploring interventions to strengthen auditory and kinesthetic engagement, and investigating additional factors influencing performance. The study aligns with Sustainable Development Goal 4 by promoting quality education and learner-centered approaches, and contributes to educational sustainability by informing teaching practices that optimize student competencies and workforce readiness in the local community.
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