Learning Styles and Academic Performance of Elementary Pupils

Abstract

This descriptive-comparative study investigated the relationship between learning style preferences and academic performance among 109 intermediate pupils at William Joyce Sr. Elementary School, selected through stratified random sampling. Data were gathered using an adapted questionnaire from Lapinig (2006) and the DepEd Order No. 31, s. 2012 performance scale. Statistical tools such as mean, percentage, and ANOVA were used for analysis. Results showed that the visual learning style was the most preferred among pupils. The average academic performance had a grand mean of 80.95, falling within the "approaching proficiency" level. However, no statistically significant relationship was found between learning style preferences and academic performance, suggesting that learning style alone may not be a determining factor in pupils’ academic achievement. These findings may inform educators to consider other variables when designing instruction tailored to diverse learners.