Learning Preferences and Academic Outcomes: Insights from Franciscan-Managed Schools
DOI:
https://doi.org/10.11594/ijmaber.05.12.02Keywords:
Learning styles, Academic performance, Franciscan-managed schools,, Gender disparities, Instructional strategiesAbstract
This study examines the relationship between learning preferences and academic performance among third-year high school students in two Franciscan-managed schools in Negros Oriental, Philippines. Using the Felder-Silverman Learning Style Model and a descriptive research design, the profiles and preferences of 120 students were analyzed across four dimensions. Pearson’s correlation revealed a significant relationship between gender and academic performance, with females outperforming males, while family size and income showed no significant impact. The sensing/intuitive learning style exhibited a weak but positive relationship with academic outcomes, highlighting the need for differentiated instructional strategies. The findings advocate for gender-sensitive and adaptive teaching approaches to enhance student engagement and holistic development in Franciscan-managed
schools.
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