Learning Styles and Academic Performance Among Senior High School, Private Schools, Loon, Bohol

Abstract

This study examined the learning styles and academic performance of senior high school students from selected private schools in Loon, Bohol, Philippines. Specifically, it identified students’ preferred learning styles using the Visual, Aural, Read/Write, and Kinesthetic (VARK) framework, described their academic performance levels, and examined the relationships among learning styles, demographic characteristics, and academic achievement. The study employed a quantitative correlational research design involving 258 randomly selected senior high school students from Saint Teresa Academy, Sacred Heart Academy, and the University of Bohol–Loon Institute during the School Year 2022–2023. Data were gathered using the VARK Questionnaire and students’ academic records. Descriptive statistics and Chi-square tests of independence were used to analyze the data. The findings revealed that auditory learning was the most preferred learning style (41.1%), followed by kinesthetic (32.9%), read/write (16.7%), and visual (5.8%) modalities. Most respondents demonstrated outstanding academic performance (64.3%). Results further indicated that learning styles were not significantly associated with sex, age, grade level, or academic performance. However, significant relationships were found between academic performance and the demographic variables of sex, age, and grade level. The study concludes that while learning preferences provide useful information for instructional planning, they do not significantly influence academic achievement. Educational interventions should therefore emphasize diverse and evidence-based teaching strategies that address the needs of all learners.