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Chapter 3:

RESULTS AND DISCUSSION

Results and Discussion

This chapter is intended to summarize all the data and information gathered from the

survey-questionnaire to answer the research questions; what is the most preferred learning

style/s of the HUMSS students, is there a difference in the preferred learning styles of the

HUMSS students who were grouped according to their 1 st semester final average, and what is

the relationship between learning styles and academic performance of Humanities and Social

Sciences students of Baguio City National High School?

Table 1 Demographic Characteristics of the Study Subjects (n=217)

Grade Level

DEMOGRAPHIC VARIABLES
Grade 11 Grade 12 TOTAL
(n=106) (n=111) (n=217)

Outstanding 34% 49% 42%

Final Average
(1st Semester) Very Satisfactory 47% 41% 44%

Satisfactory 19% 10% 14%

 The table shows the demographic characteristics of the study subjects. They were

separated according to their year level and final average indicating their academic level.

According to the obtained results, most subjects were grade 12 students (51%, n=111) and are

outstanding students (49%, n=54), followed by the very satisfactory group (47%, n=50) from

grade 11, who has a total population of 106. With the combined year level, there are 44%

(n=96) very satisfactory students, 42% (n=90) outstanding students, and 14% (31)

satisfactory students as the most to least participants, respectively.

From the gathered data, the individuality of learning style used can also influence the

generalizability of the results. Since students from grades 11 and grade 12 may present

differences due to the acquired subjects, experience and maturity. According to a study by

Mozaffari et al. (2020), the results might be affected when comparing students from different

grades.

Table 2 Learning Styles and Academic Achievement of Study Subjects (n=217)

Learning Styles

GROUPS
Visual Auditory Kinesthetic Mix modality
(%) (%) (%) (%)

Outstanding Students 24 5 10 3

Very Satisfactory Students 15 9 12 7

Satisfactory Students 6 5 3 1
 The current descriptive correlational study aimed at determining the relationship

between the type of learning style used and academic achievement in the HumSS students.

Findings showed that the visual style had the highest frequency in all outstanding (24%,

n=51), very satisfactory (15%, n=33), and satisfactory groups (6%, n=12). Kinesthetic is the

second most preferred learning style of the outstanding (10%, n=22) and very satisfactory

(12%, n=26) students. Auditory (5%, n=11), (9%, n=20) as the third preferred learning style

style and mix modality (3%, n=6), (7%, n=17) as the least preferred learning style of the

outstanding and very satisfactory groups, respectively. Meanwhile, the satisfactory group has

auditory (5%, n=10) as the second most preferred, kinesthetic (3%, n=6) as the third, and mix

modality (1%, n=3) as the least preferred learning style.

The findings indicate that most of the HumSS students remember and understand

concepts and information better when they read. Most of them have the inclination of

learning well from seeing words from sources, on the board, and in workbooks or textbooks.

They manifest a better understanding of their lessons by presenting information with the aid

of lecture notes, slides and handouts which can be provided by their teachers. This finding is

supported by the study conducted by Veena and Shatri (2015) that applied science course

(HumSS strand connected) students have a visual learning style preference.

Table 3 Relationship Between Learning Styles and Academic Performance

Correlations
Learning Academic
Style Performance
Learning Style Pearson 1 .121
Correlation
Sig. (2-tailed) .076
N 217 217
Academic Pearson .121 1
Performance Correlation
Sig. (2-tailed) .076
N 217 217
 The Pearson Correlation table shows that the p-value (Sig.) which is .076, is

greater than .05. This signifies that we fail to reject the null hypothesis that there is not a

statistically significant relationship between the variables, which in this study are the learning

style and the academic performance represented by their classification in terms of their final

average during the first semester. In a study (2018) on the learning style of students in

applied science courses in Cagayan, visual and kinesthetic (53%) were their major learning

style preferences. In this study, no significant relationship was found between the learning

style and the academic performance. Results in a study (2019) in Taytay on HumSS students

also showed that there was no significant relationship between learning style and academic

performance.

Although in the present study there was no relationship between academic

performance and learning style, HumSS teachers will still need to adapt their teaching

methods to the students’ learning style. In this way, students can be expected to boost their

interest in studying and actively attend classes. In a study by Kohan et al. (2021), inattention

or insufficient attention to students’ learning style reduces the effectiveness of teachers’

educational activities and students’ academic motivation and leads to their academic failure.