The Relative Comparison of Scholastic Performance with Learning Style and Technology

  • Ronnie D. Mendoza, Teresita C. Mendoza


This study explored the relationship and comparison among the constructs in learning style, learning technology, and scholastic performance.  The descriptive-correlational-comparative designs in the analyses of the data gathered had been run.  The respondents' learning styles were identified using a learning style index by Felder and Soloman (1991), and they were grouped into four preferences: active-reflective, sensing-intuitive, visual-verbal, and sequential-global. This study is based on the Adaptive Learning Theory and Piaget's Theory of Constructivism (1896-1980), accentuating the adaptive theory concept. The stratified random sampling, the data were gathered using the adopted questionnaires and subjected to the SPSS for analysis. The findings indicate that learning style preference has no difference with academic performance. The Pearson product-moment correlation test displayed a very weak monotonic association with scholastic performance and no relationship with each other, respectively. Thus, the learning technology is not significant and has a very weak monotonic association with scholastic performance.  The ANOVA test was also employed with the scholastic performance and learning style and scholastic performance and demographic profiles. Both tests showed no significance difference.  However, it was recommended that learning style must be identified and recognized in the teaching and learning process.  Also, provision and acquisition of gadgets/devices and internet connectivity at school, home, and in other localities wherever education process will take place.   Finally, it was recommended that training on the web-based instruction (web page design, graphic editing, and digital audio) must be provided.  It is therefore to enhance the learning capability of the learners who are in the forefront of the academic instruction.

Keywords: active-reflective, index of learning style, Information Communication Technology, learning style, learning technology, sequential-global, scholastic performance, sensing-intuitive, visual-verbal