Abstract: This study aimed to find out the correlations of Science teachers’ teaching styles and students’ learning styles with their academic performance among the secondary schools in the Zone 2 Division of Zambales for Academic Year 2010-2011. The descriptive-survey method adapted standardized test of Grasha-Reichmann teaching style survey and the VAK model learning styles standardized tool. Fifty five (55) Science teachers and two thousand ninety five (2,095) students were used as samples. Majority of the Science teacher-respondents were young adults, female, married, finished Bachelor’s Degree, specialized in Science and have been teaching for more than 10 years. The student-respondents were in normal school age, female and belonged to First Year Level; majority of the Science teacher-respondents were considered Expert as teaching style and only few were categorized as Facilitator, Delegator and Personal Model; most of the student-respondents were classified as visual learners; some were auditory learners and few were kinesthetic learners; the academic performance of student-respondents in Science subject was described as passing but not satisfactory. There were significant variations in the academic performance of students when grouped according to gender and year level; and a positive low correlation between the Science teachers’ teaching styles and the students’ learning style; moderate positive correlation between Science teachers’ teaching styles and the academic performance of students and a positive high correlation between the students’ learning styles and their academic performance in the Science subject with a computed r-value of 0.82. All values computed are significant at 0.05 level of significance.
Keywords: Academic Performance, High School, Learning Styles, Science Teachers, Teaching Styles, Zambales.
Title: Science Teachers’ Teaching Styles, Students’ Learning Styles and Their Academic Performance
Author: Kristine Joy C. Manalo
International Journal of Social Science and Humanities Research
ISSN 2348-3156 (Print), ISSN 2348-3164 (online)
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