The study was conducted to ascertain whether the teachers’ teaching styles and students’ learning styles influenced the academic performance of the students in Mathematics, English and Science and Technology. The 45 teacher-respondents classified as Mathematics, English and Science teachers and the 2, 411 student-respondents classified as Mathematics, English and Science students were sampled from Muñoz National High School, SY 2006-2007.
Two sets of combined standardized and self-structured questionnaires were used in gathering the data from the teacher and student–respondents. Teachers were categorized into six teaching styles: (a) expert, (b) formal authority, (c) personal model or demonstrator, (d) facilitator, (e) delegator and (f) multiple. Students were categorized into seven learning styles: (a) independent, (b) avoidant, (c) collaborative, (d) dependent, (e) competitive, (f) participative and (g) multiple.
Results revealed that almost equal number of the students was below 15 (50.60%) and above 15 years old (49.40%). Majority were female, belonging to a household size of 3-13, low family income, parents who were high school graduates, fathers with blue-collar job and mothers who were non-earning.
Most of the students have collaborative learning style in Mathematics, English and Science and Technology. The students mostly got an average academic performance, with means ranging from 80.09 – 82.18. Students’ academic performance differed significantly in their first grading grades in Science and Technology.
Majority of the teacher-respondents were female, young, with less than 15 years in teaching, permanent, married, Teacher 1, BSED graduates, with major related to the subject they taught, without MS / MA units and seldom attended in-service trainings.
Majority of the teacher-respondents were also facilitators. Except for lecture and traditional methods, most of the teaching methods were significant in providing for the learning styles of the students. Correlation analysis revealed that teachers’ age, position and national seminars attended were significantly correlated with the students’ academic performance.
A highly significant relationship was established between the students’ academic performance and learning styles. Majority of the students got average academic performance except for students with avoidant learning style and only few of them got high academic performance in the rest of the learning styles.
Correlation analysis revealed a significant relationship between the teachers’ teaching styles and the academic performance of the students in Mathematics. Association between teaching styles of teachers and learning styles of students was insignificant.
