Learning Style Preferences and Academic Performance in Speech and Oral Communication of College Students

Abstract

This descriptive-correlational study determined the learning style preferences of college students in Speech and Oral Communication at CAPSU Sigma Campus during the second semester of 2016-2017. Specifically, respondents’ learning styles and academic performances were identified and categorized as to sex, birth order, interest, course, high school GPA (Grade Point Average) and monthly family income. Also, significant variations and relationships were determined among variables. This study utilized the Learning Style Inventory by Fleming (2006) with 124 respondents identified through stratified random sampling. Findings reveal that generally, students preferred “visual†learning style. No significant differences were found between learning preference and sex, birth order, interest, course, GPA and income. In terms of academic performance in Speech and Oral Communication, results showed that students had “satisfactory†performance. Their grades in the subject did not make any significant variation when they were classed as to birth order and interest. However, significant variations existed as they were categorized as to course, GPA and family income. These findings imply that course, GPA, and monthly income affect students’ academic performance in Speech and Oral Communication. There was no significant relationship between learning style and students’ academic performance. These findings imply that students have “visual†strength. They learn best through demonstrations, descriptions and recognition by sight. Students also have well-developed imaginations. Meanwhile, their “satisfactory†academic performance reveals a “copy†of their high school GPAs. It is therefore recommended that at the start of the classes, teachers should identify students’ learning style to possibly help them achieve optimum learning performance.