Learning Styles, Motivation to Learn and Academic Performance of Grade Five Pupils

Abstract

This study was conducted to determine the level of learning styles, motivation to learn and academic performance of the Grade Five pupils. The relationship between the learning styles and academic performance was correlated as well as the relationship between motivation to learn and academic performance. The findings of the study served as bases for a proposed plan. This study utilized a descriptive-correlational design using the quantitative approach of research. It described, measured and interpreted the gathered data to provide answer to the sub problem. The method showed a descriptive task presenting the level of learning styles, motivation to learn and how the two affect the academic performance of the pupils. The result involved varied information regarding the present situations in the class. This also surveyed and assessed the data collected to come up with programs that are vital to the educational needs of the new generations of pupils. The study primarily involved the Grade Five pupils with different learning styles, motivation to learn and academic performance. The participants were the thirty seven (37) pupils of Juaton Elementary School that were under the advisory of the researcher. Purposive sampling was used to determine the target respondents in schools. The Grade Five pupils scored very high in visual and auditory learning styles while low in verbal and kinaesthetic learning styles. The overall mean of the four learning styles is high. The mean of their level of motivation is high. Their academic performance is satisfactory.