Learning Styles, Motivation, and Academic Achievement of Grade IV Learners: A Study in Pangantucan North District

This study was generally conducted to determined the learning styles, motivation and academic achievement in Araling Panlipunan of the Grade IV pupils in the Pangantucan North District, Division of Bukidnon for the school year 2022-2023. Specifically, this study aimed to: determine the learning styles preference of student in terms of: a. visual, b. auditory and c. kinaesthetic; determine the level of motivation of the pupils in terms of: a. Interest; b. Perceived Competence; c. Effort; and d. Pressure; to assess the academic achievement of Grade VI pupils and to analyze the significant relationship among the academic achievement, motivation and learning style of the pupils. The data were gathered from 137 Grade IV pupils of Pangantucan North District with different learning style preference, level of motivation and academic achievement. This research study was a descriptive-correlational type of research. Primarily, it involved gathering of data to test the hypotheses. A survey questionnaire was used as the primary instrument in recording the response of the respondents’ learning style and motivation. The records of the academic achievement of the pupils were taken from the teacher of the grade four pupils of Pangantucan North District, Pangantucan, Bukidnon. Descriptive statistics was used to describe the Academic Achievement of the Grade IV learners. Mean and standard deviation was used to determine the preferred learning style and motivation of the Grade IV Learners while Pearson r was used to determine the relationship between the learning style, motivation and the academic achievement of the Grade IV pupils. Findings revealed that the learning style of the majority of Grade IV Learners is Visual learners while others were auditory learners and then kinesthetic learners. Effort is their highest motivation followed by interest, perceived competence and pressure. Their academic achievement in Araling Panlipunan is satisfactory and that there is no significant relationship between pupils’ academic achievement, learning styles and motivation. Therefore, the null hypotheses were accepted.