Teachers’ and Pupils’ Assessment on Learning Styles and Reading Performance

This study was undertaken to determine the correlation and differences between teachers’ assessment and pupils’ perception on learning styles such as visual, auditory, solitary, kinesthetic, logical, verbal, and social, and their impact on reading performance. The study was conducted to forty-four (44) Grades 4 to 6 teachers and two hundred twenty-nine (229) Grade 6 pupils as actual respondents from Manolo Fortich District, Division of Bukidnon. The study employed a descriptive correlational and causal research designs with content analysis, which included a quantitative approach in collecting numerical data through a questionnaire. Mean and Standard Deviation, Pearson Product-Moment Correlation Coefficient, T-test, and Multiple Linear Regression Analysis were utilized to examine the variables. Results revealed that pupils’ learning style as assessed by teachers and perceived by pupils’ is high. Pupils' reading performance is at the Instructional level. Learning styles are significantly correlated to learners’ reading performance. Significant differences are observed between teachers’ and pupils’ perceptions on their learning styles. Visual and auditory learning styles are significant predictors of reading performance. This means pupils’ reading performance is influenced by their learning styles. Thus, teachers may employ instructional strategies aligned with the pupils’ learning styles to effectively improve reading literacy.