Assessment of Learning Style Preferences, Interest, and Problem-Solving Proficiency Among ABM Senior High School Students: A Basis for Intervention Strategy Development

This research aimed to investigate the preferred learning styles, the corresponding interest in mathematical problem- solving, and the current proficiency level of Grade 11 Accountancy, Business, and Management (ABM) students at Ninoy Aquino Senior High School, with the objective of formulating a necessary intervention plan. The study employed an explanatory mixed-methods design, initiating with a quantitative phase that gathered data from thirty purposively selected students. Data collection involved the use of the VARK learning style questionnaire (Visual, Auditory, Read/Write, Kinesthetic), problem-solving interest surveys, and a validated assessment of problem- solving skills. The subsequent qualitative phase involved interviews with three ABM teachers and three students to obtain deeper perspectives on instructional strategies and classroom experiences. Findings indicated that the majority of participants were categorized as Visual learners (42.86%), followed by Auditory learners (22.86%), Read/Write learners (20.00%), and Kinesthetic learners (14.29%). Overall, the problem- solving performance of the students Did Not Meet Expectations (63.43%). While the highest mean score was observed in Executing the Problem (72.38%), students displayed significant skill deficits in Understanding the Problem (47.62%) and in Developing and Verifying the Problem (both 68.57%). Furthermore, student feedback emphasized a desire for instructional activities that are more interactive, collaborative, and aligned with real-world applications. Based on these results, a comprehensive intervention plan (Project IBA) is proposed. This plan focuses on differentiating instructional strategies to align mathematics education with students’ identified learning preferences, thereby enhancing overall engagement and improving problem-solving proficiency, especially in the areas of comprehension and solution verification.