Moderating Role Of Cognitive Awareness On Students' Learning Style Inclination and Academic Aspiration In English

This study examined the moderating effect of cognitive awareness on the relationship between learning style inclinations and students' academic aspirations in English. Utilizing a non-experimental quantitative design and descriptive-correlation technique, hierarchical regression analysis was employed to analyze data from 165 Grade 10 students in North District, Panabo City, selected through stratified random sampling. The results indicated that students have moderately extensive learning style inclinations and strongly prefer visual, auditory, and group learning. Their academic aspirations in English were extensive, driven by a high level of cognitive awareness, particularly in strategies like focusing on key information and breaking down study tasks. The analysis revealed significant positive correlations between learning styles and academic aspirations, with cognitive awareness significantly moderating these relationships. Students with higher cognitive awareness could better align their learning styles with their educational goals, leading to enhanced outcomes in English. These findings underscore the importance of integrating cognitive awareness into teaching practices to support students in achieving their full academic potential. The study highlights the need for educational strategies that recognize and support individual learning preferences through cognitive awareness, fostering a more personalized and effective learning environment.