Learning Styles as Predictors of Learner Literacy Skills in Grade 2

This study aimed to determine how learning styles predict the literacy skills of Grade 2 learners in Laak North District, Division of Davao de Oro. A quantitative descriptive-correlational method was employed, with data gathered from 150 Grade 2 public school teachers. The learning styles examined were visual, auditory, and kinesthetic, while literacy skills were assessed in terms of reading, writing, speaking/listening, and assessment. The findings revealed that all three learning styles were evidently observed among learners, and all dimensions of literacy skills were consistently practiced and reinforced by teachers. Statistical results indicated a significant positive relationship between learning styles and literacy skills. Furthermore, regression analysis showed that each learning style significantly influenced literacy outcomes, with kinesthetic learning emerging as the strongest predictor. These results underscore the importance of recognizing and addressing diverse learning preferences in designing literacy instruction for early grade learners. The study highlights the role of differentiated, learner-centered strategies in supporting foundational literacy development. These findings may provide relevant insights for curriculum developers, school administrators, and educators in tailoring teaching methods that align with learners' dominant styles.