LEARNING STYLES AND ACADEMIC PERFORMANCE IN SCIENCE 4: DIFFERENTIATED INSTRUCTION LESSON GUIDE

Abstract: This study assessed the learning styles and academic performance of Grade 4 students to inform the development of a differentiated instruction lesson guide. This study made use of descriptive correlational research to assess the learning styles of students using the VARK Learning Style Inventory. The researcher utilized universal sampling technique with 34 learners as respondents. Their grades in Science from quarters 1-4 were extracted from learner’s report card or form 9 of the Department of Education for the documentary analysis. Based on the findings, it revealed the different learning styles in the group of 34 individuals, Verbal learning is the most prevalent learning style, while Kinesthetic learning is the least common. Data study of how well Grade 4 pupils performed in their science class shows that the majority of students in this group performed "Fairly Satisfactory" in science. The findings also revealed that there is a significant relationship between learning styles and academic performance in science; the way students prefer to learn (their learning styles) has a meaningful impact on how well they perform in science. The results also underscore the importance of instructional strategies, particularly inquiry-based learning, in enhancing science outcomes. Thus, it can be concluded that educators shall implement differentiated instruction, utilize diverse teaching methods, and active learning approaches to accommodate varied learning preferences and improve science performance. Students' preferred learning techniques have a significant impact on their performance in science. Keywords: Differentiated instruction, learning styles, academic performance, descriptive-correlational, universal sampling technique, science education, inquiry-based learning, grade 4 learners, Maloray Elementary School, Matatag Curriculum, Philippines. Title: LEARNING STYLES AND ACADEMIC PERFORMANCE IN SCIENCE 4: DIFFERENTIATED INSTRUCTION LESSON GUIDE Author: Anabelle Fajardo Gamboa International Journal of Thesis Projects and Dissertations (IJTPD) Vol. 13, Issue 2, April 2025 - June 2025 Page No: 21-27 Research Publish Journals Website: www.researchpublish.com Published date: 12-June-2025 DOI: https://doi.org/10.5281/zenodo.15648332 Paper Download Link (Source) https://www.researchpublish.com/papers/learning-styles-and-academic-performance-in-science-4-differentiated-instruction-lesson-guide