Science-Related Attitudes and Academic Achievements of Students with Varied Learning Styles

Peter Mark A. BABAYLO
Tiglawigan National High School–Senior High, Cadiz City, Negros Occidental, Philippines

Corresponding Author’s Email:


This descriptive-correlational study examines the substantial connection of Science-Related Attitudes (SRA) to the Academic Achievements (AA) of students with varied Learning Styles (LS). Using Yamane’s formula, 382 samples were drawn and stratified into five selected schools in one of the Department of Education (DepEd) Schools Divisions in Central Philippines. A standardized test of Science-Related Attitudes (TOSRA) by Fraser and Visual-Auditory-Kinesthetic (VAK) Learning style test by Chislett and Chapman were administered. Salient findings of the study revealed that females exceeded males in terms of Academic Achievements and Science-Related Attitudes. Additionally, learners from the family with the highest income attained the highest Academic Achievements and positive Science-Related Attitudes. Kinesthetic students also have positive science attitudes towards science compared to Visual and Auditory learners. Furthermore, there is a significant relationship between Science-Related Attitudes and Academic Achievements. This implies that Science-Related Attitudes along with its seven scales have a significant impact to elevate academic achievements among learners.

Keywords: Descriptive-Correlational Study, Science-Related Attitudes, Students’ Academic Achievement, Varied Learning Styles, Philippines


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