It is shown that 99 respondents (55.31%) got grades of 85– students (20.67%) earned the grades of 80-84 (Fairly
89 (Satisfactory). Another group of 38 (21.23%) received Satisfactory) while 5(2.79%) respondents received the
the grades of 90-94 (Very Satisfactory). Thirty-seven (37) highest grades of 95-100 (Outstanding). Nobody from the
respondents got the grades of 75 – 79 (Did not meet IV. CONCLUSIONS AND
expectations). RECOMMENDATIONS
It can also be noted on the table that on the average, the Most of the respondents were divergent learners. Their
respondents' performance was at the satisfactory level or in grades in Mathematics fall to Approaching Proficiency
the approaching proficiency level. This finding is similar to level. Assimilator respondents have better academic
the result of the study of the researcher in [15] that the achievement than other type of learners. In the light of the
performance in General Mathematics of senior high school findings and conclusions of the study the following are
respondents was average or satisfactory. Nonetheless, it recommended: a. learning activities and different
contradicts the findings of [16] regarding the mathematical approaches that are a very unique and very effective method
competency and performance in Mathematics of 320 grade in providing meaningful, enjoyable and engaging
11 students, which revealed a below proficiency level in experience [19] should be provided by teachers to the
Mathematics of her respondents. Further, the research done learners to improve their grades to outstanding level; b.
by [17], concerning the Mathematics performance of Grade interventional activities should be employed by teachers in
8 students in the K to 12 curriculum does not conform with teaching mathematics according to the learning styles of the
this finding. "They found out that most of the respondents learners to make them more motivated to learn. c.
were in the beginning level of achievement only.” educational or curriculum planners should consider the
learning styles of the students in making plans to achieve
3. Relationship between the Learning Styles and high performance of the students. They can also make
Academic Achievement curriculum revision to fit the learning styles of the
Table 3 presents the relationship between the learning styles secondary students; and d. lastly, future researches, of
of the respondents and their academic achievement. similar nature are recommended, such as looking into the
relationship of learning styles with teaching styles.
Table 3. Relationship between the Learning Styles and
Academic Achievement REFERENCES
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