This study was undertaken to determine any significant difference in learning styles and academic performance. Specifically, it answered the following questions 1) What is the learning style of the respondents? 2) What is the level of academic performance of Grade 11 HUMSS students? 3) Is there a relationship between learning styles and academic performance of the respondents? 4) Is there a significant difference between learning styles and academic performance when respondents are grouped according to profile? 5) On the basis of findings, what instructional development plan can be designed? The researcher was able to utilized quantitative descriptive design to answer the research question of the study. Moreover, this study also utilized another type of research design, the correlational study. It is used to find out the association between two or more variables. The study revealed that the respondents of the study have moderately applied visual, auditory, and kinesthetic learning. However, the highest and lowest grade among respondents is 98 and 82.00, respectively which has a verbal description of Outstanding and Average, respectively. The mean of the academic performance of the respondents is 91.00 with a standard deviation of 2.900 and verbal description of Very Good. The results of Pearson r correlation coefficient between the learning style and the academic performance revealed that the learning styles of the respondents in terms of visual learning with r=- 0.341 has moderate positive correlation with the academic performance of the students at p-value of 0.031** with an assumed alpha level of significance of 0.05. The findings revealed that the significant difference does exist in the learning style in terms of kinesthetic learning (t=-2.102) with p values lesser than alpha = 0.05 level of significance when the data is analyzed according to the respondents gender. Moreover, the result of t-test uncorrelated in the learning style when the data is analyzed according to the ethnicity of the respondents. As disclosed in the findings, the significant difference does exist in the learning style in terms of visual learning (t=2.814) with p values lesser than alpha= 0.05 level of significance when the data is analyzed according to the respondents ethnicity. The significant difference does not exist in the learning style in terms of visual learning (t=0.897), auditory (t=1.248), and kinesthetic (t=0.665), with p values greater than alpha=0.05 level of significance. The data imply that the socio-economic status has no significant bearing on the learning style of the respondents. An instructional development plan was proposed.

Demographic Profile

Learning Styles

Academic Performance

Socioeconomic Status