This study entitled “Learning Styles and Information Processing Patterns of Science, Technology, and Engineering (STE) Students”, investigated the diverse learning styles and information processing patterns of STE students. A population of 261 students was examined, revealing a predominantly adolescent respondent (44.4% aged 13-14) with a higher proportion of female participants (65.1%). Enrollment has a relatively balanced distribution across grades 7th up to 10th. Academic performance was generally high, with 86.6% of students garnering a General Weighted Average of 91-95. This study found that STE students favor a blend of learning styles. A strong inclination towards the Theorist style with a mean score of 3.35 indicates a strong agreement for theoretical understanding. The Reflector style with a mean score of 3.30 also got a suggesting strong agreement for observation and reflection. Information processing patterns revealed an existence for both top-down processing and bottom-up processing with a mean score of 4.14 demonstrating an ability to often make connections between new information and their existing knowledge, and focus on details. This is complemented by a sequential processing pattern with a mean score of 4.11 and parallel processing with a mean score of 4.14, reflecting a need for structured learning and attention to detail, and handling multiple information sources simultaneously. Significant relationships were identified between student profiles and their learning styles and information processing patterns. Female students demonstrated a greater likelihood of exhibiting an Activist learning style and a Sequential information processing pattern. Higher academic performance was associated with increased Activist and Theorist learning styles, as well as Parallel, Top-Down, and Bottom-Up processing patterns. Additionally, significant interrelationships were also found between learning styles and information processing patterns, suggesting a connection between how students prefer to learn and how they process information in learning science. This study highlights the diversity of learning approaches within STE programs and underscores the importance of understanding how individual differences impact student learning experiences. Findings suggest that science teachers should consider incorporating varied instructional strategies to cater to the broad spectrum of learning styles and information processing patterns commonly found in STE classrooms. This approach may further enhance student engagement and success in the special program of STE.

Learning styles; Information processing; STE students; Academic performance; Instructional strategies; Science education