Logistic Regression Approach in Analyzing the Learning Styles of Students in Science, Mathematics and English Online Classes

One immediate concern in the sudden shift to online learning is the potential gap between students’ learning style and teachers’ online teaching strategies. This study aimed to assess learning styles in online delivery of classes among junior high school students of First City Providential College, specifically in three identified subjects namely, Science, Mathematics and English, and to determine if their achievements in these subjects are associated to their learning styles. Three sets of students, one for each subject, comprised the sample of the study. A pretest was first conducted to assess the knowledge of the students, then online classes and assessments were conducted. A post-test was administered at the end of the study to determine the achievement of the students. Lastly, logistic regression analysis was performed to determine the factors that are associated to achievements in the three subjects. The factors considered were age, gender, growth mindset, mastery, and learning style. Data showed that Science and Mathematics students are mostly auditory learners, while English students are visual learners. In terms of performance, the achievement in Science is significantly higher among visual learners, while the achievement in English is significantly higher among auditory learners. In the logistic regression analysis, it was found out that learning style is positively correlated with student achievement. This suggests that science teachers need to review their online teaching methodologies to better cater to the needs of auditory and kinesthetic/tactile learners, and likewise, English teachers need to re-assess their online strategies for the visual and kinesthetic/tactile learners. In Mathematics, visual and auditory students achieved significantly higher than kinesthetic/tactile students, hinting teachers to pay attention on kinesthetic/tactile learners. In particular, results showed that students can double their chances of obtaining higher scores in the three subjects if their learning styles are adequately addressed in the online learning environment.