ABSTRACT
Individual differences can be attributed to learning styles across students. It is the goal of this research to determine the students’ preferred learning styles and how well they performed academically. This study is a descriptive-correlation method of research on the learning style and academic performance of teacher education students. The results revealed that: First-year teacher education students have varied learning styles with social learning style as the most dominant. This implies that the first-year teacher education students prefer to learn in groups or with other people; The rating of the first-year teacher education students ranges from 1.6-2.0 which is equivalent to “very good” in the adjectival rating based on the grading system of the university, and The correlation analysis using the Pearson’s Product Moment Correlation of Coefficient result to a p-value which is greater than the level of significance (0.05) for all learning styles which means that there is no correlation between students' chosen learning techniques and their academic success.
Keywords: Academic performance, Learning styles, and Teacher education students.
Citation: Cada BA. (2021). Learning styles and academic performance of teacher education students, Br. J. Arts Humanit., 3(4), 86-96. https://doi.org/10.34104/bjah.021086096
