Learning Styles and Reading Comprehension in Modular Distance Learning of Grade 12 Senior High School Students

The study aimed to find the difference between Grade 12 students' reading comprehension in terms of their learning styles in modular distance learning. Specifically, it aimed to determine the demographic profile of the students in terms of gender, age, academic track and strand; different learning styles of the students based on David Kolb’s theory of learning styles; different level of students’ reading comprehension; and the significant difference between students’ learning styles and their reading comprehension in modular distance learning. This study was conducted at Cavite National High School from February-June 2021 with 30 Grade 12 senior high school students as participants from the said school.

Moreover, this study adopted the descriptive survey design where quantitative data were collected through survey questionnaires. Hence, two validated research questionnaires in checklist form and short-answer form were used in gathering primary data. Purposive sampling was applied in choosing the sample population since only those students under modular distance learning were selected as participants.

From the analysis of data, the following findings were determined:

In terms of learning style, the results revealed that Reflector was the dominant learning style of the students. However, Critical comprehension had a frequency of 10 participants, equivalent to 33 percent. Thus, in cross tabulation, it is implied that there are four Reflector students described at Critical level of reading comprehension. The significant difference between learning styles and reading comprehension is 0.26 resulting in rejecting the null hypothesis of the study which revealed that there was a significant difference between the two variables. It is therefore concluded that there is a significant difference between learning styles and reading comprehension and that Grade 12 students are described as Critical thinkers on their level of reading comprehension.