Correlational Study of Learning Styles and Information Processing Patterns among STEM Learners in Biology
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| Title: | Correlational Study of Learning Styles and Information Processing Patterns among STEM Learners in Biology |
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| Language: | English |
| Authors: | Joy Ada B. Fernandez, Ma. Elizabeth D. C. Leoveras |
| Source: | Science Education International. 2025 36(2):127-145. |
| Availability: | International Council of Associations for Science Education. Dokuz Eylul University Faculty of Education, Buca, Izmir 35150, Turkey. Tel: +90-532-4267927; Fax: +90-232-4204895; Web site: http://www.icaseonline.net/seiweb/ |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education Grade 11 Grade 12 |
| Descriptors: | Cognitive Style, Biology, Science Instruction, High School Students, Cognitive Processes, STEM Education, Grade 11, Grade 12, Correlation, Learning Processes, Student Characteristics, Criticism, Teaching Methods, Foreign Countries |
| Geographic Terms: | Philippines |
| ISSN: | 1450-104X 2077-2327 |
| Abstract: | This study investigates the correlation between learning styles (Visual, Auditory, Reading/Writing, and Kinesthetic [VARK]) and information processing patterns (Parallel, Sequential, Top-down, and Bottom-up) among Senior High School Science, Technology, Engineering, and Mathematics (STEM) learners, specifically in the context of Biology. The literature review underscores the importance of understanding diverse learning styles and cognitive processing mechanisms, which influence how students engage with complex subject matter in STEM fields. The research aims to fill the gap in the existing literature by focusing on Grade 11 and 12 STEM students in Biology within the Science City of Muñoz, a population that has been underexplored in this context. A descriptive-correlational quantitative design was used, with data collected from 483 STEM students using modified VARK and information processing questionnaires. Results indicate significant relationships between learning styles and information processing patterns. However, given the critiques of learning styles frameworks and the correlational nature of this study, these results should be seen as indicative of learner tendencies rather than prescriptive recommendations for instruction. This study has implications for educators, curriculum developers, and policymakers, advocating for more personalized teaching methods that cater to the cognitive needs of students in STEM disciplines. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1478378 |
| Database: | ERIC |
| Abstract: | This study investigates the correlation between learning styles (Visual, Auditory, Reading/Writing, and Kinesthetic [VARK]) and information processing patterns (Parallel, Sequential, Top-down, and Bottom-up) among Senior High School Science, Technology, Engineering, and Mathematics (STEM) learners, specifically in the context of Biology. The literature review underscores the importance of understanding diverse learning styles and cognitive processing mechanisms, which influence how students engage with complex subject matter in STEM fields. The research aims to fill the gap in the existing literature by focusing on Grade 11 and 12 STEM students in Biology within the Science City of Muñoz, a population that has been underexplored in this context. A descriptive-correlational quantitative design was used, with data collected from 483 STEM students using modified VARK and information processing questionnaires. Results indicate significant relationships between learning styles and information processing patterns. However, given the critiques of learning styles frameworks and the correlational nature of this study, these results should be seen as indicative of learner tendencies rather than prescriptive recommendations for instruction. This study has implications for educators, curriculum developers, and policymakers, advocating for more personalized teaching methods that cater to the cognitive needs of students in STEM disciplines. |
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| ISSN: | 1450-104X 2077-2327 |
