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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
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
FullText Links:
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  Data: Correlational Study of Learning Styles and Information Processing Patterns among STEM Learners in Biology
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  Data: 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/
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  Data: 1450-104X<br />2077-2327
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  Label: Abstract
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  Data: 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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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 19
        StartPage: 127
    Subjects:
      – SubjectFull: Cognitive Style
        Type: general
      – SubjectFull: Biology
        Type: general
      – SubjectFull: Science Instruction
        Type: general
      – SubjectFull: High School Students
        Type: general
      – SubjectFull: Cognitive Processes
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      – SubjectFull: STEM Education
        Type: general
      – SubjectFull: Grade 11
        Type: general
      – SubjectFull: Grade 12
        Type: general
      – SubjectFull: Correlation
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      – SubjectFull: Learning Processes
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      – SubjectFull: Student Characteristics
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      – SubjectFull: Criticism
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      – SubjectFull: Teaching Methods
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Philippines
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    Titles:
      – TitleFull: Correlational Study of Learning Styles and Information Processing Patterns among STEM Learners in Biology
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            NameFull: Ma. Elizabeth D. C. Leoveras
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