Introduction
Learners differ in the ways they prefer to receive, process, and work with information. In English classes, some students may prefer visual materials, while others may respond to listening, hands-on tasks, movement, group interaction, or independent work. Teachers also bring different instructional preferences to the classroom. Understanding these differences can help teachers plan varied learning experiences without assuming that one method will work equally well for every learner.
This article draws on a study of Grade 10 students at Reina Mercedes Vocational and Industrial School during School Year 2016–2017. It examines students’ perceptual learning-style preferences, the teaching styles reported by their English teachers, students’ English performance, and the relationships among these variables.
The World Education Connect Multidisciplinary e-Publication is a reputable, refereed, and peer-reviewed international journal. It is dedicated to fostering academic excellence and promoting interdisciplinary research across diverse fields. The journal covers a wide range of topics, including education, psychology, science, technology, social sciences, humanities, and more, providing a platform for scholars and researchers to share their knowledge and insights.
In addition, the publication places a special emphasis on the promotion and development of the Filipino language, contributing to its growth and recognition in the global academic community.
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