The Use Of Technology In Instruction, Students’ Learning Styles, And Their Academic Performance In English

The Use of Technology in Instruction, Students’ Learning Styles, and their Academic Performance in English

Jayvie Mae R. Edulan¹, Nyka G. Galvan², Kiara Quisha E. Yangyang³, Analyn S. Clarin⁴, Juby H. Vallejo⁵

^1,2,3,4,5Misamis University, Ozamiz City, Philippines

Publication Information

Journal Title: International Journal of Research and Innovation in Social Science (IJRISS)
Author(s): Edulan,Jayvie Mae R.; Galvan,Nyka G.; Yangyang,Kiara Quisha E.; Clarin, Analyn S.; Vallejo,Juby H. 
Published On: 04/23/2025
Volume: 9
Issue: 1
First Page: 2594
Last Page: 2605
ISSN: 2454-6186

Cite this Article

 Edulan,Jayvie Mae R.; Galvan,Nyka G.; Yangyang,Kiara Quisha E.; Clarin, Analyn S.; Vallejo,Juby H. ;The Use Of Technology In Instruction, Students’ Learning Styles, And Their Academic Performance In English, Volume 9 Issue 1, International Journal of Research and Innovation in Social Science (IJRISS), 2594-2605, Published on 04/23/2025, Available at https://rsisinternational.org/journals/ijriss/articles/the-use-of-technology-in-instruction-students-learning-styles-and-their-academic-performance-in-english/

Abstract

The integration of technology in educational settings impacts students’ learning styles, enhances engagement through personalized learning approaches, and improves academic performance in English. This study explored the relationship between technology integration, learning styles, and academic performance in English among Grade 12 SHS students in an institution in Ozamiz City. A quantitative study with a descriptive-correlational design was utilized involving 241 Grade 12 students selected through random sampling. Questionnaires were used to assess technology use in instruction, students’ learning styles (visual, auditory, kinesthetic), and academic performance, analyzed using Mean, Standard Deviation, Frequency, Percentage, and Pearson Product Moment Correlation Coefficient. The findings revealed that despite high levels of technology use in education and good learning styles among students, these factors do not significantly impact their academic performance in English. The result suggests that other variables have influenced academic outcomes more than technology use and learning styles. The research findings consistently indicate no significant correlation between teachers’ use of technology in instruction and students’ academic performance in English. Similarly, there is no significant relationship between students’ learning styles and their academic performance in English. To enhance academic performance in English despite varying learning styles and the lack of significant correlation with technology use, educators should employ diverse instructional methods, foster positive interactions, and set meaningful goals to motivate students.

Keywords: academic performance, auditory learning style, communication, collaboration, English language