Current Science Research Bulletin

This study investigates the relationship between the teaching styles of Araling Panlipunan teachers and the perceptual learning styles of students in selected public secondary schools. Employing a descriptive research design, the study involved 353 Grade 8 students and 31 Araling Panlipunan teachers from three secondary schools in the Division of Valenzuela City, selected through purposive sampling. Data were collected using an adapted and validated survey questionnaire, which demonstrated excellent reliability (Cronbach’s α = 0.967). Results indicate a notable mismatch between teachers’ teaching styles and students’ preferred learning styles. Most students exhibited auditory and visual learning preferences and favored individual learning approaches, whereas teachers predominantly employed kinesthetic and tactile styles, emphasizing group-based activities. This misalignment suggests that instructional effectiveness may be enhanced by aligning teaching methods with students’ perceptual learning preferences. The findings underscore the importance of teacher awareness and adaptability in instructional planning. Enhancing teachers’ understanding of learners’ perceptual styles can inform the development of responsive and effective pedagogical practices in Araling Panlipunan instruction.

Auditory Learning Style; Visual Learning Style; Kinesthetic Learning Style; Tactile Learning Style; Perceptual Learning Styles; Teaching Styles

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