Learning Styles, Learners’ Engagement and Academic Performance of the Junior High School

This study aimed to determine the learning styles, learners’ engagement, and academic performance of junior high school learners at Allangigan Integrated School for the School Year 2025–2026. A descriptive-correlational research design was employed using a quantitative approach. The respondents consisted of 32 junior high school learners from Grades 7 to 9. Data were collected using a structured questionnaire adapted from established instruments and were analyzed using frequency, percentage, mean, standard deviation, and Spearman’s rank-order correlation. Results showed that visual learning was the dominant style (40.62%), while affective engagement was the primary engagement type (50.00%). The overall mean of academic performance was 87.06 (SD = 7.89), described as “Very Satisfactory.” Spearman’s correlation indicated no significant relationship between learning styles and academic performance (Visual: ρ = -0.056; Auditory: ρ = -0.055; Kinesthetic: ρ = 0.043; p > .05) or between engagement and academic performance (Overall: ρ = 0.220, p = 0.227). The study concludes that although learners exhibited varied learning styles and strong affective engagement, these factors did not significantly correlate with academic performance among the respondents. The findings suggest that other variables such as instructional strategies, learning environment, and individual learner characteristics may play a more substantial role in relation to academic achievement. The findings highlight the importance of implementing multimodal instructional strategies and supportive classroom environments that address diverse learner needs and promote holistic student development.