The Correlation Between Faculty Teaching Practices, Students' Dominant Learning Styles, and Academic Achievement
- Publication History
- Published online: September 30, 2026
- DOI
- https://doi.org/10.35877/454RI.eduline4829
- Copyright
- Copyright (c) 2026 Algean M. Solatorio & Erwin Cubillan
- User License
- https://creativecommons.org/licenses/by-nc-sa/4.0
Abstract
This study investigated the influence of clinical instructors’ teaching practices on nursing students’ learning styles and academic achievement during clinical exposure. Specifically, it determined the level of clinical instructors’ teaching practices in terms of instructional planning and design, teaching strategies, and evaluation, identified the prevailing learning styles of nursing students, and examined their academic achievement. It further tested the relationship between clinical instructors’ teaching practices and students’ learning styles, as well as between teaching practices and academic achievement. A descriptive correlational research design was employed. Data was collected from nursing students using a validated questionnaire and official academic records. Descriptive statistics were used to determine the level of teaching practices, learning styles, and academic achievement, while Pearson’s r was applied to establish relationships among the variables. Findings showed that clinical instructors’ teaching practices were rated high across all domains, although instructional planning and design obtained the lowest means. Nursing students demonstrated varied learning styles. A significant relationship was found between clinical instructors’ teaching practices and students’ learning styles, but no significant relationship was identified between teaching practices and academic achievement. The study concludes that effective clinical teaching practices influence how students learn during clinical exposure, while academic achievement may be affected by factors beyond instructional practices. Based on these findings, the study recommends strengthening instructional planning and design, aligning teaching strategies with students’ learning styles, and implementing continuous faculty development programs to enhance the quality of clinical instruction.
Keywords
References (13)
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