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

Abstract

Technology integration 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.