Teaching Strategies, Learning Styles, and Academic Performance of HUMSS Students in Social Sciences Subjects: A Descriptive Correlational Study

Understanding how teaching strategies and learning styles relate to students’ academic performance is essential for improving outcomes in Social Science education. This study examined the relationship among these variables among Grade 11 HUMSS students during the academic year 2024–2025. A quantitative descriptive-correlational research design was employed, involving 135 students selected through simple random sampling. Data were collected using survey instruments adapted from the Grasha-Riechmann Teaching Strategies Model and Fleming’s Learning Style Model. Statistical analyses, including descriptive statistics, Pearson correlation, and multiple regression, were conducted using SPSS. Results showed that the most prevalent teaching strategies were Expert, Facilitator, and Personal Model, while the dominant learning style was auditory. Pearson correlation analysis indicated that both teaching strategies and learning styles were significantly associated with students’ academic performance. However, multiple regression analysis revealed that the overall model was not statistically significant, suggesting that these variables, when considered simultaneously, do not significantly predict academic achievement. These findings indicate that while teaching and learning styles are individually related to academic performance, their combined predictive power may be limited. This highlights the need for a more nuanced and evidence-based approach in designing instructional strategies that consider multiple factors influencing student achievement in Social Science subjects.