The Influence of Learning Styles and Attitudes on Academic Performance of College Students in a Flipped Learning Environment

Abstract

This study looks into how flipped classrooms affect college students with
different kinds of learning styles, attitudes, and academic performance. The
purpose of the study is to provide empirical support for the effectiveness of the
flipped classroom model in accommodating a variety of learning styles. Survey
questionnaires and midterm grades of students were used as instruments for data
analysis on 85 participants in a state university in the Philippines. Statistical tools
such as frequency counts, percentages, mean, standard deviation, Kruskal-Wallis
test, and Kendall's tau-b were employed for a comprehensive analysis. The data
analysis revealed that a majority of respondents identified as auditory learners,
expressing agreement with the flipped classroom model and demonstrating
excellent performance within this learning environment. Significantly, the positive
attitude and excellent performance exhibited no significant differences across
various learning styles. Clear evidence emerged indicating that a positive attitude
toward the flipped classroom correlated with exceptional academic achievements.
Consequently, the study implies that the flipped classroom proves effective in
catering to diverse learning styles while maintaining students' excellent academic
performance. Furthermore, it could be concluded that their positive attitude in a
flipped classroom model have boosted their academic performance in general.
Understanding the connection between students' attitudes toward particular
pedagogical approaches and their academic performance offers important insights
that can greatly enhance the processes of teaching and learning, resulting in better
educational outcomes fostering a positive learning environment.