Effects of Learning Style Preferences on Scientific Attitude of High School Students

This research study investigated the relationship between learning style preferences and students’ scientific attitude in Paitan Integrated School during the School Year 2024-2025. Specifically, it aimed to: identify the learning style preferences that students manifest; determine the level of students’ scientific attitude; and ascertain the significant relationship between learning style preferences and scientific attitude among high school students. A descriptive-correlational research design was employed, randomly selecting 150 Junior High School and Senior High School students. Findings of the study revealed that visual, auditory, kinesthetic, group, and individual learning have an overall mean score of 3.88, indicating that students recognize and continuously utilize their preferred learning modalities in educational environments. Students also demonstrated high levels of scientific attitude, particularly in their enjoyment and confidence in science, active participation in science-related activities, and appreciation of the value of science. Correlation Analysis showed a significant positive relationship between independent and dependent variables (r = 0.483). The findings suggest that aligning instructional strategies with students’ preferred learning styles can enhance their engagement, foster positive attitudes toward science, and potentially improve academic outcomes.