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Students’ Learning Styles: Basis for Construction of Classroom Performance Rubric
Abstract
The study aimed to design a classroom performance evaluation rubric utilizing the learning styles of students in biological sciences subjects. The Grasha-Riechmann Learning Style Scales (GRLSS) was administered to 163 purposively sampled students enrolled in biological sciences subjects to identify their learning styles and to clarify their attitudes and feelings toward the subject they enrolled in. Descriptive statistics such as frequencies and percentages were used to describe the students learning styles while bivariate and multivariate analyses were conducted to test the difference based on gender, age, and year level. The study revealed a significant difference in learning styles based on age, year level, and sex. A significant relationship between learning style, age, and year level, and competitive learning style and sex were also found. Significant learning styles were then content analyzed and framework explicated for rubric design.
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References
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