In most college classrooms nowadays, the primary mode of teaching is lecture in which according to Hopper (2004) is as much as 80 percent of what the students need to learn. The teachers assume that every learner has the same learning style. Most teachers use the lecture method. Students go to class and sit down to take notes as the teacher explains the key points (Stefko, 2000). However, some students learn better when they touch and get physically involved in what they are studying.
This study aimed to contribute to the understanding of the role of individual differences in the learning process and identify the learning styles of students. This study was delimited to the assessment of the College of Business Education students’ learning styles. The respondents of this study were selected randomly from College of Business Education of Technological Institute of the Philippines – Quezon City from first year level to fourth year level of the current school year 2006 – 2007. The correlational method was used to determine the relationship between the learning style scores and academic performance grades of the respondents. The total number of respondents of the study is 268 students: 89 first year, 56 second year, 47 third year, and 76 fourth year students which were randomly selected.
The Learning Style Survey for College was adapted, with some modifications, from the work of Miller (2000) to identify students’ learning style. The second-semester, school year 2006-2007, general average of the students were utilized as the basis of their academic performance.