Learning and Thinking Styles and Academic Performance of Liberal Arts Students

This investigation sought to determine the relationship between learning and thinking styles andacademic performance of the liberal minded students. Specifically, it aimed to describe the profile of the respondents in terms of sex and program; determined the respondents’ learning and thinking styles and their academic performance; compared the three variables of the study when grouped according to student’s profile; and establish relationship between learning and thinking styles and academic performance of the respondents. Results of this study showed that majority of the respondents were female Communication students with hierarchical thinking and collaborative learning styles obtaining a GWA of 1.95. Both conservative and monarchic thinking styles were found to have significant difference in terms of sex whereas collaborative thinking style was found to be significantly different in terms of the Program. The local subscale of thinking style was found to be significant only to dependent learning style. Almost all variables of the study were significantly correlated with one another except for the global subscale of thinking style which has nonsignificant relationship between learning and academic performance of the respondents

Keywords – academic performance, liberal arts, thinking and learning styles