Abstract
The descriptive study aimed to identify the learning styles and academic performance in English of Grade 7–9 students at Jerusalem National High School during SY 2014–2015. Data were collected from a total population of 151 Grade 7, 8, and 9 Students at Jerusalem National High School using a validated questionnaire fully compliant with research ethics protocols. Findings revealed that students valued assessment of language performance most, followed by media preference, while showing less interest in error correction and specific learning methods. They preferred working individually, listening, taking notes, translating, and receiving private error correction to avoid embarrassment, while multimedia was considered highly beneficial alongside traditional tools like the blackboard. Role-playing and peer interaction were the most favored activities, whereas planned visits were the least preferred. Males were developing English proficiency, while females, students with higher family incomes, and those in Grades 8–9 were approaching proficiency. Significant differences in learning styles were found across grade levels and working styles. In contrast, relationships between academic performance and learning styles—particularly in terms of learning approaches and assessment methods—were established. Overall, students were a mix of introverted, auditory, and visual learners who benefited from listening, note-taking, translation, and hands-on assessments. The study concluded that teachers should design lessons aligned with students’ preferred styles, collaborate across subjects, and receive training to adapt to diverse learners. Administrators were urged to profile incoming students’ learning styles for instructional planning, while further research was recommended to explore teacher awareness and the impact of mismatched activities.
Keywords: Academic performance, english, learning styles