THE USE OF AN INSTRUCTIONAL GUIDE FOR DIVERSE LEARNING STYLES IN BIOLOGICAL SCIENCE INSTRUCTION

Abstract

This study evaluated the effects of using an “Instructional Guide for Diverse Learning Styles” on the biological science students’ performance. Results revealed that mismatches exist in the biological science classrooms however with the use of the instructional guide, a highly significant pre-post mean difference in the students’ achievement test was obtained. This implies that the instructional guide for diverse learning styles is found effective as evidenced by the improved students’ academic performance. Anchored on Herzberg’s Content Theory on Motivation, this study concludes that when an individual’s needs are identified and satisfied, motivation is improved resulting to an improved performance.