The Mediation Role of Teachers’ Teaching Competence on the Relationship between Grade 10 Students’ Learning Styles and their Science Performance

Abstract

The primary goal of this study was to determine the mediation role of teachers' teaching competence on the relationship between Grade 10 students’ learning styles and their science performance using a descriptive-correlational research design with mediation analysis at selected secondary schools of Don Marcelino District, Division of Davao Occidental. The study included 252 Grade 10 science students as respondents using a stratified random sampling technique. Adapted survey questionnaires were used during the study. The questionnaire in independent variable was originally from Index of Learning Styles Questionnaire (January 1999), while in mediating variable was from Science Teachers’ Teaching Competencies and Their Training Experience to Classroom Pedagogical Approaches (November 2014). The mean, Pearson correlation analysis, and mediation analysis (Bootstrapping Method) were used to analyze the data gathered in the study. The findings demonstrated that learning styles was often manifested (3.70). The science performance was rated as very satisfactory (85.84). On the other hand, the findings for teachers’ teaching competence were found as high (4.04). Furthermore, a significant relationship was found between Grade 10 students’ learning styles and science performance (0.000). Similarly, there was a significant relationship between Grade 10 students’ learning styles and teachers' teaching competence (0.000). A significant relationship was also observed between teachers’ teaching competence and science performance (0.000). Moreover, a partial mediation was found between the relationship of Grade 10 students’ learning styles and science performance when mediated by teachers' teaching competence. Furthermore, it was discovered that Grade 10 students’ learning styles and science performance increased after being mediated by teachers’ teaching competence. Consequently, the results suggest partial mediation as the effect was found to be substantial. The study's findings could provide a foundation for creating policies, programs, and initiatives that enhance differentiated learning support, resulting in better science performance for students. Additionally, establishing a thorough and continuous professional development program that encourages multi-modal, reflective teaching methods to improve teachers' capacity to effectively adjust to various student learning styles.