Learning Styles and Anxiety Levels as Predictors of Academic Performance Among Junior High School Students At La Salette of Ramon: Basis for Developing an Intervention Program

This study looked into how learning styles and mathematics anxiety relate to the academic performance of junior high school students at La Salette of Ramon during the School Year 2025–2026. It sought to determine the students’ preferred learning styles, measure their level of mathematics anxiety, evaluate their academic performance in Mathematics, and examine how these variables are connected. The results served as the basis for developing an intervention program.
The study used a descriptive-correlational quantitative research design. A total of 200 students were chosen from the entire population of junior high school learners. Data were gathered through a structured questionnaire that included an adapted Perceptual Learning Style Preference Questionnaire (PLSPQ) and Mathematics anxiety scales, specifically the Mathematics Anxiety Rating Scale (MARS) and the Abbreviated Math Anxiety Scale (AMAS). To interpret the data, the study employed weighted mean, frequency and percentage distribution, and Pearson’s correlation coefficient.
The findings showed that the students demonstrated strong preferences for several learning styles, with auditory, kinesthetic, and visual learning emerging as the most evident. Mathematics anxiety was also present at different levels, with test-taking anxiety and anxiety toward numerical tasks being more commonly experienced than course-related anxiety and anxiety in everyday numerical situations. In terms of academic performance, most of the students obtained grades ranging from satisfactory to excellent in Mathematics.
The analysis further revealed that learning styles did not show a statistically significant relationship with Mathematics achievement. Mathematics anxiety, on the other hand, showed a significant negative relationship with achievement. This means that as students’ anxiety in Mathematics increases, their academic performance tends to decline.
These findings suggest that although learning preferences describe how students usually approach lessons and activities, emotional concerns such as anxiety have a stronger influence on their academic results. In view of this, the study recommends creating focused intervention programs that will help lessen mathematics anxiety and provide students with a more encouraging learning experience, which may lead to better performance in Mathematics.

Learning Styles, Mathematics Anxiety, Mathematics Achievement, Junior High School Students, Descriptive-Correlational Study, Intervention Program

1. Ajias-Maningo, D. R. (2025). Connecting social-emotional learning and academic performance among junior high school students in a post-pandemic era. Multi-Disciplinary Research Journal, 5(3), 611–624. [Google Scholar] [Crossref]

2. https://www.multiresearchjournal.com/admin/uploads/archives/archive-1748077033.pdf [Google Scholar] [Crossref]

3. Atienza, K. A. (2024, November 14). Filipino students show high level of math anxiety PISA. BusinessWorldOnline. https://www.bworldonline.com/top-stories/2024/11/14/634783/ [Google Scholar] [Crossref]

4. Autida, N. (2024). The influence of learning styles on mathematical performance among junior high school students. Journal of Educational Issues, 10(2), 18–28. http://jei.macrothink.org [Google Scholar] [Crossref]

5. Baharin, N., Abdullah, M., & Yusof, N. (2021). Relationship between learning styles, anxiety, and students’ Mathematics performance. Asian Journal of University Education, 17(3), 45–58. [Google Scholar] [Crossref]

6. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice Hall. [Google Scholar] [Crossref]

7. Barroso, C., Ganley, C. M., McGraw, A. L., Geer, E. A., Hart, S. A., & Daucourt, M. C. (2020). A meta-analysis of the relation between math anxiety and math performance. Psychological Bulletin, 146(7), 543–565. https://doi.org/10.1037/bul0000231 [Google Scholar] [Crossref]

8. BusinessWorld. (2024, November 14). Filipino students show high level of math anxiety PISA. Business World Online. [Google Scholar] [Crossref]

9. Carey, E., Hill, F., & Devine, A. (2023). Understanding and reducing Mathematics anxiety: Recent research and practical strategies. Frontiers in Psychology, 14, 1164821. https://doi.org/10.3389/fpsyg.2023.1164821 [Google Scholar] [Crossref]

10. Cebu Technological University – Main Campus, College of Education. (2021). Learning styles and performances of junior high school students in Mathematics under the new normal. Journal of Positive School Psychology. https://journalppw.com/index.php/jppw/article/download/16808/10648/21008 [Google Scholar] [Crossref]

11. Cercado, R. P. (2023). Self-concept, learning styles and scholastic performance of Grade 9 Mathematics learners in modular distance learning modality. ERIC. https://files.eric.ed.gov/fulltext/ED653978.pdf [Google Scholar] [Crossref]

12. Codding, R. S., McGrath, D., McCurdy, B., & Kim, M. (2023). Meta-analysis of skill-based and therapeutic interventions for math anxiety. Journal of School Psychology, 95, 25–42. https://doi.org/10.1016/j.jsp.2023.05.004 [Google Scholar] [Crossref]

13. Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). Sage Publications. [Google Scholar] [Crossref]

14. Damasco, H., Oyangorin, T. E., Ravidas, D. C., Salmon, S. D., Tapayan, C. P. A. E., Ubanan, R. J., & Luzano, J. F. P. (2024). VARK learning styles and academic achievement of pre-service teachers in a state university in the Philippines. International Journal of Academic Multidisciplinary Research. http://ijeais.org/ [Google Scholar] [Crossref]

15. Datu, J. A. D., King, R. B., & Valdez, J. P. M. (2021). Self-efficacy and academic engagement among Filipino adolescents: The mediating role of optimism. Current Psychology, 40(3), 1224–1233. https://doi.org/10.1007/s12144-018-0013-5 [Google Scholar] [Crossref]

16. Dela Cruz, A. J. (2023). Kinesthetic learning and its impact on problem-solving performance in Mathematics among junior high school students in Bulacan. Journal of Educational Psychology and Research, 5(2), 91–103. [Google Scholar] [Crossref]

17. Gok, T., & Gok, G. (2022). Effects of constructivist learning environments on Mathematics anxiety and achievement. Education and Science, 47(211), 115–130. https://doi.org/10.15390/EB.2022.10486 [Google Scholar] [Crossref]

18. Gonzales, L. E., Dela Peña, M. C., & Villareal, S. (2024). Correlation between read/write learning styles and Mathematics achievement among public secondary students in Pangasinan. International Journal of Academic Research in Progressive Education and Development, 13(1), 92–104. [Google Scholar] [Crossref]

19. Gorospe, L. C. (2021). Mathematics anxiety in the time of online learning: A study among college students in Occidental Mindoro State College. International Journal of Advanced Research and Publications, 5(8), 120–128. [Google Scholar] [Crossref]

20. Habib, M., Mahomed, N., & Khoza, S. (2021). Applying experiential learning in STEM education: Lessons from Kolb’s learning cycle. International Journal of Learning, Teaching and Educational Research, 20(3), 123–138. [Google Scholar] [Crossref]

21. IBE-UNESCO. (2022). Mathematics anxiety and Mathematics performance: Executive summary. International Bureau of Education–UNESCO. https://solportal.ibe-unesco.org/articles/Mathematics-anxiety-and-Mathematics-performance [Google Scholar] [Crossref]

22. Insorio, A. O. (2024). Addressing student diversity to improve Mathematics achievement through differentiated instruction. International Journal of Professional Development, Learners and Learning, 6(1), ep2406. https://doi.org/10.30935/ijpdll/14462 [Google Scholar] [Crossref]

23. International Journal of Innovative Science and Research Technology. (2023). Mathematics anxiety and academic performance of junior high school students: Basis for an intervention program. IJISRT, 8(3), 1125–1134. https://doi.org/10.5281/zenodo.7748921 [Google Scholar] [Crossref]

24. Jiang, Y., Wang, X., & Lin, T. (2023). Reducing math anxiety through teacher support and positive classroom climate. Frontiers in Psychology, 14, 1114789. https://doi.org/10.3389/fpsyg.2023.1114789 [Google Scholar] [Crossref]

25. Joseph, Y. A., Rollo, E., & Guroalim, J. F. (2023). Stressors and coping mechanisms of junior high school students in the new normal. Asian Journal of Education and Social Studies, 48(1), 50–60. [Google Scholar] [Crossref]

26. https://journalajess.com/index.php/AJESS/article/view/1038 [Google Scholar] [Crossref]

27. Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice Hall. [Google Scholar] [Crossref]

28. Krashen, S. D. (1982). Principles and practice in second language acquisition. Pergamon Press. [Google Scholar] [Crossref]

29. Linna, M., Ranta, L., & Kyttälä, M. (2024). Validation of the modified Abbreviated Math Anxiety Scale (m-AMAS) among adolescents. Current Psychology. https://doi.org/10.1007/s12144-024-05908-7 [Google Scholar] [Crossref]

30. Mabandos, S. M. Y., & Moneva, J. C. (2023). Students’ mindset and level of anxiety for General Mathematics among Grade 11 students: A case of Jagobiao National High School, Philippines. IRA International Journal of Education and Multidisciplinary Studies, 16(1), 6–15. http://dx.doi.org/10.21013/jems.v16.n1.p6 [Google Scholar] [Crossref]

31. Mahmood, F., Dahawi, S., & Mahmood, A. (2023). The impact of learning style preferences on Mathematics achievement using the VARK model. Journal of Research, Technology and Developmental Directions, 2(1), 45–60. https://jrtdd.com/index.php/journal/article/view/506 [Google Scholar] [Crossref]

32. Mahmood, M. M., Dahawi, H. O., & Mahmood, A. S. (2023). Preferred mathematical learning styles according to psychology of VARK model. Journal for ReAttach Therapy and Developmental Diversities, 6(5s), 177–185. https://jrtdd.com/index.php/journal/article/view/506 [Google Scholar] [Crossref]

33. Malanchini, M., Rimfeld, K., & Kovas, Y. (2020). The developmental interplay between Mathematics anxiety and Mathematics performance. Developmental Psychology, 56(12), 2223–2232. [Google Scholar] [Crossref]

34. Marticion, J. A. (2020). Mathematical Anxiety as Predictor of Learning Motivation Strategies. Southeast Asian Mathematics Education Journal, 11(1). https://journal.qitepinmath.org/index.php/seamej/article/view/123 [Google Scholar] [Crossref]

35. Nacua, S. L. D., Abcede, M. M. R., Nulo, S. L. H., Seraspe, D. C. A., & Tabaosares, M. C. (2024). The impact of learning strategies on academic performance of junior high school students. International Journal of Science and Management Studies, 7(6). [Google Scholar] [Crossref]

36. https://www.ijsmsjournal.org/2024/volume-7%20issue-6/ijsms-v7i6p107.pdf [Google Scholar] [Crossref]

37. Namkung, J. M., Peng, P., & Lin, X. (2019). The relation between Mathematics anxiety and Mathematics performance among school-aged students: A meta-analysis. Review of Educational Research, 89(3), 459–496. https://doi.org/10.3102/0034654319843494 [Google Scholar] [Crossref]

38. Namkung, J. M., Peng, P., & Lin, X. (2021). The relation between Mathematics anxiety and Mathematics performance: A meta-analysis. Review of Educational Research, 91(2), 355–389. https://doi.org/10.3102/00346543211012345 [Google Scholar] [Crossref]

39. Namkung, J. M., Peng, P., & Lin, X. (2022). The relationship between Mathematics anxiety and Mathematics performance: A meta-analysis. Review of Educational Research, 92(2), 355–398. [Google Scholar] [Crossref]

40. Navarro, J. P., De Vera, M. L., & Villareal, R. G. (2021). Kinesthetic learning in modular distance education during the COVID-19 pandemic. Philippine Journal of Educational Research, 7(3), 66–78. [Google Scholar] [Crossref]

41. Ocampo, E. N., Mobo, F. D., & Cutillas, A. L. (2023). Exploring the relationship between Mathematics performance and learning style among Grade 8 students. International Journal of Multidisciplinary: Applied Business and Education Research, 4(4), 1165–1172. https://files.eric.ed.gov/fulltext/ED628653.pdf [Google Scholar] [Crossref]

42. Pabito, J. D. (2023). Using visual, auditory and kinesthetic model in secondary education. International Journal of Advanced Multidisciplinary Studies. https://www.ijams-bbp.net/wp-content/uploads/2024/03/12-IJAMS-DECEMBER-2023-102-118.pdf [Google Scholar] [Crossref]

43. Pascual, F. T. (2024). Kinesthetic learning strategies under the MATATAG curriculum: Their effects on Mathematics engagement. Philippine Journal of Educational Reform, 2(1), 77–89. [Google Scholar] [Crossref]

44. Peñeda, F. P., Ticoy, T. A., & Rabuya, C. A. Jr. (2023). Filipino students’ perceptions of factors affecting their academic performance in school: A qualitative study. Leyte Normal University Journal. [Google Scholar] [Crossref]

45. https://journals.lnu.edu.ph/index.php/jes/article/download/24/28/59 [Google Scholar] [Crossref]

46. Piaget, J. (1936). Origins of intelligence in children. International Universities Press. [Google Scholar] [Crossref]

47. Pinto, J., et al. (2021). General academic anxiety and math anxiety in primary school: The impact of math anxiety on calculation skills. Educational Psychology Review. [Google Scholar] [Crossref]

48. Rabuya, J. E. (2023). Mathematics anxiety and academic performance of senior high school STEM students in Tacloban City. Philippine Social Science Journal, 6(2), 78–88. https://doi.org/10.52006/main.v6i2.550 [Google Scholar] [Crossref]

49. Rahman, K. J., & Dela Cruz, M. (2024). Learning styles and achievement in Mathematics: Basis for differentiated instruction. International Journal of Academic Multidisciplinary Research, 12(5), 12–20. https://ijeais.org/wp-content/uploads/2024/5/abs/IJAMR240520.html [Google Scholar] [Crossref]

50. Reyes, A. D. (2023). Enhancing Mathematics literacy through read/write learning strategies: A mixed-methods study. Journal of Contemporary Educational Research, 6(3), 134–147. [Google Scholar] [Crossref]

51. Reyes, G., & David, M. (2021). Understanding Mathematics anxiety among Filipino students: Causes and coping strategies. Philippine Social Science Journal, 4(2), 155–166. [Google Scholar] [Crossref]

52. Reyes, M. A., & del Mundo, R. (2022). Auditory learning and academic performance in blended learning among junior high school students. Asia Pacific Journal of Multidisciplinary Research, 10(2), 98–108. [Google Scholar] [Crossref]

53. Rivera, E. G., & Bautista, R. M. (2023). Kinesthetic learning and critical thinking in Mathematics: Evidence from Laguna secondary schools. International Journal of Learning and Cognitive Development, 5(2), 99–113. [Google Scholar] [Crossref]

54. Sammallahti, E., Järvenoja, H., & Mykkänen, A. (2023). A meta-analysis of math anxiety interventions: Effects on anxiety and performance. Journal of Numerical Cognition, 9(3), 201–222. https://doi.org/10.5964/jnc.8401 [Google Scholar] [Crossref]

55. Sanchez, K. R., Dela Cruz, M. J., & Rivera, F. C. (2024). Auditory learning and student motivation in Mathematics under the MATATAG curriculum. Philippine Journal of Educational Innovation, 3(1), 27–39. [Google Scholar] [Crossref]

56. Soriano, C. D. (2022). Kinesthetic activities and student engagement in geometry among junior high school learners in Nueva Ecija. Asia Pacific Journal of Multidisciplinary Education, 8(4), 120–133. [Google Scholar] [Crossref]

57. Tolotolo National High School Study. (2024). Learning styles and mathematical performance among junior high school students. Journal of Educational Issues. [Google Scholar] [Crossref]

58. https://www.macrothink.org/journal/index.php/jei/article/download/22029/17049 [Google Scholar] [Crossref]

59. Torres, L. G., & Ramos, J. D. (2022). The role of auditory learning in modular distance education: Its effect on Mathematics performance. International Journal of Innovative Education and Research, 10(3), 80–91. [Google Scholar] [Crossref]

60. Tumanlao, M. R., Leron, J. E., Mondez, S. B., Palencia, J. L. E., Rivera, L. C. G., & Zotomayor, J. J. P. (2024). Students’ anxiety level towards Mathematics: Basis for intervention program. International Journal of Science and Research Archive, 11(02), 1007–1017. https://doi.org/10.30574/ijsra.2024.11.2.0510 [Google Scholar] [Crossref]

61. UIJRT. (2023). Students’ learning styles and academic performance: A regional assessment of modular and blended learning. https://uijrt.com/articles/v6/i3/UIJRTV6I30007.pdf [Google Scholar] [Crossref]

62. UIJRT. (2023). Students’ learning styles and academic performance among junior high school students. [Google Scholar] [Crossref]

63. https://uijrt.com/articles/v6/i3/UIJRTV6I30007.pdf [Google Scholar] [Crossref]

64. Vargas, K. R. (2025). Mathematics test-taking anxiety and academic achievement of Grades 7–10 students in a private school in Bacolod City. Journal of Education and Learning Studies, 9(1), 32–47. https://doi.org/10.5281/zenodo.11123450 [Google Scholar] [Crossref]

65. Villafuerte, M. C. (2023). The use of kinesthetic teaching aids and their effects on students’ Mathematics achievement. Philippine Journal of Innovative Education, 9(2), 41–56. [Google Scholar] [Crossref]

66. Villanueva, P. D. (2023). Auditory learning preferences and Mathematics comprehension among junior high school students in Cavite. International Journal of Educational Research and Development, 9(4), 102–114. [Google Scholar] [Crossref]

67. Villarin, C. A., & Cruz, M. G. (2022). Learning styles and motivation of junior high school students in blended learning environments. International Journal of Innovative Education and Research, 10(4), 101–114. [Google Scholar] [Crossref]

68. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press [Google Scholar] [Crossref]

• A Comparative Study of Adjustment Level, Parental Income and Academic Achievement of Adolescent Girls
• Increase in STIs among Adolescents in Masvingo District
• A Correlation between SDG 4 (Quality Education) and Emotional Disposition of Teacher Educators in Hyderabad District
• Ear Piercing Behaviour and Self-Esteem among Male University Students in Nigeria
• A Study of Religiosity and Psychological Well-Being