Thinking Styles and Academic Performance of BSED COED Students

LEODIVINA P. TAGAMA
Tarlac State University
Email: tagamaleodivina@yahoo.com
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ABSTRACT
This study analyzed the thinking styles of students taking up Bachelor of
Secondary Education in Tarlac State University. Out of 550 students, 20% or 110
were taken as respondents who were selected via stratified random sampling. The
profile of the respondents which included age, gender and year level were
correlated to their thinking styles. In addition, the academic performance of the
students was compared vis-à-vis their thinking styles. Findings revealed that
students had varied thinking styles but pragmatists dominated (32%) in number
followed by the idealists (22%). Moreover, only age was found to be significantly
related to the thinking styles as evidenced by a X2=29.81 and a p-value >0.05.
Gender and year level of the students have no significant correlation to their
thinking styles. Further findings reveal that students were found to have average
academic performance based on their General Weighted Averages (GWAs).
Using ANOVA, the F ratio obtained to determine variance of academic
performance of the students considering their thinking styles was 3.69 with a p
value of 0.008. This means that the academic performance of the respondents
varied significantly with respect to their thinking styles. Having the highest GWA
of 1.93, the analysts had better academic performance than the other students.
This led to the recommendations that teachers must develop the critical thinking
skills of the non-analysts using variety of ways. Implications to teaching and
learning were drawn.

Keywords: academic performance, thinking styles