Title: The Nexus Between Learning Styles and Attitudes Toward Online Learning Among College Students
Authors: Divine Joyce M. Valencia, Matthew Ma. B. Timbancaya, Hannah Grace E. Magno, Mary Aileen D. Del Fonso
Volume: 9
Issue: 9
Pages: 73-79
Publication Date: 2025/09/28
Abstract:
The COVID-19 pandemic accelerated the global shift toward online learning, compelling higher education institutions to adopt flexible modalities that reshaped teaching and learning practices. While online learning has provided opportunities for accessibility and continuity, it has also posed challenges that are influenced by individual learner characteristics, particularly learning styles and attitudes. This study examined the nexus between learning styles and attitudes toward online learning among 62 education students in a Philippine higher education institution. Employing a descriptive-correlational design, the study utilized the VARK questionnaire to determine students' dominant learning style preferences and a validated attitude scale to measure their perceptions across multiple dimensions, including perceived usefulness, ease of use, engagement, and stress factors. Results revealed that a majority of respondents demonstrated multimodal learning preferences, suggesting flexibility in processing instructional materials. Attitudinal responses were mixed, with students generally recognizing the convenience of online learning but also expressing concerns related to connectivity, workload, and limited interaction. Statistical analysis further indicated significant associations between certain learning styles and attitudinal dimensions, particularly in the areas of engagement and perceived usefulness. Kinesthetic learners tended to report lower satisfaction with online formats, while visual and read/write learners expressed relatively more positive attitudes. These findings highlight the importance of designing multimodal instructional strategies that address the diverse learning needs of students while also enhancing their receptiveness to online modalities. The study contributes to the limited Philippine literature on learning styles and online learning attitudes and underscores the need for evidence-based policies and teaching practices that promote equity and effectiveness in digital education.