Impact of Gregorc Learning style Unmatched and Matched Learning Elements on the Academic Performance of Grade 7 Laboratory Science High School

The purpose of this study is to determine the impact of learning elements that are unmatched and matched to students’ Gregorc Learning Styles on the academic performance and laboratory skills of Grade 7 students in science. The research examined how instructional strategies that do not align with students’ dominant Gregorc learning styles—Concrete Sequential, Abstract Sequential, Abstract Random, and Concrete Random—affect students’ understanding, engagement. The study employed a quasiexperimental research design involving twenty-six (26) Grade 7 high school students, composed of thirteen (13) male and thirteen (13) female respondents. The Gregorc Style Delineator was used to identify the dominant learning style of each participant. Science lessons, specifically Cell biology lessons were then delivered using learning element intentionally unmatched and matched to the students identified learning styles. Data were collected through pretests and post-tests. The assessment focused on students’ conceptual understanding and accuracy in overall performance. The results indicated a negative tvalue (-2.360, -2.249, -5.676, -5.983) on all learning styles on the Unmatched settings that encompassed a performance of accumulating high scores before the presence of Intervention. While it becomes negative it showed significant result because the p-value is still lower than a 0.5 since the p-value in the unmatched were (0.026, 0.034 and