Assessing the Learning Style of Senior High School TVL Students Using the Grasha Riechmann Model

Abstract

Understanding the learning styles of Technical-Vocational-Livelihood (TVL) students is essential for aligning instruction with how learners process academic and practical tasks. This study utilized a quantitative-descriptive design and the Grasha–Riechmann Student Learning Styles Scale (GRSLSS) to assess the learning preferences of 213 Grade 11 and 12 TVL students selected through stratified sampling, with analysis based on frequency, percentage, mean, and standard deviation. Results showed that the Collaborative learning style was the dominant preference in both grade levels, recording the highest frequencies in Grade 11 (31) and Grade 12 (34) compared with other styles, followed by Participative (Grade 11 = 28) and Independent (Grade 11 = 21; Grade 12 = 23) styles. Across strands, Collaborative was also consistently highest, appearing as the top style in multiple groups such as FCS 1A (5), FCS 1B (5), FCS 2A (7), FCS 2B (3), ICT (2), IA 2 (5), HE 1 (13), HE 2 (8), and EIM (8). In contrast, Avoidant showed the lowest presence across strands, registering 0 in several groups (e.g., FCS 1A, FCS 2B, IA 2) and minimal frequencies elsewhere. These findings indicate that TVL learners prefer group work, peer interaction, and shared problem-solving. Thus, the study concludes that instructional strategies should emphasize collaborative and participatory approaches that align with the dominant learning style patterns across grade levels and strands.