This study aimed to determine if a learning material presented to a student that matches and does not match his/her learning style may somehow have an effect in his/her academic performance. Specifically, it sought to determine the respondents' learning styles, their performance in the first lesson presented as a hand-out and the second topic presented as an audio-recorded lecture, and the difference between the respondents' academic performance. To achieve the aim of the study, quasi-experimental research design was used. The initial respondents were all grade 7 students taking up English subject. The two learning style tests by O'Brien (1989) and Beatrice (n.d.) was administered to identify their learning style, and the two topics that will be presented to the respondents was picked from their English subject syllabus. The official respondents then read a hand-out for the first lesson, listened to an audio-recorded lecture for the second topic and answered a series of tests after every lesson. Mean and t-test for independent samples were used to analyze the data. Based on the findings, seven (50%) of the official respondents were visual learners and seven (50%) were auditory learners. In the first lesson, the visual learners performed very good, while the auditory learners got a fair performance. In the second lesson, the visual learners performed good, while the auditory learners performed poorly. However, results showed that there is a significant difference between the performance of the visual learners in the first and second lesson while the auditory learners' performance showed no significant difference. This means that unlike the auditory learners who may perform better in either visual or audio formatted learning material, visual learners may perform best only when using a learning Material that match their style.

This study aimed to determine if a learning material presented to a student that matches and does not match his/her learning style may somehow have an effect in his/her academic performance. Specifically, it sought to determine the respondents' learning styles, their performance in the first lesson presented as a hand-out and the second topic presented as an audio-recorded lecture, and the difference between the respondents' academic performance. To achieve the aim of the study, quasi-experimental research design was used. The initial respondents were all grade 7 students taking up English subject. The two learning style tests by O'Brien (1989) and Beatrice (n.d.) was administered to identify their learning style, and the two topics that will be presented to the respondents was picked from their English subject syllabus. The official respondents then read a hand-out for the first lesson, listened to an audio-recorded lecture for the second topic and answered a series of tests after every lesson. Mean and t-test for independent samples were used to analyze the data. Based on the findings, seven (50%) of the official respondents were visual learners and seven (50%) were auditory learners. In the first lesson, the visual learners performed very good, while the auditory learners got a fair performance. In the second lesson, the visual learners performed good, while the auditory learners performed poorly. However, results showed that there is a significant difference between the performance of the visual learners in the first and second lesson while the auditory learners' performance showed no significant difference. This means that unlike the auditory learners who may perform better in either visual or audio formatted learning material, visual learners may perform best only when using a learning Material that match their style.