Learning Styles of Students Amidst Pandemic Vis-À-Vis Academic Performance in Science 10: A Basis For Proposed Intervention Plan
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
This research looked upon the learning styles of selected Grade 10 students amidst pandemic vis-à-vis academic performance in science to have a basis for proposed intervention plan to better deliver science instructions for the best teaching and learning experiences where correlations of academic performance and learning styles of the respondents were analyzed. The result shows that majority of the respondents are auditory learners. There are very few kinesthetic learners. Most of the respondents got a Satisfactory level on their academic performance during the first quarter. While there was a noticeable increase in their academic performance during the second quarter where majority of the respondents got Very Satisfactory level. Learning style of the respondents significantly affect their academic performance. This implies that learning style correlates highly to the academic performance. This means that the learning style of the students is connected to their academic performance. Being aware of this, teachers can develop lessons and activities that suits well their learners learning styles. In this way, they are helping their students in developing their skills and increasing their academic performance.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.019 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it