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Abstract

This study investigated college students’ learning styles and stress levels through a descriptive-comparative survey design. Students’ demographic characteristics such as college, gender and year level were made as control variables in the study. Two hundred forty-nine (249) students from the three colleges of the university – arts and sciences, teacher education and nursing - participated in the study. Sample selection was done through stratified random sampling. The instruments used in measuring the variables were the Index of Learning Styles (ILS) by Felder and Soloman (1997) and the Student Stress Inventory (SSI) which was researcher-made. Results showed visual and sensing learning styles as dominant across colleges and year levels and between genders, while sequential-global and reflective-active styles were almost similarly preferred. In terms of stress levels, students across colleges and year levels and between genders identified school activities as very stressful. Significant differences were noted in the stress levels among year levels for school environment and between males and females for interpersonal relationships. In terms of types of learners and levels of stress, sensing and intuitive learners significantly differed on their stress levels for school activities, and between global and sequential learners for school environment. From this study, it can be concluded that differences in stress levels can be found for learners with certain learning styles.

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