Abstract
The aim of the study is to determine the relationship between learning style of the nursing students’ with that of the instructors’ for continuous academic enhancement based on the identified learning styles with the aid of Kolb’s Learning style inventory as the survey questionnaire and utilizing secondary data which is the midterm grades of the students to determine the academic performance. The collected data were then analyzed to determine the relationship of the two variables utilizing the product momentum correlation. The findings that the researcher was able to extract from the study were: 1) that among the different learning styles, accommodator type of learning style among the students got the highest frequency of ten (10) or 45.45%. 2) that among the different learning styles, the converger type of learning style among the instructors got the highest frequency of four (4) or 50.00%. 3) Predominantly, the sixteen (16) or 69.57% nursing students scored 5.00 or failed in the academic performance as shown in the midterm grades. 4) the two (2) variables, students’ learning styles and instructors’ learning styles perfectly correlate as shown in the midterm grades of the students. Based on these findings, the researcher was able to conclude that first, the learning styles of the instructors are diverse though most fall under the category of converger; Second, that the students’ learning styles are also diverse and most of them fall under the category of accommodator; Third, Ratings showed that most of the students needs further academic enhancement; and Lastly, the learning styles of the instructors perfectly correlates with that of the students and therefore, plays a vital role in academic enhancement.