Date of Completion

2026

Document Type

Thesis

Degree Name

Bachelor of Science in Physical Therapy

Keywords

Instructional preferences, academic performance, physical therapy students

Abstract

This study examined the relationship between instructional preferences and academic performance among physical therapy students. Objective was to determine whether preferences across four domains: Knowledge Construction, Collaborative Learning, Teacher Direction, and Passive Learning—correlated with academic outcomes, and whether sociodemographic factors moderated these relationships. A quantitative, non‑experimental, correlational design was employed. The study was conducted at De La Salle Medical and Health Sciences Institute, involving 186 Bachelor of Science in Physical Therapy students. Participants completed a sociodemographic questionnaire and an adapted Instructional Preference Scale. Academic performance was measured using the General Weighted Average of College of Rehabilitation Sciences‑taught. Data were analyzed using descriptive statistics, correlation tests, ANOVA, and moderation regression. Results revealed no significant direct relationships between any instructional preference domain and academic performance (all p > .05). However, moderation analyses demonstrated that living situation significantly moderated the knowledge construction‑performance relationship (B = −0.367, p = .018) and teacher direction‑performance relationship (B = −0.512, p = .004). Socioeconomic status moderated the effects of knowledge construction and collaborative learning, with negative associations observed for the lowest income group (B = −0.801, p = .018) and positive correlations among higher income brackets. Noise level and internet access influenced certain preference domains. These findings indicate that instructional preferences do not directly predict academic performance but operate within contextual conditions. Educators should implement pedagogic congruence alongside targeted supports addressing resource access and environmental factors to promote equitable learning outcomes. Future research should employ longitudinal and mixed‑methods designs to examine mediating variables and enhance generalizability across institutions.

First Advisor

Madelyn A. Gabrieles-Cruz

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