The relationship of kinesthetic learning strategies to the perceived competence of DLSMHSI – SHSSHS grade 12 students in foundations to human anatomy and physiology

This research essentially identified the kinesthetic learning activities and strategies utilized by the De La Salle Medical and Health Sciences Institute – Special Health Sciences Senior High School Grade 12 students from Batch 2020 and Batch 2021 and its relationship to the students’ perceived competence in the subject Foundations to Human Anatomy and Physiology, whereas the study also determined if there is a difference between their 1st semester grades in the mentioned subject. A quantitative correlational research design was employed with stratified random sampling and proportional allocation for a sample size of 250, analyzed using different statistical treatments such as the Mann-Whitney U-Test, linear regression analysis, and Spearman’s Correlation Coefficient. Results showed that Batch 2020 experienced significantly more kinesthetic activities in Foundations to Human Anatomy and Physiology and are perceived to be more competent. On the other hand, Batch 2021 had a significantly higher mean 1st semester grade in Foundations to Human Anatomy and Physiology. It was found that there is a positive linear relationship between kinesthetic learning strategies and the perceived competence of Special Health Sciences Senior High School Grade 12 students in Foundations to Human Anatomy and Physiology, yet the strength of the relationship is only moderate. This study established that more kinesthetic learning activities/strategies placed in learning Foundations to Human Anatomy and Physiology, the perceived competence of the students increases as well. While these variables only play a small part on students’ competence in Foundations to Human Anatomy and Physiology, thus it is recommended to consider other academic variables, specialized subjects, and learning strategies in future studies