Learning Style-Based Differentiated Instruction for an Improved Student's Life and Career Skills in Technology and Livelihood Education

This study examined the effectiveness of learning style-based differentiated instruction in improving the life skills, career skills, and academic performance of Grade 8 students in Technology and Livelihood Education at Leonarda D. Vera Cruz National High School. The study was anchored on Multiple Intelligences Theory, Experiential Learning Theory, the VAK Learning Styles Model, Dual Coding Theory, and Bloom’s Taxonomy, which supported the use of varied instructional strategies for visual, audi