Influence of Learning Style to Academic Commitment of Library and Information Science Students as Mediated by their E-Learning-Related Attitude

This study investigated the influence of learning styles on the academic commitment of Library and Information Science (LIS) students, with e-learning-related attitudes examined as a mediating factor in the Davao Region. A non- experimental quantitative research design was adapted, employing a descriptive-correlational approach. Data were collected using modified, expert-validated questionnaires tailored to the study's objectives. A total of 168 students participated through complete enumeration, ensuring comprehensive respondent inclusion. Statistical analyses, including mean scores and Pearson’s correlation coefficient, were employed to interpret the data. Surveys were administered in person by the researcher to ensure accuracy and minimize ambiguity. The results indicated that learning style had a direct influence on academic commitment and an indirect influence through e-learning-related attitudes. Students with positive or adaptive learning styles demonstrated more favorable attitudes toward online education, which, in turn, contributed to higher academic commitment. The mediation model suggested that cultivating positive attitudes toward e-learning could strengthen the relationship between learning styles and academic engagement.