Students’ Learning Styles and their Academic Performance at Secondary Level

Abstract

This study investigates the relationship between students' learning styles and their academic performance at the secondary school level. Guided by three core objectives, the research aimed to: analyze students' perceptions of their preferred learning styles, explore their perceptions regarding academic performance, and determine the relationship between learning styles and academic achievement. The study employed a quantitative approach using a structured questionnaire as the primary data collection tool. The target population consisted of secondary-level students, from which a random sample of 374 learners was selected to ensure representativeness. Data were analyzed using the Statistical Package for the Social Sciences (SPSS), applying descriptive and inferential statistical techniques. The results revealed diverse learning style preferences among students, with varying degrees of alignment to their perceived academic outcomes. Furthermore, a statistically significant relationship was found between certain learning styles and academic performance, indicating that students’ preferred methods of learning can positively or negatively influence their educational outcomes. The findings underscore the importance of recognizing individual learning preferences in instructional planning to enhance student engagement and performance.