Learning Styles and Their Impact on Academic Achievement with Respect to Gender

Abstract

The present study examines the impact of learning styles visual, auditory, and kinesthetic on academic achievement with respect to gender among School students. A sample of 200 students (100 male and 100 female) was selected using a simple random sampling technique. Data were collected using a standardized Learning Styles Inventory based on the model proposed by K Shankar Misra (2012) and students’ academic achievement scores. Statistical analyses including independent samples t-test and Pearson correlation were employed to analyze the data.

The results indicated that there was no significant difference in academic achievement between male and female students (t = 0.82, p > 0.05). However, correlation analysis revealed a moderate positive relationship between learning styles and academic achievement, with kinesthetic (r = 0.48) showing the highest correlation, followed by visual (r = 0.42) and auditory (r = 0.36), all statistically significant at the 0.05 level. These findings suggest that while gender does not significantly influence academic performance, learning styles play a meaningful role in shaping students’ academic outcomes.

The study supports the view of Rita Dunn and Kenneth Dunn that aligning instruction with learning preferences can enhance achievement. However, it also acknowledges contrasting perspectives such as those of Harold Pashler et al(2008). and Daniel Willingham, who argue that empirical evidence for learning styles is limited. Therefore, the study concludes that learning styles should be considered alongside other pedagogical factors to improve academic achievement.