Learning Styles and Overall Academic Achievement in a Specific Educational System

Abstract

Experts assert that individuals enjoy various learning styles. In many cases what is being taught has a less impact on learners’ achievement than the way materials are presented. In other words, learning styles make an important component in the learning environment. The Learning Styles Survey (LSS), employed in this study, appears to be a viable tool to determine students’ learning style. The present study is an investigation of the relationship between learning styles and overall academic achievement. In order to investigate this relationship a total of 317 students participated in this survey study. The Learning Styles Survey (LSS) instrument which is based on Joy Reid’s Perceptual Learning-Style Preference Questionnaire (1987) was used. The statistical procedures employed in this study were one-way ANOVA, and multiple regression analysis. The analyses of the data indicated a significant relationship between overall academic achievement and learning styles. It was also found that the high, moderate and low achievers have a similar preference pattern of learning in all learning styles. Moreover, the learning styles framework does not change with subjects, where it actually plays an important role across all the subjects. Therefore, the results here suggest avenues of future research to understand this phenomenon.

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