Learning Style Preferences and Their Role in Shaping Academic Achievement among Higher Secondary Students

Abstract

With an emphasis on factors including sex and the medium of instruction, this study examines the connection between learning styles and academic achievement among upper secondary students. Learning styles—which include kinesthetic, auditory, and visual methods—have an impact on how pupils learn and process information, which in turn affects academic performance. 300 pupils from reputable schools in the Theni district make up the sample, which is examined using statistical metrics. Higher secondary pupils exhibit above-average academic achievement and appropriate learning methods, according to the results. Academic achievement and learning styles are found to be significantly positively correlated ('r' = 0.1314, p < 0.05). However, there is no discernible sex-based difference in academic achievement or learning methods. Distinct learning styles and perception patterns. On the other hand, both variables are highly influenced by the language of instruction; pupils who receive instruction in English have more developed learning styles and accomplish better academically than their Tamil-medium counterparts. In order to ensure equal learning chances, the study emphasizes the necessity for educators to implement multimodal teaching methodologies that accommodate a range of learning preferences. These results highlight how crucial it is to acknowledge individual learning preferences and modify instructional strategies in order to promote improved academic performance. To close the success gap, educational interventions should also concentrate on improving learning strategies, especially for pupils who learn Tamil.