IMPACT OF LEARNING STYLES ON STUDENT’S ACHIEVEMENT

Abstract

This research aims to identify, analyze, and understand the intricate relationship between learning styles and academic achievement among university students in Lahore. The study encompasses three main objectives: identifying common learning styles, investigating factors influencing their development, and analyzing their impact on academic success. Utilizing a quantitative research design, data from 576 participants were systematically collected and analyzed. The study's significance lies in shedding light on the nuanced connections between learning preferences and academic outcomes, offering insights for educators, institutions, and policymakers seeking to create inclusive and effective learning environments. The findings reveal diverse learning style preferences among students, with Experiencing, Autonomous learning, and Mentorship ranking high. Gender-based differences indicate that females exhibit a higher inclination toward Discussion, Experiencing, Autonomous learning, and E-learning. Age-related variations highlight significant differences in preferences across different age groups, emphasizing the need for adaptive instructional approaches. Positive correlations between specific learning styles, such as Lecture-based learning, Discussion, Autonomous learning, and E-learning, and academic performance underscore the importance of aligning teaching strategies with students' preferences. The study concludes with practical recommendations for educators, institutions, and researchers to foster inclusive teaching practices and enhance overall learning experiences.