The document discusses research on learning styles and their relationship to academic performance. Several studies are mentioned that have found positive correlations between students being taught in a way that matches their learning style and improved academic outcomes. However, other research has been more critical of learning styles approaches, noting limitations like potentially limiting students' learning or not meeting validity criteria. Overall, while student learning styles are diverse, identifying and catering to different preferences can support students' academic journeys.

1. Foreign Studies
According to Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2008), the term “learning
styles” refers to the concept that individuals differ in regard to what mode of instruction or
study is most effective for them. Proponents of learning-style assessment contend that
optimal instruction requires diagnosing individuals' learning style and tailoring instruction
accordingly. Assessments of learning style typically ask people to evaluate what sort of
information presentation they prefer (e.g., words versus pictures versus speech) and/or what
kind of mental activity they find most engaging or congenial (e.g., analysis versus listening),
although assessment instruments are extremely diverse. Many research studies support the
idea that exploring different learning styles has numerous benefits. Students who understood
their learning style and were taught in a manner that corresponded to their learning style
performed better academically (Toozandehjani 2017).
However, even though learning styles have a lot of benefits, there are also criticisms about
them. According to Hattie, J. (2011) An approach based on addressing learning styles does
indeed have many limitations. For example, learning style could label students in such a way
as to limit their potential for learning. According to Sharp et al. (2008), in order to legitimise
the learning style hypothesis, research should at least satisfy “face validity‟, “construct
validity‟, “predictive validity‟, “ecological validity‟ and “cultural validity‟.Pashler et al. (2009)
claimed that too much research into learning styles consumes valuable education resources,
and more time should be spent on research in other fields to guide teaching and learning.
Foreign Studies
https://ftms.edu.my/journals/pdf/IJELT/Nov2017/1-13.pdf
A study conducted by Alexandra Yeung and her colleagues in 2005 examined the learning
styles of first-year chemistry students and their academic performance in Sydney, Australia.
Concurrently, Kaminski et al. (2005) conducted research to investigate the relationship
between student learning styles and grades in an introductory thermal-fluids course in the
United States. Both studies attempted to identify the impact of learning styles on academic
performance in different contexts. The findings of these studies can be instructive for
educators and policymakers working to improve learning outcomes in higher education.
Foreign Studies
https://core.ac.uk/download/pdf/222964977.pdf
In a study conducted by Garton et al. (1999), it was found that there exists a low correlation
between a student's preferred learning style and their academic performance. On the other
hand, Purdie & Hattie (1999) discovered that studies in this field typically involve identifying
various study skills and then correlating the scores on tests that assess students' application
of these skills to outcomes such as GPA. To summarize, it is important for educational
institutions to recognize that students have different learning preferences and styles. By
identifying and catering to these preferences, students can be supported in their academic
journeys, leading to positive outcomes.
Foreign Studies
https://link.springer.com/article/10.1007/s10459-007-9089-8
Cook, Thompson, Thomas, and Thomas (2009) The primary objective of this study
was to investigate and test the hypothesis that learners with a "sensing learning
style" would show better performance when presented with a problem first, followed
by the content information required to solve it. In contrast, individuals with an
"intuitive learning style" would perform better when provided with content information

2. first, followed by the problem. The authors noted that this learning-styles taxonomy is
similar to Kolb's (1984, 1985) concrete–abstract dimension.
Foreign Studies
Toozandehjani (2017) conducted a study that revealed the significant impact of
learning styles on students' academic performance. The study found that students
who understood their learning style and were taught in a manner that corresponded
to their learning style performed better academically. Similarly, Barman et al. (2014)
conducted a study on the relationship between learning styles and academic
performance and concluded that students who are aware of their learning style tend
to perform better academically. This finding emphasizes the need for educational
institutions to prioritize the identification of students' learning styles to improve their
academic performance.
Moreover, the quality of learning experiences is reflected in students' academic
performance in any educational institution, whether it is primary, secondary, or
tertiary. Academic performance is usually assessed based on students' scores
across various subjects. This evaluation can be done through formative
assessments, which are ongoing assessments that provide feedback to students and
instructors, and summative assessments, which are usually given at the end of a
course and serve to evaluate students' overall understanding of the material.
Foreign Studies
Researchers have studied the relationship between students’ learning styles and academic
performance. In a research by Dalmolin et al. (2018) it was discovered that there was a positive
connection between learning styles and academic performance of students. Magulod Jr.
(2019) also conducted a research on learning styles and academic performance and found a
significant relationship between learning styles and academic performance of
students. The characteristics, strengths and preferences in the form, in which an individual receives
and process information, is termed learning styles (Hsieh et al., 2011).
Ghaedi and Jam (2014) defines learning styles as the changes among learners in using one or more
senses to understand, organize, and, retain experiences. Fatemeh and Camellia (2018) study
revealed that students prefer learning with divergent learning styles, as it enhance
students' academic achievement.
Foreign Studies
Schroeder (1993) concluded that students are coming to institutions of higher learning with
more diversity in their learning styles than ever before. They have different levels of motivation,
different attitudes about teaching and learning, and different responses to specific classroom
environments and instructional practices. Felder & Brent (2005) state that one of the categories of
diversity that have been shown to have important implications for teaching and learning are
taking in and processing information. Understanding our particular learning style and how to best
meet the needs of that learning style is essential to achieve better academic performance
(Whitney, 2005).
Foreign Studies
Learning style is the way in which each learner begins to concentrate on, process, absorb,
and retain new and difficult information (Dunn and Dunn, 1992; 1993; 1999). The interaction
of these elements occurs differently in everyone. Therefore, it is necessary to determine

3. what is most likely to trigger each student's concentration, how to maintain it, and how to
respond to his or her natural processing style to produce long term memory and retention.
Foreign Studies
Massa and Mayer (2006) reported a particularly informative and well-designed study of
learning styles with a set of three experiments. They constructed a reasonably realistic
computer-based electronics lesson. Two different sorts of help screens were customized for
verbal or visual learners, providing either supplementary printed text or carefully developed
diagrams and illustrations, respectively. A wide variety of preference-based and ability-based
individual-difference measures were administered to sort visual from verbal learners in
various ways.
Foreign Studies
One reason for such a high failure rate may be unawareness of learning styles of the students
and under-utilization of the strength of their individual learning style. Learning styles have
academic achievement, how students learn, and student/teacher interaction (Garton et al., 1999).
Learning styles can simply be defined as characteristic ways that learners perceive, interact with and
respond to their environment (Grasha & Hicks, 2000). It is basically a unique approach to
learning based on strength, weaknesses and preferences (Kinshuk et al., 2009).
Foreign Literature
Students’ learning styles are influenced by environmental, emotional and cognitive factors alongside
their previous experiences. Learning style is primarily concerned with “how students learn, not what
they learn (Gokalp, 2013; Fardon, 2013). Knowledge of the
various learning style preferences of students admitted in Science Education programme
will eventually lead to more effective learning experiences. Alavi and Toozandehjani
(2017) revealed that learning styles of students can enhance their learning. In the same vein,
Barman et al. (2014) study on learning style and academic performance of students conclude that
their academic performance.
Foreign Literature
Y Feng, F Iriarte, J Valencia - The Asia-Pacific Education Researcher, 2020
https://link.springer.com/article/10.1007/s40299-019-00496-8
“Relationship Between Learning Styles, Learning Strategies and Academic
Performance of Chinese Students Who Learn Spanish as a Foreign Language” This
article investigates how Chinese students learning Spanish as a foreign language
perform academically based on their learning styles and strategies. The study used
two questionnaires to identify the learning styles and strategies of the students.
Results showed that most students had a combination of the learning styles being
studied and frequently used all the strategies. The study also found that active sttyle
and metacognition strategies played a major role in the academic achievement of
Chinese foreign language learners.
Foreign Literature
https://citeseerx.ist.psu.edu/document?repid=rep1&type=pdf&doi=9c911d69e3
bb60f82bd1322c757f172db408a29a
This study shows that educators are becoming increasingly aware of different
learning styles, but this awareness has not yet translated into the widespread use of
appropriate practices (Barber, 2007; Guild, 2001; Hall & Moseley, 2005). It is not

4. enough to simply be aware of different learning styles, nor is it sufficient to purchase
the latest tools and programs without proper training. Many teachers make the
mistake of planning every aspect of their curriculum, materials, and environment,
only to find that their students do not fit into their plan (Parker, n.d.). Therefore, it is
crucial for educators to gain a deep and personal understanding of learning styles
and cognitively appropriate practices to create an effective learning environment for
all students.
Foreign Literature
Based on the uniqueness of students as individuals, each has a learning style that is different
from each other. Experts value each different individual, organize, analyze and process
information and experience in different ways (Rezaeinejad et.al, 2015). To understand each
class, not all students have the same level of information. Student's learning style that
becomes a capable factor or not makes it capable of learning material according to its
abilities. Knowing and understanding each learning style is believed to maximize students'
learning.
Foreign Literature
Learning styles are cognitive, affective, social and
psychological behavioral characteristics that are indicators of how students receive, interact
and respond to the learning environment (Vaishnav, 2013). Learning styles can be referred to
as a series of factors, habits and behaviors that can facilitate learning for an individual in
certain situations. It can be said that learning styles are the ability of students to receive and
process information in learning situations (Vaishnav, 2013).
Foreign Literature
The National Association of Secondary School principles commissioned the construction of a
learning-styles test that it distributed widely (Keefe, 1988). Similarly, the Yale Graduate
School of Arts and Sciences (2009) currently maintains a Web site that offers advice for Yale
instructors; the site informs visitors that “college students enter our classrooms with a wide
variety of learning styles.” The site goes on to recommend that instructors determine their
own “modality of learning” as well as assess their students' learning styles and make their
instructional choices accordingly.
Local Literature
https://jfsr.afass.org.ng/index.php/JFSR
The “Journal Of Family And Society Research” (2022). The study conducted in the
Igbo-Etiti local government region aimed to explore the relationship between the
academic achievement of secondary school students and their preferred method of
learning. To obtain the necessary data, the study utilized a descriptive survey study
design. The survey was conducted using questionnaires that were administered to a
sample of students in the region under study. The findings of the study revealed a
strong correlation between the academic performance of the secondary school
students and their preferred method of learning. The students who preferred
interactive and practical learning methods had higher academic achievement than
those who preferred traditional lecture-based teaching.

5. Local Literature
LEARNING STYLES, STUDY HABITS, AND ACADEMIC PERFORMANCE
OFCOLLEGE STUDENTS AT KALINGA-APAYAO STATE COLLEGE, PHILIPPINES
Loneza Gas-ib Carbonel*
In one hundred (100) students who were enrolled in College Algebra at Kalinga-Apayao
State College during the second semester of 2013. The study showed that
46% percent of the students are have desirable learning through visual style of the learning,
thirty-six (36%) percent prefer auditory learning and only 18% of them prefer tactile style of
learning.
International Literature
“Students Learning Styles and Performance in Mathematics: Basis for the Development of
Teaching Materials” shows students learn in a variety of ways, and their ability to attain this
information also varies. A student's capacity to learn is impacted by the teacher's style of
conveying information. Unfortunately, little attention has been given to how children think
(Markova, 1992). Often, it is assumed that students' minds operate in the same way as the
teacher's does. So much of student failure in school comes directly out of the larger failure to
stimulate all those areas in the children's brains, stimulation which could open up their minds
in so many ways (Markova, 1992).
International Literature
The study of learning styles has brought great attention the importance of modifying
curriculum and unification of the perceptual differences of students. According to
Barbe(1981) and Dunn (1988), research has developed more complex and comprehensive
models that considers the effect to other elements of a person’s unique learning style.
For example, Keefe (1987) described three dimensions of personal preferences or styles in
learning, as was stated in the dissertation by E. Paul (2001):
•Cognitive styles
– information processing to include the way one encodes, Processes, stores, retrieve, and
decode information;
•Affective styles
– personality dimensions to include attention span, motivation, Interests, and emotions; and
•Physiological styles
– to include gender behavior, health-related behavior, and physical environmental
conditions
International Literature
There was a considerable research that examined the relationship between students' learning styles
and their academic performance (Witkin, 1973; Gregorc, 1979; Claxton and Murrell, 1987; Brunner
and Majewski, 1990; Schroeder, 1993; Klavas, 1993). These studies have consistently found that
when learning styles were considered in the teaching process, academic performance increased.
Schroeder states that accommodating the variations in learning styles could improve curricula and
the teaching process (1993).

6. References
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Correlation_Between_Students_Learning_Styles_and_Their_Learning_Achievement
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evidence. Psychological science in the public interest, 9(3), 105-119.
Hattie, J. (2011). Visible learning for teachers: Maximizing impact on learning. London:
Routledge.
Sharp, J. G., Bowker, R., & Byrne, J. (2008). VAK or VAK-uous? Towards the trivialisation of
learning and the death of scholarship. Research papers in education, 23(3), 293-314.
http://dx.doi.org/10.1080/02671520701755416
Djamarah, S. B. (2004). Psikologi Belajar. Jakarta: Rineka Cipta.
Gilakjani, A. P. (2012). Visual, Auditory, Kinaesthetic Learning Styles and Their Impacts on
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Bostrom R.P., Olfman L., Sein M.K. (1990). The importance of learning style in end-user
training. MIS Quarterly, 14, 101–119.
Coffield F., Moseley D., Hall E., Ecclestone K. (2004). Learning styles and pedagogy in post-
16 learning. A systematic and critical review. London: Learning and Skills Research Centre.
Garton, B.L., Spain, J.N., Lamberson, W.R. & Spier,
D,E. (1999) Learning Styles, Teaching
Performance and Student Achievement: A
Relational Study, Journal Of Agricultural
Education, 40, 3, pp.11-20.
Grasha, A.F. & Hicks, N.Y. (2000) Integrating
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Instructional Technology, College Teaching, 48,
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Schroeder, C.C. (1993) New Students - New
Learning Styles. Retrieved March 23, 2010