High School Students’ Learning Style Preferences and Level of Academic Achievement: A Cross-Sectional Study

Abstract

Learning is the ultimate goal of man's survival, and the main reason why teachers exist is to direct learners to achieve it appropriately. This study assesses the learning style preferences and level of academic achievement of high school students in Muertegui National High School regarding demographic profile. Understanding how students learn is essential for improving educational out-comes. The research employed a descriptive cross-sectional design, surveying 260 students to assess their demographic profiles, learning style preferences, and academic performance. Key findings in-dicated that students preferred visual and auditory learning styles, with age, gender, and grade level significantly influencing these preferences. Younger students showed a tendency towards visual and auditory learning, while older students favoured visual learning. Additionally, males preferred prac-tical, hands-on activities, whereas females leaned towards collaborative and verbal-based learning. Despite these preferences, the study found no direct correlation between learning styles and academ-ic achievement, suggesting that effective teaching should incorporate a variety of methods to engage diverse learning needs. The results highlight the importance of tailoring instructional strategies to accommodate evolving learning preferences as students progress through high school. It was rec-ommended to conduct a similar study that explores the impact of specific learning strategies on aca-demic performance, the role of learning styles in student motivation and engagement, and the effec-tiveness of different approaches to teaching students with diverse learning styles.