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DOI: https://doi.org/10.63345/ijrhs.net.v14.i6.1
Dr. Roopali Chandra
Assistant Professor
Department of Education
Satyam Group of Institutions, Noida
Abstract— Learning styles have long been considered an important factor influencing students’ academic achievement and classroom performance. The concept suggests that learners differ in the ways they perceive, process, and retain information, leading to variations in learning preferences such as visual, auditory, reading/writing, kinaesthetic, reflective, and experiential approaches. Understanding these differences is particularly important at the senior secondary level, where students encounter complex curricula, increased academic demands, and preparation for higher education and career pathways. This review examines the role of learning styles in enhancing academic achievement among senior secondary school students by analyzing findings from established academic studies and scholarly literature. The review indicates that while several studies report positive associations between learning-style awareness and improved learning outcomes, evidence supporting the effectiveness of matching teaching methods to individual learning styles remains inconclusive. Contemporary research emphasizes that academic achievement is influenced by multiple factors, including motivation, prior knowledge, learning strategies, teaching quality, classroom environment, and self-regulated learning. Nevertheless, awareness of learning preferences can assist teachers in designing diverse instructional approaches that accommodate a wide range of learners. The review concludes that learning styles should be viewed as flexible preferences rather than fixed learner characteristics. Employing multimodal instructional strategies may contribute to enhanced engagement, understanding, and academic success among senior secondary school students.
Keywords— Learning Styles, Academic Achievement, Senior Secondary Students, VARK Model, Student Performance, Teaching Strategies, Learning Preferences, Educational Psychology.
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