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Academic Achievement of Students with Different Learning Styles

Author(s): Alireza Damavandi | Rahil Mahyuddin | Habibah Elias | Shafee Daud | Jafar Shabani

Journal: International Journal of Psychological Studies
ISSN 1918-7211

Volume: 3;
Issue: 2;
Date: 2011;
Original page

The present study investigated the impact of learning styles on the academic achievement of secondary schoolstudents in Iran. The Kolb Learning Style Inventory (1999) was administered in eight public schools in Tehran.The mean of test scores in five subjects, namely English, science, mathematics, history and geography, wascalculated for each student and used as a measure of academic achievement. A total of 285 Grade 10 studentswere randomly selected as sample of this study. The results of the analyses of variance show that there is astatistically significant difference in the academic achievement of the Iranian students that correspond to the fourlearning styles [F(3, 285) = 9.52, p < .05]; in particular, the mean scores for the converging and assimilatinggroups are significantly higher than for the diverging and accommodating groups.
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