Advanced International Journal for Research

E-ISSN: 3048-7641   •   Impact Factor: 9.11

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Students’ Learning Styles and Their Relationship with Academic Achievement in Science

Author(s) Dr. Fatimah Azzahra Ahmad Rashid, Ms. Nur Anisya Sufia Mohamaad Ali
Country Malaysia
Abstract The study aims to identify the most dominant learning style among Form Two students and to examine the relationship between learning styles and students’ achievement in the science subject. A survey-based research design was employed using a learning styles questionnaire based on a four-point Likert scale. Content validity was evaluated and analysed using the Content Validity Index (CVI), yielding a value of 0.94, indicating good validity. The reliability of the instrument was established through Cronbach’s alpha, with a coefficient of 0.83. The questionnaire was administered to 103 students using a simple random sampling technique. Data were analysed using descriptive analysis (mean and standard deviation) and inferential analysis (Pearson correlation). The findings showed that the sociological learning style recorded the highest mean score (means = 3.02, standard deviation = 0.71), followed by emotional, psychological, environmental, and physical learning styles. Pearson correlation analysis indicated that all learning style dimensions were significantly and positively associated with students’ science achievement (p < .01). These findings suggest that awareness of learning style preferences may help students adopt more effective learning strategies to enhance their academic performance.
Keywords learning style, academic achievement, science education
Field Sociology > Education
Published In Volume 6, Issue 6, November-December 2025
Published On 2025-12-31
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E-ISSN 3048-7641
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