Impact of Learning Thinking Styles On Academic Achievement Among Secondary School Students

This study investigates the impact of learning styles, specifically hemispheric dominance (right, left, and integrated), on academic achievement among secondary school students.The problem centers on understanding whether students' cognitive preferences significantly influence their academic performance, given the traditional educational system's focus on logical and analytical skills.The objective was to explore the relationship between learning styles and academic achievement and identify which style correlates most strongly with academic success.The hypothesis posited that there would be significant differences in academic achievement among students with different hemispheric dominance.The study utilized a descriptive survey method, with a purposive sample of 500 secondary school students (250 male and 250 female) from South Delhi, equally distributed across Class XI.Parents of these students were also included to measure involvement.The Style of Learning and Thinking (SOLAT) by D. Venkataraman was employed to assess cognitive preferences, while academic achievement data were analyzed using descriptive statistics (mean, standard deviation) and inferential statistics (ANOVA, Tukey HSD).Findings revealed that lefthemisphere dominant students scored the highest, reflecting their strength in logical, analytical tasks aligned with traditional educational assessments.Integrated thinkers demonstrated moderate performance, while right-hemisphere dominant students scored the lowest, highlighting the educational system's lesser emphasis on creative and holistic skills.The results underscore the need for balanced teaching strategies that cater to diverse learning styles, including visual, kinesthetic, and creative approaches.These findings have significant implications for curriculum design and instructional practices, emphasizing the importance of inclusive education to enhance overall academic achievement.