A critical analysis between learning style and academic performance of undergraduate students in District of West Tripura

Academic achievement is a fundamental goal of formal education systems, influencing students' career trajectories and broader societal progress. This study explores the relationship between learning styles and academic performance among undergraduate students in West Tripura District, India. Employing a correlational research design, data were collected from 150 students (81 females, 69 males) using the Learning Style Scale developed by Balhara and Mittal. The study aimed to (1) identify predominant learning styles, (2) analyze gender-based differences in academic achievement, and (3) examine the correlation between learning styles and academic performance. Findings indicate that students exhibit diverse learning preferences, with visual learning (27.5%) being the most dominant style, followed by kinesthetic (25%), reading/writing (25%), and auditory (22.5%) learning. Analysis of gender-based differences in academic performance revealed that female students had a slightly higher mean score (118) than male students (114), but the difference was not statistically significant (t = 1.52, p > 0.05), supporting the null hypothesis (H01). Similarly, the correlation analysis (r = 0.099, p > 0.05) suggests no significant relationship between learning styles and academic performance, supporting the null hypothesis (H02). These findings highlight the need for varied instructional strategies to accommodate diverse learning preferences. Moreover, the minimal impact of learning styles on academic achievement suggests that other factors, such as motivation and teaching quality, may play more substantial roles. The study underscores the importance of inclusive and flexible teaching methodologies to enhance student learning experiences in higher education.