Cognitive and Learning Styles of Low and High Achievers

This study aimed to explore the differences in cognitive and learning styles between high and low academic achievers among college students. Using a cross-sectional survey design, a sample of 150 undergraduate students from public sector colleges in Lahore, Pakistan, was selected. Participants were categorized based on their CGPA into high achievers (CGPA ≥ 3.2) and low achievers (CGPA 2.0–2.5). Various cognitive and learning style indicators were measured, including knowing, planning, creativity, and analytic styles, among others. The results indicated significant differences in cognitive and learning styles between high and low achievers, with high achievers displaying stronger planning, knowing, and analytic tendencies, while low achievers demonstrated less consistency in these styles. The findings suggest that understanding the relationship between cognitive and learning styles can inform strategies for enhancing academic achievement and provide insight into personalized teaching methods for different groups of students. The study has implications for educators in tailoring their approaches to support diverse learning needs and improve overall academic performance.