The Relationship between Perceptual Learning Styles Preferences and Reading Comprehension Test

This study explored the relationship between perceptual learning style preferences (PLSP) and reading comprehension among 40 senior university students in Ethiopia. Utilizing a quantitative correlational design, data was collected through self-reported PLSP questionnaires and TOEFL reading test scores. Analysis of Variance (ANOVA) was employed to determine the impact of PLSP on reading performance, ensuring assumptions of normality and homogeneity of variances were met. Findings revealed a diverse distribution of PLSP, with auditory and group learning styles being most prevalent, each accounting for 20% of the participants. Visual and tactile styles were preferred by 17.5% each, while kinesthetic and individual styles were less common, at 12.5% each. Academic performance varied significantly across these learning styles. Individual learners demonstrated the highest mean reading test score (64.00), while group learners exhibited the lowest (51.63). ANOVA results indicated a significant effect of PLSP on reading comprehension scores (F (5, 34) = 3.468, p = 0.012). Post-hoc Tukey's HSD tests further pinpointed that individual learners significantly outperformed auditory, kinesthetic, and group learners. This suggests that students who prefer independent study environments tend to excel in reading comprehension. Also, it highlights the importance of aligning instructional strategies with students' preferred learning styles to enhance academic outcomes. Specifically, it underscores the need for educators to incorporate diverse teaching methods, including collaborative activities for auditory and group learners and independent projects for individual learners.