Physics Achievement from the Perspective of Learning Style Preferences

Abstract

Learning styles are personal pathways that articulate processing incoming information. The learning style of an individual could facilitate instructional operations to understand different subjects, and define remedies to improve performance in these subjects. Consequently, this study is raising the question: is there a significant difference on students' learning styles with respect to their achievement in physics? The productivity Environmental Preference Survey (PEPS) was translated into Arabic and used after being checked for validity and reliability on an actual sample of 89 tenth grade participants from four schools in Al-hassa district. The results revealed that emotional and sociological learning style preferences turn significant differences with respect to physics achievement. Although that the environmental and physiological learning preferences showed non-significant results, individual components encompassed in these two learning stimuli may bear considerable indications.