Exploring the Relationship between Learning Styles and Academic Achievement in Tamil: Evidence from Higher Secondary Schools

Abstract

The relationship between learning styles and academic achievement is a critical area of inquiry in educational research, particularly in language education. This study examined the association between learning style preferences and academic achievement in Tamil language among higher secondary school students in Krishnagiri District, Tamil Nadu. A sample of 198 students from Classes VIII and IX was selected through simple random sampling. Data were collected using the Learning Style Scale (Abdollahi Mohammad & Jaafar, 2014), and academic achievement was determined from students’ Tamil subject examination scores. Independent sample t-tests were conducted to compare learning styles across demographic variables, and Pearson’s correlation analysis was used to assess the relationship between learning styles and academic achievement. Results indicated no significant differences in learning style preferences based on gender or type of family, but significant differences were observed with respect to locality, medium of instruction, and type of school management. Correlation analysis revealed a strong positive relationship (r = 0.752, p < .05) between learning styles and academic achievement, suggesting that students employing varied and effective learning methods tend to perform better in Tamil. These findings provide evidence-based insights for educators and policymakers to design instructional strategies that align with students’ preferred learning styles, thereby enhancing language learning outcomes.