Students learning style and academic achievement

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dc.contributor.authorHina Sajid
dc.date.accessioned2025-12-08T11:46:08Z
dc.date.available2025-12-08T11:46:08Z
dc.date.issued2024
dc.description.abstractThe present study aims to ascertain whether teacher commitment plays a moderating role between learning style of students and their academic achievements. This study used a cross-sectional survey research design based on a deductive approach collects data from 150 teachers and 300 high school students from Lahore, Pakistan, by using VAK learning style model standardized instruments adopted from the original UK version. Descriptive analyses, correlation, mediation, and inferential tests were conducted with the use of the IBM SPSS Statistics version 26. Overall analysis highlighted learning styles have positive correlation with academic achievement of science students and among these, students with kinesthetic learning perform best. We also found that teacher commitment moderates the relationships for visual and kinesthetic learning styles but not for the auditory preferred students. Thus, the present study’s results emphasize the importance of commitment to the students’ success and stress the need for the development of targeted professional activity frameworks that will help teachers learn how to support a wide range of learners’ requirements. Deans for future studies include extension of the conceptual frame to external relations, increase of time spans by employing longitudinal approaches, and expansion of the research field with respect to learning style theories.
dc.identifier.urihttps://escholar.umt.edu.pk/handle/123456789/15404
dc.language.isoen
dc.publisherUMT Lahore
dc.titleStudents learning style and academic achievement
dc.title.alternativeMediating role teacher commitment
dc.typeThesis
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