Comparative analysis of learning style preferences and learners’ academic performance in selected Rwandan secondary schools: Evidence from Rwamagana District

Abstract

This study examined comparative analysis of learning style preferences and learners’ academic performance in selected secondary schools, specifically focused on Rwamagana District, Rwanda. Four specific objectives formed the basis of the study: to examine the effect of visual learning style on learners’ academic performance, to assess the influence of auditory learning style on learners’ academic performance, to evaluate the effect of reading/ writing learning style on learners’ academic performance, and to analyze the effect of kinesthetic learning style on learners’ academic performance in selected secondary schools in Rwamagana District. The study used VARK model as its guiding theoretical framework. The study adopted the convergent parallel mixed-method research design. The study involved 1696 participants, with a sample of 266, including 200 students, 38 teachers, 14 directors of studies, and 14 head teachers were chosen for analysis. Researcher used a combination of census and stratified sampling techniques to select this representative group, following Yamane’s formula to determine the appropriate sample size. Data collection relied on a structured questionnaire with Likert-scale options, one-on-one interviews, and document analysis. Statistical methods were used in the data analysis for the quantitative research. The numerical data was presented and summarized using descriptive statistics, and conclusions and population-wide generalizations were made using inferential statistics. A computer program called IBM SPSS Statistics 27 helped analyze the numerical data (percentage, averages, etc.,), while qualitative data from interviews were analyzed using thematic analysis to identify key themes and understanding related to learning style and learner’s academic performance. The findings revealed positive effect of different learning styles on academic performance among secondary school learners in Rwamagana District: Visual learning style explained 42.2% of the variation in academic performance (R² = 0.422, p = 0.0005), indicating that while visual learning has some influence, it is not a major predictor of learners' academic performance. Similarly, auditory learning style accounted for 56.2% of performance variation (R² = 0.562, p = 0.0004), suggesting a moderate positive effect but limited overall effect on learners’ academic performance. In contrast, reading/writing learning style emerged as a strong predictor, explaining 97.0% of academic performance variations (R² = 0.970, p = 0.001), indicating that effective reading and writing strategies significantly enhance students’ academic success. Lastly, kinesthetic learning style explained 83.9% of the variation in performance (R² = 0.839, p = 0.000), demonstrating that hands-on learning strategies also have a considerable positive effect on academic achievement. The study concludes that learning styles significantly influence academic performance among secondary school students in Rwamagana District. While visual and auditory styles have moderate effects, reading/writing and kinesthetic styles are the strongest predictors of success. These findings highlight the importance of adopting diverse teaching strategies, particularly those emphasizing literacy and hands-on learning, to enhance student achievement. Policymakers and educators should prioritize these approaches for improved learning outcomes.