[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-595907-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-595907-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","a-study-of-relationship-between-learning-preferences-and-academic-achievement","A Study of Relationship between Learning Preferences and Academic Achievement","","Major focus of this study was visual, auditory, and kinesthetic learning preferences of college students based on the Dunn and Dunn model (Dunn & Dunn, 1993) and how they relate to academic achievement. The quantitative, descriptive, correlational design included male and female science and arts students from B.A./B.Sc. and BS programs in Punjab public sector colleges. Sample selection used three-stage cluster sampling of 1200 students. Barsch Learning Preferences Inventory (BLPI) measured preferences, with product-moment correlation and z-test comparisons between low and high achievers. Results showed students predominantly visual, with high achievers more visual and kinesthetic, and a significant relationship between auditory preference and achievement.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/a-study-of-relationship-between-learning-preferences-and-academic-achievement/595907/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/a-study-of-relationship-between-learning-preferences-and-academic-achievement/595907.png","ImageObject",300,407,{"name":42,"@type":43},"Anna Hans","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-08","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",6,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What learning preferences were examined in the study?","Question",{"text":63,"@type":64},"The study examined visual, auditory, and kinesthetic learning preferences of college students using the Dunn and Dunn model and the Barsch Learning Preferences Inventory (BLPI).","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How was the relationship between learning preferences and academic achievement analyzed?",{"text":68,"@type":64},"Product Moment correlation coefficient was used to test the relationship between each learning preference and academic achievement, and z-test was used to analyze differences between low and high achievers.",{"name":70,"@type":61,"acceptedAnswer":71},"What main conclusions were reported about the dominant learning preference?",{"text":72,"@type":64},"College students were predominantly visual in their learning preference. High achieving students were also more visual and kinesthetic, and there was a significant relationship between auditory learning preference and academic achievement.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},595907,1792116678,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":108,"preview_page_count":4},5909892332657,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","A Study of Relationship between Learning Preferences and  \nAcademic Achievement  \nSher Afgan Khan *, Manzoor Hussain Arif** and Muhammad Imran Yousuf***  \nAbstract  \nMajor focus of this study was on visual, auditory and kinesthetic learning preferences of college students as given in Dunn and Dunn model (Dunn & Dunn, 1993) and their relationship with academic achievement of students. The nature of study was quantitative, descriptive and correlational. All (male and female, science and arts) students enrolled in B.A. /B.Sc. and BS programs of all public sector colleges of Punjab province constituted the population of study. The study was delimited to six districts of Punjab province with two districts from each region (North, Central, & South Punjab) . Three-stage cluster sampling technique was used to select the sample of 1200 students. Barsch Learning Preferences Inventory (BLPI) (visual, auditory, & kinesthetic) developed by Barsch (1996) was used as a research instrument. Product Moment correlation coefficient was used to find out relationship between each learning preference and academic achievement. Furthermore, differences among low achieving and high achieving students with respect to their learning preferences were analyzed by applying z-test. It was concluded that college students were predominantly visual in their learning preference. High achieving students were also more visual and kinesthetic. Further, there was also a significant relationship between auditory learning preference and academic achievement.  \nKeywords: Learning preferences, Academic achievement, High achievers, Low achievers  \n* PMAS-Arid Agriculture University, Rawalpindi, Pakistan. E-mail: [drafgan@gmail.com](drafgan@gmail.com)  \n** [E-mail: manzur.arif@gmail.com](E-mail: manzur.arif@gmail.com)  \n***E-mail: [dr.imran@uaar.edu.pk](dr.imran@uaar.edu.pk)  \nIntroduction  \nLearning preferences (LP), which is a complex concept, has conditions in which learners perceive, process, store and recall what they try to learn (James & Gardner, 1995) . Learning preferences are defined as relatively stable indicators of how students perceive factors of learning environment for interaction and response for the composite cognitive, emotional, social and physical development and learning (Keefe, 1979) . College students in a learning situation are different in many aspects, because, besides other variations, they have developed their own learning preferences. Miller (2001) viewed that it is responsibility of educators and teachers to understand and deal with the diversity of students’ learning preference. There are many theories regarding learning preferences. This research focused on Dunn and Dunn model of learning preferences.  \nDunn and Dunn (1993) hold their opinion that learning preference is divided into five major stimuli strands. The branches and channels of stimulus are: a) environmental, b) emotional c) sociological d) physical, and e) psychological factors which influence learning, i.e., how many people learn (Dunn, 2003) . Pakistani citizens being a part of developing country try to follow new trends so as to make them a member of developed countries. There is an evident room for changes and improvements in all sectors and areas of life but most essential change that is crucial to the cause is in educational system and the means of teaching. Education being the milestone, each nation has to follow to achieve objectives it sets for its development. It is responsibility of educators to come up with those teaching ideologies that can give an efficient, effective, production and a qualified staffing that can prove prosperous in future. This study focused on learning preferences of college students. By knowing what they want and how they want to get educated can be an effective tool for educators as well. By having such in-depth information regarding the likes and dislikes of students, the learning curve and cycle both can become more effective. This is a two","cbCaiov5erNi58OP","https://ap.wps.com/l/cbCaiov5erNi58OP","pdf",119148,16,"English","# Abstract\n# Introduction\n## Learning preferences concepts and models\n# Statement of the problem\n# Objectives of the study\n# Hypotheses","[{\"question\":\"What learning preferences were examined in the study?\",\"answer\":\"The study examined visual, auditory, and kinesthetic learning preferences of college students using the Dunn and Dunn model and the Barsch Learning Preferences Inventory (BLPI).\"},{\"question\":\"How was the relationship between learning preferences and academic achievement analyzed?\",\"answer\":\"Product Moment correlation coefficient was used to test the relationship between each learning preference and academic achievement, and z-test was used to analyze differences between low and high achievers.\"},{\"question\":\"What main conclusions were reported about the dominant learning preference?\",\"answer\":\"College students were predominantly visual in their learning preference. High achieving students were also more visual and kinesthetic, and there was a significant relationship between auditory learning preference and academic achievement.\"}]","A Study of Relationship between Learning Preferences and Academic Achievement | PDF",1792082087]