A Study of Learning-Thinking Style of Secondary School Students in Relationship with Academic Achievement

Abstract

Styles depend on a person's cerebral dominance over his or her own style of learning and different ways of thinking 
in information retention and processing. This study sought to find out the relationship and significance of 
differences between academic achievement and learning-thinking styles of secondary school students. The study was 
limited to students in the 10th grade. The objective of the present study was to see if there is a correlation between 
academic achievement and learning-thought patterns among secondary school students. The normative survey 
method was applied to conduct the study. The population for the study includes secondary school students from 
different regions. The mean and Pearson's product moment correlation ('r') are statistical techniques that help in 
the analysis and interpretation of results. The collected data were analyzed and interpreted on the basis of 
assumptions. It was found that learning-thinking styles and academic achievement of secondary school students are 
positively and significantly related to each other. High academic achievement students are good for teaching. It can 
be said that academic achievement is a factor that influences the learning-thinking style of secondary school 
students. It can also be concluded that male and female secondary school students do not differ in terms of their 
academic achievement whereas they do differ in terms of their learning-thinking style.