Students learning style preferences across academic levels in selected agricultural universities in Tamil Nadu

Introduction

Learners differ significantly in the ways they acquire, process, and apply knowledge, which is generally referred to as learning styles. The concept emphasizes that each student has a distinct preference for absorbing and interpreting information, and instructional effectiveness can be enhanced by aligning teaching strategies with these preferences. Learning style assessments, although varied in nature, generally attempt to identify whether learners favor visual, auditory, or kinesthetic modes of instruction. Students may learn through observing and listening, reflecting and experimenting, applying logical or intuitive reasoning, or relying on memory and visualization. Consequently, the term learning style encompasses the strategies, methods, and approaches that shape a learner's interaction with the learning environment. Variations in motivation, attitudes towards teaching and responsiveness to instructional methods further contribute to these differences. The more teachers recognize and adapt to such diversity, the greater the likelihood of addressing the needs of all learners effectively (Felder & Brent, 2005) [3] . However, the heterogeneity among students presents challenges. Learners enter classrooms with diverse backgrounds, abilities, interests, goals, motivation levels, and approaches to study. Similarly, instructional methods vary across educators; while some prioritize lectures, others emphasize demonstrations, discussions, or applications. The amount of knowledge a student gains is influenced not only by prior preparation and aptitude but also by the compatibility between learner characteristics and the instructor's teaching style (Felder & Brent, 2005) [3] . Learning styles, therefore, can serve as diagnostic tools to understand how students engage with instructional content. According to Cronbach and Snow (1977) [2] , these styles can guide the selection of teaching strategies most suitable for a particular learner.

When teaching approaches are designed to align with students' learning preferences, learning outcomes are likely to be more effective (Pashler et al., 2008) [9] . In applied disciplines such as agricultural education, the alignment between teaching methods and learning styles becomes particularly significant. Professional courses, including agriculture and horticulture, demand practical engagement beyond theoretical knowledge, and hence, learners may exhibit varied learning style preferences depending on course requirements. Despite this, many instructors remain unaware that students process and internalize classroom content in different ways. The present study undertaken to examine the learning styles of undergraduate, postgraduate, and doctoral students and to explore their relationship with academic performance and time devoted to self-study.

Objectives

The study was designed with the following objectives: 1. To identify the learning styles of undergraduate, postgraduate, and doctoral students. 2. To examine the relationship between learning styles, academic performance, and the amount of time devoted to self-study.

Methodology

The study was carried out at Annamalai University (AU) and Tamil Nadu Agricultural University (TNAU), both located in Tamil Nadu. A total of 90 students were selected using a random sampling technique. To assess their learning styles, a structured questionnaire was employed, consisting of statements measured on a three-point continuum: often (score 3), sometimes (score 2), and seldom (score 1). The questionnaire included items designed to capture students' preferences for different modes of learning. Data were collected through direct administration of the tool, ensuring accuracy and completeness. The responses subjected to statistical analysis using frequency distribution, percentage analysis, and one-way ANOVA to identify differences and associations between learning styles, academic performance, and time spent on self-study. I can remember best by listening to a lecture that includes information, explanations and discussions.

Questionnaire employed in this study

2.

I prefer to see information written on the board and supplemented by visual aids and assigned readings 3.

I like to write things down or take notes for visual review 4.

I prefer to use posters, models, or actual practice and other activities in class 5.

I require explanations of diagrams, graphs, or visual directions 6.

I enjoy working with my hands or making things 7.

I am skillful with and enjoy developing making graphs and charts 8.

I can tell if sounds match when presented with pairs of sounds 9.

I can remember best by writing things down several times 10.

I can easily understand and follow directions on a map 11.

I do best in academic subjects by listening to lectures and tapes 12.

I play with coins or keys in my pocket 13.

I learn to spell better by repeating words out loud than by writing the words on paper 14.

I can understand a news article better by reading about it in the newspaper or online 15.

I chew gum, smoke or snack while studying 16.

I think the best way to remember something is to picture it in my mind 17.

I learn the spelling of words by "finger spelling" them 18.

I would rather listen to a good lecture or speech than read about the same material 19.

I am good at working and solving jigsaw puzzles and mazes 20.

I grip objects in my hands during learning periods 21. I prefer listening to the news on the radio or online rather than reading about it in a newspaper or on the internet 22.

I prefer obtaining information about an interesting subject by reading about it 23.

I feel very comfortable touching others hugging, handshaking, etc. 24.

I follow oral directions better than written ones 1. Results revealed that more than three-fourths of the respondents (76.67%) fell into the medium category, while 13.33 percent and 10.00 percent of students were classified under high and low learning style levels, respectively. This indicates that the majority of students exhibited a moderate preference for learning styles. With respect to academic performance (Table 2), it was observed that more than half of the respondents (52.22%) belonged to the medium category, followed by 36.67 percent in the high category and 11.11 percent in the low category. These findings suggest that most students performed within an average range, with a considerable proportion achieving higher academic scores. The results regarding time spent on self-study (Table 3) indicated that 57.78 percent of students fell under the medium category, followed by 31.11 percent in the low category and only 11.11 percent in the high category. This demonstrates that while most students allocated a moderate amount of time for self-study, relatively few invested a high number of hours. The findings indicate that learning styles did not significantly influence academic performance or self-study practices. This aligns with earlier studies (Karalliyadda, 2017; Turky & Almigbal, 2015; Victor, 2011) [6,11,12] , which also reported no significant relationship between learning style preferences and academic achievement. However, contrary to these results, other studies (Loulwa, 2013) [7] have demonstrated associations between learning styles and academic performance. Such discrepancies may arise from the limitations of learning style models in capturing the complexity of students' cognitive processes.

Findings and Discussions

Therefore, while this study found no evidence supporting a direct influence of learning styles on academic performance and self-study, the findings underscore the need for further research. Future investigations should explore alternative frameworks and methodologies for assessing learning preferences and their implications for educational outcomes.

Conclusion

According to the survey, a vast majority of students showed a medium preference for learning styles, and there was no discernible correlation between learning styles, academic achievement, or the amount of time spent on independent study. These results imply that academic success is not solely determined by learning styles. To accommodate different student preferences, improve engagement, and encourage active involvement, it is still crucial to implement a variety of instructional tactics. Teachers can also assist pupils in identifying their learning styles and modifying their study routines. Incorporating adaptable, learnerresponsive pedagogy into faculty development and curriculum design can foster inclusivity at the institutional level. The study's overall findings highlight the need to develop student-focused learning environments that promote equitable academic growth.

Conflict of Interest

Authors do not have any potential conflicts

Funding Statement

No funding were provided for this study

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